The Challenges of Work-Based Learning via Systemic Modelling in the European Union

While the skills mismatch is well documented in EU labour market, it renders work-based learning a plausible part of the answer to this problem. Yet, a number of issues demand handling before work-based learning is effectively utilized. Systems inquiry, through systemic modelling, constitutes a proper framework to facilitate a holistic study of such complex social phenomena. From a systemic perception, the complexity of social systems has prevented a holistic study. The descriptive power of systemic modelling allows for such a study that relates labour-market to dual education via apprenticeship. Thus, the respective systems are studied as a whole; the challenges arising are specified and the limitations of the solution are clarified. The application of apprenticeship in heavily industrialized countries can yield results, but it may fail in countries like Greece with a very different socio-economic environment. Still, some recommendations can be formed for a variant of apprenticeship more attuned to such cases.

Gender Equality and Relevant European Policies Regarding Vocational Education and Labour Market

This chapter aims firstly at examining the impact of gender stereotypes on choosing vocational education or profession. Secondly, the relevant policies of European Union and Greece, in particular, are presented and commented upon. For this purpose, relevant data have been collected from four related surveys conducted in the years 2008, 2010, 2014, and 2017, mainly in the high schools of Attica (Greece). The results from these four surveys only partially confirm the original hypothesis, namely that the gender stereotypes influence the decision-making process of choosing a field of vocational study or profession, but also indicate that there are significant correlations between specific occupations per gender identity and stereotypical perceptions. Finally, the harmonious coexistence of the sexes requires the development of self-knowledge and critical thinking. This can be achieved only by raising the awareness of teachers, who are called to improve the critical self-knowledge and social knowledge of individuals through the implementation of policies regarding school and local society.

Best Practices in Skills Implementation

The future world will see a radical shift in the nature and availability of jobs. Such a shift would entail youth to be equipped with new-age skills. For nations with a competitive advantage of diverse talent bases, the threat of unemployment looms large with serious consequences. India is no exception. As one of the youngest populations globally, 365 million Indians would be eligible to join the workforce in the next decade. Such a demographic dividend would contribute positively only if there are matching economic opportunities to absorb it. Transforming India's demographic surplus to demographic dividend requires policymakers to timely harness the power of skill development. This chapter explores how the skill mismatch is being addressed in India by following certain best practices that are purpose-oriented and ensure quality. Based on the case study of a leading vocational and employability training company, IL&FS Skills, the best practices in skill development for long-term sustainable impact are explored in this chapter.

The Role of Skill Training in Socio-Economic Development in Developing Countries

Pathways of socio-economic development are still exploratory, and, despite an increase in socio-economic development research, many challenges remain in designing an inclusive model of socio-economic development through skill training. This chapter addresses the issues related to skill training and, consequently, the impact of training on social and economic changes by combining the theories of socio-economic development. A lot of attention has been paid to the economic and ecological aspects of sustainable development, especially at the national level, but little has been given to the analysis of the implications of sustainable skill training on the quality of life and on socio-economical aspects of communities that are directly affected by the technical and vocational education and training (TVET) industry, particularly in developing countries. This chapter looks at issues surrounding sustainable skill training as a tool for socio-economic development in developing countries, using existing models and theories on development and training.

Enhancing the Skill Sets for Increasing Youth Employability in Latvia

Globalization, the development of new technologies, an ageing population, and the economic situation will continue influencing the skills mix; therefore, special attention has to be paid to young people to develop a skilled workforce responding to the current and future labour market needs, as well as to promote lifelong learning. The present study explores different concepts of employability and analyses employability skills of young people (aged 15-29) focusing on the most significant skills and the possible ways of enhancing their development. A survey of 405 youngsters and 81 representatives of institutions conducted in Latvia resulted in developing certain recommendations on how to increase youth employability in the Latvian labour market. Both theoretical analysis and the survey conducted highlight the most significant employability skills necessary to be competitive and successful at present and in the future.

Apprenticeships as a way of Tackling Skills Gaps

Malta did not suffer the 2009 economic crisis like other EU Member States. Youth unemployment remained low, and the country was among the first registering economic growth. However, Malta still has a very high percentage of early school leavers and is experiencing a significant skills gap in its labour market. In addition, a Cedefop study forecasted job growth mainly at professional and medium-level qualifications. This chapter is a discussion of how Malta is tackling the skills gap challenge by reforming its apprenticeship schemes. As changes were made to the format and governance of apprenticeships, the schemes were extended to more sectors as well as reflected a more modern approach to learning. As the number of apprenticeships continue to grow, Malta hopes to both be able to keep more young people in school through VET as well as provide a better trained skilled workforce to ensure further economic growth. This chapter can serve as an example for other countries and regions intending to reform their apprenticeship schemes.

Comparing Financing Models for Vocational Education and Training in Botswana, South Africa, and Zimbabwe

Funding for vocational skills development is important for effective development of graduate competencies. A comparison of literature on funding models in Botswana, SA, and Zimbabwe reveals common models with alternatives augmenting predominant systems. Funding in the three countries is predominantly through public funding and levy-grant system. Other funding sources include income generating activities, corporate and donor funding, fees from students and student grant-loan schemes. Some challenges in TVET funding include fragmented financing systems, general high cost of financing TVET, lack of commitment by stakeholders, poor image of TVET against academic education, inadequate public budgetary allocations by most governments, lack of research and feedback to TVET planners from labour market to allow planning and adjusting funding models for future skilled manpower requirements. There is need to have adequate funding to ensure that graduates fully gain the necessary competencies.

The Rhetoric of Hands-On Practical Skills

Learning hands-on skills in Civil Technology ensures that learners are capacitated with skills that address socio-economic ills. However, most learners who have completed their studies in Civil Technology are still experiencing unemployment. The purpose of this chapter is to explore innovative teaching and learning techniques that Civil Technology teachers possess during hands-on practical lessons. This chapter used qualitative research approach using observation and interview data collection instruments. This chapter purposefully sampled nine teachers and 145 learners from Gauteng and Limpopo provinces of South Africa and used two frameworks, namely Roger's diffusion of innovativeness and 9E instructional model. The study found that teachers have various challenges in using innovative teaching and learning techniques such as digital technologies to enhance learners understanding of tools concepts. This chapter recommends training for teachers about how to execute hands-on lessons using 9E instructional model as a guide to innovative knowledge.