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.

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 CHALLENGES AND SOLUTIONS OF TVET QUALITY ASSURANCE IN MONGOLIA

2020 ◽  
Vol 5 ◽  
pp. 285
Author(s):  
Grieta Tentere
Keyword(s):  
Quality Assurance ◽  
Vocational Education ◽  
Labour Market ◽  
Social Inclusion ◽  
Positive Impact ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Economic Competitiveness ◽  
Main Challenge ◽  
And Training

Technical and vocational education and training (TVET) makes a significant contribution to economic competitiveness in a knowledge-based economy. The main challenge for vocational education and training is to meet the changing skill needs in the labour market. In order to balance labour market supply and demand by constantly diversifying TVET customer base, it is necessary to increase the key role played by vocational education and training in economic competitiveness and social inclusion. The considerable economic growth in Mongolia does not have a positive impact on the creation of new jobs and poverty reduction. This implies that the Mongolian education sector was unable to produce required knowledge and skills to be employed. At the system and institutional levels, the management has changed frequently, the policy continuity and consistency are weak. The TVET and curriculum standards are not developed, validated and approved. The multi-faceted, multi-ownership and relatively accessible TVET system became reality in Mongolia. The main factor to increase the economic competitiveness is the quality of in the TVET sector. Thus, the quality assurance is a comprehensive system for evaluating outcomes and achievement of the core objectives of the TVET system, making adjustments, if necessary, and improving a rationale for management decisions.  

scholarly journals The German system of vocational education and training: challenges of gender, academisation and the integration of low-achieving youth

2020 ◽  
Vol 26 (1) ◽  
pp. 57-71
Author(s):  
Simone R Haasler
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Labour Market ◽  
Tertiary Education ◽  
Education And Training ◽  
Dual System ◽  
Vocational Education And Training ◽  
Apprenticeship Training ◽  
School Based ◽  
And Training

In Germany, the dual system of apprenticeship training has traditionally been very strong. The dominant position of the dual system, however, is being challenged by other training routes gaining significance, particularly tertiary education. This article investigates the extent to which this is leading to a restructuring of the dual system. Developments in school-based vocational programmes, trends of academisation and challenges deriving from qualifying low achievers are discussed. The growing significance of school-based programmes is linked to the gender impact of the vocational education and training (VET) system and the gender segmentation of the German labour market, while academisation reflects labour market demands for high skills. With dual study programmes and three and a half-year dual training, the dual system seeks to provide attractive training options for highly skilled young people. This, however, has made access to fully-qualifying vocational programmes very difficult for low-achieving young people, including migrants and refugees, thereby challenging the integration function of the German VET system.

scholarly journals Challenges and Opportunities for Technical and Vocational Education and Training in the local communities: Education and Labour Market for Young People

2019 ◽  
Vol 7 (3) ◽  
pp. 1 ◽  
Author(s):  
Mei-ling Lin
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Labour Market ◽  
Workforce Development ◽  
Social Cohesion ◽  
Global Economy ◽  
Knowledge Society ◽  
Education And Training ◽  
Vocational Education And Training ◽  
And Training

A country’s competitiveness in the global economy depends on its ability to develop a knowledge-based economy. EU has emphasized the importance of education and training systems for the knowledge society. The paper aims to contribute to the debate on vocational education, and specifically to the literatures on varieties of workforce development, human capital, labour market and social cohesion. Findings reveal that education is considered vital for the formation of a skilled and knowledge-able pool of workers. Investments in vocational and technical skills can be an important factor in contributing to economic development. Nevertheless, social cohesion depends on the way in which education and the labour market are linked. The contribution of this paper is to assess the policy strategies dealing with local youngsters’ education, labour market demands and social cohesion with respect to their potential of enabling young people to participate in working life and society. It also offers a contribution to the growing field of political economy of the link between labour market and social cohesion, the variation and dynamics of education systems, and globalisation.

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