Building Up a VET System: Formal VET

Rueda, Patricia Olmos; Mas-Torelló, Óscar

doi:10.1007/978-981-13-8475-2_2

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…Some reports ( EU, ETF, CEDEFOP, OECD, ILO, and UNESCO (2021) p. 17) have identified activities that can be undertaken to enhance the collaboration of companies in career guidance: inviting volunteers to schools; career talks; job fairs; mock interviews; CV workshops; workplace visits and observation; internships; businesses competitions; job offers for school leavers; outreach campaigns for professional development; regular career reviews and directing workers to relevant training and internal career opportunities. In these processes, professional tutors play an essential role, for whom specific and contextualised training is required ( Domingo Cebrián, 2018 ; Olmos-Rueda and Mas-Torelló, 2019 ). For academic tutors, on the other hand, in-company training through internships is called for ( Mulder and Winterton, 2017 ).…”

Section: Discussion Limitations and Implicationsmentioning

confidence: 99%

“Laying bricks to build integrated career guidance plans”: Best practices in vocational education and training in Andalusia, Spain

2022

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Vocational Education and Training (VET) policies are paying increasing attention towards the need to develop quality career guidance processes. Career guidance plays an essential role in this challenge by enabling people to develop the career management skills that allow them to become aware of their full potential and to construct life projects that facilitate the emotional management of uncertainty and complexity, participating as responsible agents in their environment. After conducting a literature review on each of these key elements, we set out to identify best practices in VET as “building blocks” for the construction of an integrated career guidance plan in VET. This study adopts an approach based on qualitative methodology, specifically a documentary type of research has been carried out. The documents analysed correspond to 88 best practices identified in Andalusia (Spain). The analysis strategy used was a content analysis. For this purpose, a system of categories has been designed, from a deductive perspective, which has contributed to a systematic analysis of them. One of the first conclusions of the study is the uneven development o best practices in the different VET professional pathways. The practices carried out in the centres begin to incorporate different elements and thus facilitate the creation of a suitable context for the development of comprehensive career guidance plans in VET. The article closes by offering implications for the development of guidance in the education system (at VET level) and discusses lines of future research.

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Section: Discussion Limitations and Implicationsmentioning

confidence: 99%

“Laying bricks to build integrated career guidance plans”: Best practices in vocational education and training in Andalusia, Spain

2022

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“…For instance, the Estonian School-based VET Program, which gives access to higher education, has a duration of at least 3 years but over 50% of the content in classroom education is general and not occupation-specific (Renold et al, 2016). In these general education-oriented countries, vocational qualifications are seen sometimes as a signal of a low educational level and are largely viewed as a remedial option for underachievers (Olmos-Rueda and Mas-Torelló, 2019; Solga, 2002).…”

Section: Divergences In Upper-secondary Vet In Europementioning

confidence: 99%

Vocational education and training systems in Europe: A cluster analysis

Velasco

2023

European Educational Research Journal

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European countries differ widely in terms of vocational education and training (VET) tradition and the delivery of VET at the upper secondary level. A statistical approach to build a classification of VET systems in Europe is presented in the present article on the grounds of the size of the vocational enrollment, on the one hand, and the percentage of vocational enrollment in programs in which work and school are combined, on the other hand. Twenty-two European countries with full available information are considered in the study: 18 European Union (EU) countries, three Schengen Area (non-EU) countries (Iceland, Norway, and Switzerland), and the UK (non-EU state outside Schengen). Cluster analysis is a quantitative form of classification. The country groupings emerging from the K-means analysis performed in this paper allow us to distinguish mainly between vocational-oriented countries with high vocational specificity (e.g. Germany, Switzerland, and Austria), highly vocational-oriented countries with traditionally school-based VET programs (e.g. the Czech Republic and Slovakia), and less vocationally-oriented countries (general education-oriented countries such as Estonia and Spain).

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Aportaciones de la investigación colaborativa para el co-diseño de planes estratégicos de orientación: El caso de la Formación Profesional Andaluza (FPA)

2022

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INTRODUCCIÓN: El desarrollo de una orientación profesional de calidad requiere de una actuación colaborativa y coordinada de los diferentes stakeholders. De una parte, este trabajo persigue explorar las posibilidades de la investigación colaborativa en el diagnóstico de la situación de la orientación en la Formación Profesional. Por otra parte, pretende mostrar la aplicabilidad de la investigación colaborativa en los procesos de co-diseño, y co-producción de propuestas de innovación y mejora de la orientación en la Formación Profesional. MÉTODO: Para ello, se utiliza un enfoque de investigación colaborativa con un diseño de caso único Tipo II (Yin, 2014) que se concreta en la Comunidad Autónoma de Andalucía. Los participantes de esta investigación se organizaron en 4 grupos: grupo motor, panel de expertos, grupo de contraste y equipo de investigación. Para la recogida de información se ha llevado a cabo un proceso iterativo a través de sesiones grupales de generación de ideas creativas, inspiradas en la metodología de Design Thinking, una Jornada de contraste y herramientas de carácter multimodal. El proceso de análisis empleado ha sido el co-análisis, utilizando como herramienta la técnica DAFO. RESULTADOS: La investigación colaborativa se muestra en este artículo como una metodología que favorece la creación de espacios pedagógicos para el co-diseño de programas y servicios en un marco de equidad y justicia social. DISCUSIÓN: Las conclusiones evidencian las posibilidades y riqueza que tiene la investigación colaborativa en el desarrollo de espacios de diálogo donde investigadores, políticos y prácticos tengan una participación equitativa para el co-diseño de propuestas de mejora de prestación de servicios públicos orientados al bienestar social.

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Building Up a VET System: Formal VET

Cited by 3 publications

References 9 publications

“Laying bricks to build integrated career guidance plans”: Best practices in vocational education and training in Andalusia, Spain

“Laying bricks to build integrated career guidance plans”: Best practices in vocational education and training in Andalusia, Spain

Vocational education and training systems in Europe: A cluster analysis

Aportaciones de la investigación colaborativa para el co-diseño de planes estratégicos de orientación: El caso de la Formación Profesional Andaluza (FPA)

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