scholarly journals Towards the Compatibility of Professional and Scientific Learning Outcomes: Insights and Options in the Context of Competence Orientation

2017 ◽  
Vol 4 (4) ◽  
pp. 325-345
Author(s):  
Volker Rein
Keyword(s):  
Learning Outcomes ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Steady Increase ◽  
Education Practice ◽  
Scientific Competence ◽  
Per Se ◽  
Competence Acquisition ◽  
Training Programmes ◽  
And Training

The steady increase in science-related requirements in operational areas of skilled and managing workforce is influencing worldwide the discourse on shaping professionalization.  This article focuses on the compatibility of professional and scientific competence-oriented learning outcomes of qualification programmes within and across the education and training sectors. It is assumed that there is not, per se, a conceptual dichotomy in designing education and training programmes and credentials in a competence-oriented manner to address complex  professional  and scientific  requirements in education and training in a compatible way. The article tries to shift the discussion  from a systemic and institutional focus to a conceptual- and requirement-oriented perspective on qualification design.  Using Germany as an example, it discusses the conceptual intersections of Vocational Education and Training and academic Higher Education  on competence,  and comparatively analyzes competence-oriented instruments for the classification and the transparency of learning outcomes and their application in the education practice of  dual study programmes with vocational reference qualifications. On this basis, the article elucidates identified characteristics of comprehensive professional-scientific competences and relevant requirement areas in education and training. In addition, further  prerequisites for an integrated competence acquisition in education programmes are discussed as well. It is assumed that these characteristics can also be regarded as  important prerequisites for the connectivity of qualifications and permeable pathways  within and between education systems.

scholarly journals Rituals of Vocational Socialisation: Faith-Building in Higher Vocational Education for Weak-Form Occupational Pathways

2021 ◽  
Author(s):  
Rebecca Ye
Keyword(s):  
Vocational Education ◽  
Weak Form ◽  
Education And Training ◽  
Digital Data ◽  
Vocational Education And Training ◽  
Higher Vocational Education ◽  
Collective Identification ◽  
Qualitative Interview Study ◽  
Training Programmes ◽  
And Training

AbstractThis paper addresses the question of how higher vocational education and training programmes socialise participants for future work, where the occupational pathways they are to embark on are weakly defined. The analysis focuses on organisational rituals as a means to understand individual and collective transformative processes taking place at a particular intersection of education and labour markets. Building on organisational and sociological theories of rituals, as well as drawing empirically from a longitudinal qualitative interview study of a cohort of students in Swedish higher vocational education for work in digital data strategy, I explore how rituals are enacted in a vocational education and training setting and what these rituals mean to the aspirants who partake in them. The findings illustrate how rituals initiate, convert, and locate the participants in a team. These repeated encounters with rituals socialise, cultivate and build vocational faith amongst participants, despite the nascency and unstable nature of their education-to-work pathways. However, while rituals can serve as a catalyst to ignite processes of collective identification and vocational socialisation, they are not always successful. The paper discusses implications of faith-building in weak-form occupational pathways when the labour market is strong and conversely, when the economy is in recession. The text concludes by advocating the need for examining the power of educational institutions in shaping transitional experiences of participants in vocational education.

scholarly journals COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES

2021 ◽  
Vol 30 (30 (1)) ◽  
pp. 397-405
Author(s):  
Ágnes Stomp ◽  
Marianna Móré
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
The European Union ◽  
Credit System ◽  
Member States ◽  
Training Systems ◽  
Training Programmes ◽  
And Training

Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.

scholarly journals Theoretical And Empirical Studies Of The Use Of Problem Base Learning In The Technical And Vocational Education And Training (TVET) In The Context Of The XXI Century

2019 ◽  
Vol 1 (2) ◽  
pp. 133-143
Author(s):  
Supari Muslim ◽  
Nita Kusumawati ◽  
Euis Ismayati ◽  
Erina Rahmadyanti ◽  
Dhanu Lukmantoro
Keyword(s):  
High School Students ◽  
Vocational Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Empirical Studies ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Problem Base Learning ◽  
Relevant Research ◽  
And Training

The research aims to find out: (1) how far PBL has been used as a learning model in the vocational environment; and (2) how far is the influence of PBL on learning outcomes? The study was conducted with literature studies through theoretical and empirical studies of references and relevant research results, and continued with focus group discussions (FGD). The relevant references include learning theories, and theories about problem base learning (PBL). While the study of the results of relevant research, is a study of studies on the influence of PBL on "learning out comes" in vocational high school students as an integral part of technical, vocational, education and training (TVET). The study concluded that: (1) PBL has been widely used in learning in the vocational environment; (2) PBL is able to improve student learning achievement both process and results; and (3) the number of students who actively study, the number of students who ask questions, and student learning outcomes increase significantly on the application of PBL.

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