scholarly journals Introduction to NJWLS 2021-4

2021 ◽  
Author(s):  
Anders Buch
Keyword(s):  
Grounded Theory ◽  
Vocational Education ◽  
Working Life ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Research Articles ◽  
Theory Analysis ◽  
School Based ◽  
New Research ◽  
And Training

This issue of Nordic Journal of Working Life Studies makes six new research articles available. The first article of the issue is written by Marit Lensjø: Grounded Theory Analysis of Work-based TVET and Intersectional Challenges Between Constriction Workers. It explores the Norwegian technical vocational education and training (TVET) model that combines school-based education with work-based apprenticeship in authorized enterprises (...)

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.

The rhetoric of Europeanisation of dual vocational education and training in Spain

2020 ◽  
Vol 26 (1) ◽  
pp. 73-90 ◽  
Author(s):  
Antonio Martín Artiles ◽  
Andreu Lope ◽  
Daniel Barrientos ◽  
Benjamí Moles ◽  
Pilar Carrasquer
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Education And Training ◽  
School To Work ◽  
Vocational Education And Training ◽  
School To Work Transition ◽  
School Based ◽  
Work Transition ◽  
German Model ◽  
And Training

This article has two objectives: to analyse the implementation of dual vocational education and training (VET) in Spain and to study the school-to-work transition of young people who complete dual VET. The article draws on a study that was based on 43 interviews, a discussion group and document analysis. The results show that dual VET has been implemented through a school-based model, as opposed to the firm-based ‘German’ model. Participants may be employed on the basis of training contracts or internships. Whichever approach was taken, we found that young people who have completed dual VET enjoy a rapid school-to-work transition.

scholarly journals What Sense Can We Make of the Possibility of Vocational Didactics? An Approach from the Spanish School-Based System Complemented by Non-Formal Vocational Training

2015 ◽  
Vol 2 (3) ◽  
pp. 170-181
Author(s):  
Fernando Marhuenda ◽  
Alicia Ros-Garrido
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Southern Europe ◽  
Pedagogical Innovation ◽  
Education Practice ◽  
The Past ◽  
School Based ◽  
And Training

Our contribution attempts to review the development of the field of didactics in Spain in the past 35 years and its contribution to the development and improvement of vocational education and training. We intend to show that the concern of didactics is an issue of great concern (and dispute) in Southern Europe, for which we will use Spain as an example. We will particularly analyse from a didactical approach (taking didactics as a normative applied discipline well established in academia) the possibilities that a traditionally school-based discipline has to improve the development of vocational education practice in and out of schools, for young and adult people, in terms of pedagogical innovation.

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