Comparative VET European research since the 1980s: accommodating changes in VET systems and labour markets

Clarke, Linda; Westerhuis, Anneke; Winch, Christopher

doi:10.1080/13636820.2020.1858938

Cited by 18 publications

(11 citation statements)

References 45 publications

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“…The German 'dual' training system enjoys an excellent international reputation (Clarke et al, 2021;Oeben & Klumpp, 2021). According to many experts, German skilled workers form the basis for technically sophisticated, high-quality production and Germany's success in exporting correspondingly high-priced goods (Pilz & Wiemann, 2021).…”

Section: Brief Overview Of the German Vet Systemmentioning

confidence: 99%

“…The involvement of the business community ensures that training imparts the knowledge and skills that are truly needed in working life (Clarke et al, 2021). Referring to BIBB (2021) the involvement of the state via the BBiG, the HwO and training regulations in turn guarantees that companies in Germany must adhere to clear rules when providing training.…”

Section: Brief Overview Of the German Vet Systemmentioning

confidence: 99%

“…This study focuses specifically on VET professionals, such as trainers, coaches and teachers. In the past, VET professionals in Germany were not systematically prepared for their demanding, mostly diverse and complex tasks (e.g., training dropout, heterogeneity, inclusion, new methods of training and employment and use of digital media for education and training; Clarke et al, 2021;Deißinger, 2019;Gázquez et al, 2021). There is no uniform education or standardized training for them to achieve a specific qualification level.…”

Section: Introductionmentioning

confidence: 99%

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Input From the Grassroots Level — Reflecting Challenges and Problems for VET Professionals in Germany

Anselmann

Harm

Faßhauer

2022

IJRVET

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Context: Often, vocational education and training (VET) professionals are not systematically prepared for their demanding, mostly diverse and complex tasks. Professional development can be understood as an enlargement of competencies that arise as opportunities in daily work. This study, embedded in a funded research project, focuses on VET professionals and their professional development. The research question is as follows: What challenges and problems regarding their professional development, as well as possible solutions, are described by training professionals in VET in Germany? Approach: The goal of this study is to discover what challenges VET professionals face and how they cope with them. Accordingly, this research was formalised with the following components: (A) An explorative study with group discussions (N = 53 participants in six groups) and (B) result validation with German VET experts (N = 10). The data were recorded, transcribed and analysed using qualitative content analysis. Results: Using a theory-based category system, the group discussion results were summarised in 12 systematic, organisational- and individual-level statements. The statements indicated that despite the necessity of formal professional development in the area of further training, most VET professionals must still be able to profit from offers at or below the German Qualification Framework (DQR) level 5. Many VET professionals ultimately sought visible recognition of their activities or personal commitment with regard to pedagogical and company-economic functions. The 10 VET experts also evaluated the 12 statements as important. Conclusion: The results of this study show that there is a huge need for qualification and learning opportunities for VET professionals. The demand is mostly for modern, tried-and-tested concepts and central themes, such as action and competency orientation, practice and transfer orientation, individual and structural reflection, media competency and learning support in all formats and at all levels.

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Section: Brief Overview Of the German Vet Systemmentioning

confidence: 99%

Section: Brief Overview Of the German Vet Systemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Input From the Grassroots Level — Reflecting Challenges and Problems for VET Professionals in Germany

Anselmann

Harm

Faßhauer

2022

IJRVET

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“…In the past, VET professionals in Germany were not systematically prepared for their demanding, mostly diverse and complex tasks (e.g. training dropout, heterogeneity, inclusion, new methods of training and employment and use of digital media for education and training; Clarke et al , 2021; Deißinger, 2019; Gázquez et al , 2021). Even now, there is no uniform education or standardized training for them to achieve a specific qualification level.…”

Section: Research Methods and Designmentioning

confidence: 99%

Trainers’ learning conditions, informal and formal learning and barriers to learning

Anselmann

2022

JWL

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Purpose The aim of this study is to unveil how professional trainers and training managers describe the learning conditions of their workplaces, what informal and formal learning activities they intend to accomplish and what barriers to learning at work they encounter. Design/methodology/approach Barriers to learning in the workplace fall under individual, team or organizational aspects that hinder the initiation of or interrupt successful learning, delay proceedings or end learning activities much earlier than intended. Professional trainers (N = 16) and training managers (N = 10) participated in this interview study. Their answers were recorded, transcribed and analyzed via qualitative content analysis. Findings The participants assessed their work tasks as highly complex and balanced between new challenging tasks and routines. Their formal and informal learning activities were also fundamental to maintaining high performance. The trainers described a broad range of situations in which they suffered barriers to learning at their workplace, with most identifying external learning barriers such as vague supervisor requirements or disruptions from others. Originality/value The results of this study describe workplace complexity, which offers stimuli for learning through learning conditions, possibilities to engage in learning and also barriers to learning. To understand workplace complexity, all of these dimensions have to be understood and addressed.

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“…Daudzās profesijās jauniešiem, kas šajā laikā ienāk darba tirgū, būs grūtāk iegūt pirmo darba vietu. Zinātnieki un izglītības politikas veidotāji pievērš arvien lielāku uzmanību uz kompetencēm balstītas izglītības nodrošināšanai visu līmeņu un veidu izglītības programmās (Clarke, Westerhuis, & Winch, 2020).…”

Section: Ievads Introductionunclassified

The Place and Role of Transversal Key Competences in Vocational Education and Training in the Context of Life-Long Learning

Zeiberte

2021

SIE

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Vocational education and training (VET) plays a central role in the lifelong learning (LLL) continuum. In Europe Union and in Latvia, LLL is recognized and accepted as a tool that promotes human entrepreneurship, employability and resilience, active civic participation, social inclusion and personal self-development. The COVID-19 pandemic has seriously disrupted standard education and training activities, including VET across Europe. Young people entering the workforce at this time will find it harder to secure their first job. VET have to provide people with skills and competences for work which help them to cope with emergency situations and economic shocks and get or create jobs in demand on the labour market. Transversal key competences (TKC) is an essential part of VET. Professional and general competences reflect an individual's ability to work in a specific context, i.e. professional environment; at the same time they presume a set of abilities which we call transversal. The aim of this research is to analyze the process of implementation of four TKC (learning to learn, social and civic competences, initiative-taking and entrepreneurship, and cultural awareness and expression) in VET curriculum in Latvia. It is part of wider study of the National Centre for Education of Latvia and Erasmus + Srategic Partnership project Developing, assessing and validating transversal key competences in the formal initial and continuing vocational education and training (TRACK-VET), (2017–2020). The project produce detailed analysis of the systemic solutions, practices, and techniques in six EU countries regarding development and assessment of TKC.

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Comparative VET European research since the 1980s: accommodating changes in VET systems and labour markets

Cited by 18 publications

References 45 publications

Input From the Grassroots Level — Reflecting Challenges and Problems for VET Professionals in Germany

Input From the Grassroots Level — Reflecting Challenges and Problems for VET Professionals in Germany

Trainers’ learning conditions, informal and formal learning and barriers to learning

The Place and Role of Transversal Key Competences in Vocational Education and Training in the Context of Life-Long Learning

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