scholarly journals Erasmus+ and Vocational Secondary Education: Analyzing Participating Students’ Views. A Case Study of Students’ Mobility in the Prefecture of Preveza, Greece

2020 ◽  
Vol 7 (2) ◽  
pp. 36
Author(s):  
Aggelos Kavasakalis ◽  
Maria Tzima
Keyword(s):  
Vocational Education ◽  
Knowledge Society ◽  
National Level ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Individual Mobility ◽  
Learning Policies ◽  
Erasmus Programme ◽  
And Training

After the advent of the knowledge society there has been a lot of debate, among countries and supranational organizations, on the promotion of lifelong learning policies and cooperation policies on education and training issues. In this context, training policies and mobility programmes at all levels of education and/or training are high on the international political agenda.At the same time, it is well known that vocational education and training is inextricably linked to the labour market and undoubtedly to employability (Stamelos, Vasilopoulos, Kavasakalis, 2015). Within this broader framework, many policies and programmes have been developed and implemented at European level to defend this objective, with the most contemporary of them, Erasmus+. This article presents a case study of a students’ mobility programme.In detail, the purpose of this article is to investigate and analyse the participating students’ views in individual mobility actions under the Erasmus+ programme in secondary vocational education in theprefectureofPreveza, regarding the effectiveness in achieving the objectives set by the programme itself.The text is divided into two subsections. The first section analyses the most important parameters of the issue at European and national level, as well as the basic structures and actions implemented within the framework of the European Erasmus+ Programme, while the second presents the research methodology and the primary results extracted from the descriptive and statistical analysis of the research tool, i.e. the questionnaire answered by Erasmus+ participants after the mobility.

scholarly journals Legal Regulations for Advertising Vocational Education and Training Services: Case Study of Lithuania

2018 ◽  
Vol 14 (22) ◽  
pp. 202
Author(s):  
Vidmantas Tutlys ◽  
Genute Gedviliene ◽  
Skaiste Vaiciukyniene
Keyword(s):  
Content Analysis ◽  
Vocational Education ◽  
Qualitative Content Analysis ◽  
Education And Training ◽  
Communication Process ◽  
Vocational Education And Training ◽  
Web Pages ◽  
Good Market ◽  
And Training

The European Commission’s Europe 2020 strategy calls for the enhancement the attractiveness of vocational education and training. This article aims to disclose and critically discuss the requirements defined in legislation of Lithuania for advertising VET services with reference to the context of the improvement of the VET image in society. It seeks to determine the requirements stipulated in legislation of Lithuania for advertising VET services and to evaluate the information on admissions to institutions of vocational education and training on their web pages according to the criterion of truthfulness of advertising. The article may be useful for professionals who work or will work with marketing communication in the future. It can be used as a manual of how to inform customers about VET services properly. The methods applied in this research are content analysis of scientific literature and legal documents, linguistic, comparative, systematic and logical interpretation methods of law, and a qualitative content analysis used for the case study. The content of the training service and not the subjective image is the actual marketing object, because the content provides an advantage that ensures good market positions in increasingly competitive market of VET provision. The image of initial vocational education is determined not so much by the actions of society, but by the vocational training systems themselves, or more specifically by the targeted efforts of its participants to improve the quality of initial vocational education, responding to the public challenges and communicating this message to the interested audiences in the communication process.

Alternative Approaches to Vocational Education and Training

2021 ◽  
Vol 23 (1) ◽  
pp. 9-29
Author(s):  
Phil Budgell ◽  
Keyword(s):  
Vocational Education ◽  
National Level ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Curriculum Framework ◽  
Analytical Strategies ◽  
Planning Cycle ◽  
Impact Phase ◽  
Vocational Courses ◽  
And Training

In this paper, the author uses the planning cycle developed by Cedefop to compare Vocational Education and Training in England and Bulgaria. In the initial phase he uses reports from the EU, OECD and Cedefop to define the issues being faced in both countries. For the conceptualisation phase, the author focuses on the development of the National Qualifications Framework. Formal adoption is represented by the classification of individual vocational courses. The operational phase is interpreted as: the structure and organisation of schools; the curriculum framework; examples of vocational courses in schools and colleges; and work-based learning. Finally, a range of analytical strategies at: student; school; municipality; and national level are used to illustrate the monitoring, evaluation and impact phase.

Development of Vocational Education and Training to 2025 in the Context of the European Skills Agenda

2021 ◽  
Vol 23 (4) ◽  
pp. 335-343
Author(s):  
Emiliyana Dimitrova
Keyword(s):  
Vocational Education ◽  
Lifelong Learning ◽  
National Level ◽  
Education And Training ◽  
Learning Culture ◽  
Vocational Education And Training ◽  
International Dimension ◽  
European Education ◽  
And Training ◽  
Training Area

The article presents the requirements for the development of vocational education and training until 2025 in the light of the Osnabruck Declaration. The Declaration describes the objectives to be achieved at European and national level in the following areas of development: resilience and excellence through quality, inclusive, and flexible vocational education and training; establishing a new lifelong learning culture – relevance of CVET and digitalisation; sustainability – a green link in VET European Education and Training Area and international dimension of vocational education and training.

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