A Skills beyond School Review of Denmark

Kuczera, Małgorzata; Kis, Viktória; Musset, Pauline; Hénard, Fabrice; Álvarez-Galván, José-Luis; Field, Simon

doi:10.1787/9789264173668-en

Cited by 18 publications

(16 citation statements)

References 14 publications

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“…This has numerous potential benefits: i) through course exemptions it reduces the direct and opportunity costs of formal learning; ii) it improves the efficiency of the labour market, by making acquired skills transparent; iii) it helps adults with limited formal education to re-enter education and advance their careers; and iv) it rewards and therefore encourages learning in informal settings (Field et al, 2012).…”

Section: Recognition Of Prior Learning Is Present and Reinforced By Inamentioning

confidence: 99%

“…Incentives are needed for MEP and INA institutions to support and encourage teachers to upgrade their skills. For example, teachers may need to be replaced during the period they spend in industry (Field et al, 2012). One option could be to include arrangements for technical skills updating in institutional evaluation criteria, or include them in development contracts concluded between each institution and the corresponding ministry.…”

Section: Industry Internships Help Teachers To Update Their Understanmentioning

confidence: 99%

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A Skills beyond School Review of Costa Rica

Álvarez-Galván¹

2015

OECD Reviews of Vocational Education and Training

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This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the OECD or of the governments of its member countries.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. ISBN 978-92-64-23324-9 (print) ISBN 978-92-64-23325-6 (PDF) Series: OECD Reviews of Vocational Education and Training ISSN 2077-7728 (print) ISSN 2077-7736 (online) The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.Photo credits: Cover © LituFalco -Fotolia.com.Corrigenda to OECD publications may be found on line at: www.oecd.org/about/publishing/corrigenda.htm. © OECD 2015You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgment of the source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d'exploitation du droit de copie (CFC) at contact@cfcopies.com. Please cite this publication as:Álvarez-Galván, J. (2015) ACKNOWLEDGEMENTSThe OECD review team wishes to thank in Costa Rica the Ministry of Foreign Trade, the Ministry of Public Education and the National Learning Institute for all their work in providing two background reports, information and advice as well as organising the visits and meetings. We would also like to thank the many people in Costa Rica who, during our visit and meetings, gave their time to welcome us at their schools and other institutions, and answered our questions. Executive summaryThere are two main vocational routes in Costa Rica. First, technical vocational education is offered by the Ministry of Public Education (MPE), as part of secondary education. Second, training is provided by the National Learning Institute (INA). To a lesser extent technical vocational education and training is also provided by private schools, companies and organisations. The assessment of the vocational education and training (VET) system set out in this review rests mainly on the two background reports prepared by Costa Rica (MEP, 2014; INA, 2014) and the findings of the OECD mission to the country. The context is the analysis of vocational education and training systems developed by the OECD in both the Lear...

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Section: Recognition Of Prior Learning Is Present and Reinforced By Inamentioning

confidence: 99%

Section: Industry Internships Help Teachers To Update Their Understanmentioning

confidence: 99%

A Skills beyond School Review of Costa Rica

Álvarez-Galván¹

2015

OECD Reviews of Vocational Education and Training

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“…These institutions offer programmes in a wide range of commerce, technical and service professions. To some extent the success of these institutions and their programmes reflects the economies of scale and synergies arising from the amalgamation of single-profession training institutions, but also, relative to universities, to the possession of distinctive missions, focused on professional education, which are clearly different from universities (Field, et al, 2012). …”

Section: Such a Body Would Address Issues Such Asmentioning

confidence: 99%

“…In Sweden workplace training is obligatory in two-year postsecondary VET programmes and represents one-quarter of the programme duration (Kuczera 2013a). In Denmark the duration of the workplace training is a minimum of three months in two-year postsecondary VET programmes (professional academy) and a minimum of six months in three-year professional bachelor programmes and it can take place at one or several companies (Field et al, 2012). In Belgium Flanders, vocational programmes targeting the unemployed and run by the Flemish Employment and Vocational Training Agency (VDAB) include obligatory work-based learning in a company that is alternated with periods in learning centres.…”

Section: Learning From Other Countriesmentioning

confidence: 99%

A Skills beyond School Review of Israel

Musset¹,

Kuczera²,

Field³

2014

OECD Reviews of Vocational Education and Training

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“…This may cause employers to rely on academic qualifications, combined with on-the-job learning, to build the skills they need, rather than hunting through a confusing range of vocational qualifications. Research on employers' hiring practices show that in England employers not only focus on a limited number of familiar qualifications as selection tools but have consciously decided not to try and keep up with the constant reforms and change (Jenkins and Wolf, 2005;Thomson andRussell 2007 in Wolf, 2011).…”

Section: Limited Employer Engagementmentioning

confidence: 99%

A Skills beyond School Review of England

Musset¹,

Field²

2013

OECD Reviews of Vocational Education and Training

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Recommendation: Take strategic measures to encourage the expansion of high quality postsecondary vocational programmes reflecting both labour market demand and student needs. Further recommendations in this review are designed to meet this objective. Review funding and progression arrangements to this end. The rationalisation of vocational qualifications Challenge: The current system of awarding organisations for qualifications inhibits employer engagement in the development of qualifications at either national or local level, and causes confusion because of the large number of overlapping qualifications. Recommendation: Implement a franchise system for vocational qualifications, under which awarding organisations would bid for the right and the obligation to provide the qualifications within specific professional domains, during a franchise period. Qualifications should allow a proportion of the curriculum to be locally negotiated with employers by training providers. Mandatory workplace training Challenge: Postsecondary VET programmes make limited and variable use of workplace training, although it plays a central role in the strongest postsecondary VET programmes. Recommendation: To make quality workplace training a substantial and mandatory part of postsecondary VET programmes. Build local partnerships between employers and FE colleges to this end. Supporting the professional development of the further education college workforce Challenge: Continuing reforms need to get the balance right between pedagogical preparation and up-to-date industry experience in the FE workforce. Recommendation: Pursue reform of further education college teacher qualification requirements to ensure a good balance between pedagogical skills and up-to-date industry experience. Encourage people with valuable industry experience to enter teaching either full or part-time and promote skills updating. Support teachers new to the profession with effective mentoring and induction. Use local partnerships between FE colleges and employers to sustain and update knowledge of modern industry.

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A Skills beyond School Review of Denmark

Cited by 18 publications

References 14 publications

A Skills beyond School Review of Costa Rica

A Skills beyond School Review of Costa Rica

A Skills beyond School Review of Israel

A Skills beyond School Review of England

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