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.

scholarly journals Implementing the European Quality Assurance in Vocational Education and Training (EQAVET) at National Level: Some Insights from the PEN Leonardo Project

2016 ◽  
Vol 3 (1) ◽  
pp. 29-45
Author(s):  
Suzanne Gatt ◽  
Kim Faurschou
Keyword(s):  
Quality Assurance ◽  
Vocational Education ◽  
Labour Market ◽  
National Level ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Educational Training ◽  
Market Needs ◽  
And Training

EQAVET, the quality assurance tool in vocational and educational training, was developed in response to the need for a supply of a trained workforce for labour market needs. Implementation of EQAVET at national level, however, remains a challenge. The research reported here focused on the implementation of QA processes by VET providers in 4 countries: Malta, Italy, Turkey, and Sweden. Data was collected through a questionnaire with 62 VET providers. Responses showed that there is an overall commitment to quality. There is, however, little knowledge of EQAVET across the countries, with the exception of Malta. None the less, all VET providers have implemented some aspects of EQAVET, even if not always intentionally. The situation is, however, far from EQAVET being fully implemented. Reflections are made on whether the EQAVET model specifically or qualification assurance principles assurances should be promoted across Europe.

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 Conflicting priorities: The dichotomous roles of leadership and management at TVET colleges

2018 ◽  
Vol 1 (1) ◽  
pp. 71 ◽  
Author(s):  
Catherine Roberts ◽  
Liezel Frick
Keyword(s):  
South Africa ◽  
Leadership Development ◽  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Leadership And Management ◽  
Knowledge And Skills ◽  
Core Business ◽  
Curriculum Framework ◽  
And Training

The notions of leadership and management in the technical and vocational education and training(TVET) sector have become blurred in South Africa. The growing need for responsive and flexibleleadership in the TVET sector has resulted in challenges that can only be overcome with therelevant leadership knowledge and skills. Our findings suggest that the demands of leadershipand management have created conflicting priorities for leaders at the TVET colleges. Leadershipdevelopment in the TVET sector may be one way of addressing these issues. Yet, in South Africa,there are no strategically planned, custom-designed leadership development programmes forleaders in public TVET colleges. A curriculum framework for leadership development should beinformed by these conflicting priorities in order to reprioritise the focus of TVET leaders in SouthAfrica on their core business: that of vocational education. This article reports on current andfuture TVET leaders’ perceptions of how the notions of leadership and management influencetheir practice.

The Roles of an Effective Supervisor in Technical and Vocational Education and Training

2020 ◽  
Vol 24 (02) ◽  
pp. 2328-2334
Author(s):  
John Nehemiah Marwa ◽  
Hanifah Jambari ◽  
Ishak Taman ◽  
Nur Hazirah Noh@Seth ◽  
Mohd Zolkifli Abdul Hamid ◽  
...  
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Technical And Vocational Education ◽  
And Training
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