Designing vocational training policies in an outermost European region: Highlights from a participatory process

Abstract

This paper presents a systematic framework of the most needed Vocational Education and Training (VET) reforms in The Azores, a Portuguese outermost region. Our report is based on a participatory research approach involving the perspectives of five different groups of stakeholders. Our data was collected in 18 virtual world-café sessions ( n = 164 participants—58 trainees; 21 trainers; 42 institutional representatives; 21 unemployed people registered at local public employment agencies; and 22 businesspersons; M age = 45.20; 60.37 women). Based on content analysis, we identified three main priorities to restructure vocational training policies: (a) VET perception and valorization, comprising strategies to disseminate a more positive social representation of VET in the region; (b) horizontal coordination between stakeholders, including effective ways of coordinating and sharing information; and (c) vertical coordination in terms of VET improvements of curricula, funding models, and investments in the sector’s human capital. Our correspondence analysis did not show significant differences regarding the prevalence of the three priorities across the five groups of stakeholders. We interpret and contextualize our results according to relevant publicly available data about the region, and an integrated governance lens to inform policy design in outermost territories.

Analysis Projection of the Fulfillment of Priority Facilities and Infrastructures for Vocational High School/Sekolah Menengah Kejuruan (SMK) Using System Dynamic to Increase School Participation Rates in Central Kalimantan Province, Indonesia

“…This study only has an impact on the provision of facilities and infrastructures, which are the means by which students can attend an SMK. Several other studies can be included in this study so that the facilities and infrastructures provided can be useful, such as the stakeholders who stressed the need for policy measures to improve social perceptions about SMKs, coordination between multiple public agencies as well as between the government and Iduka directly involved in SMKs, and the improvement of SMK curricula, associated funding schemes, and human resource capacity [43,44]; the positive contribution and costeffective means of using teacher assistants [45]; teaching and developing the kinds of soft skills that are suitable for Iduka demands to the students [46]; and the success of e-learning policy in Saudi Arabia [47]. In addition, a graduated student can develop a plan, including thinking to be a teacher of an SMK and continuing on to study at the university [48].…”

Active Labour Market Policies for Rural NEETs in Lithuania: A Case of Rural Municipalities

“…In many rural and remote areas, the reforms in vocational education are needed. For example, as analysed by Bettencourt et al (2023), the VETs needed reforms in the Azores. Their study shows the importance of improving the sector's social representation; the training and negotiation forums are needed to drive stakeholders to concrete actions aligned with the integrated governance views.…”