'European Standards' in Vocational Education and Training (VET): what are they and who wants them?

Vocational Education and Training Workforce

“…As Shaw (1999) maintains, there is no doubt that change and reform in European Union (EU) training and education systems will ultimately be driven by changes in the marketplace. As Shaw (1999) maintains, there is no doubt that change and reform in European Union (EU) training and education systems will ultimately be driven by changes in the marketplace.…”

Vocational Education and Training Reform in Romania and Bosnia‐Herzegovina: strategy, legislation, and implementation

“…The findings (Stoica, coordinator, 1998) showed the positive changes produced in all aspects of VET in the schools where the programme was implemented, the full participation of the teaching institutions in the development of the programme and in its delivery, and the good cooperation with social partners. Besides, Shaw (1999) considers that the provision of an institutional home for the establishment of both criteria for qualification and certification procedures should involve all partners and actors.…”

“…The findings (Stoica, coordinator, 1998) showed the positive changes produced in all aspects of VET in the schools where the programme was implemented, the full participation of the teaching institutions in the development of the programme and in its delivery, and the good cooperation with social partners. Besides, Shaw (1999) considers that the provision of an institutional home for the establishment of both criteria for qualification and certification procedures should involve all partners and actors. As a consequence of the success of the Phare-VET Programme, in the school year 1999/2000, the Ministry of Education decided to generalise the VET reform in all vocational schools in Romania.To support this decision, a new Phare-TVET Programme (Social and Economic Cohesion-Technical and Vocational Education and Training) was launched in 2001.…”

Editorial: assessing an education system in transition

“…This is well illustrated in a contribution by Barry Nyhan (Nyhan, 1998) on developing a research base for vocational education and training. The issue was further explored by G. Shaw (1999).…”

“…Fourthly, there are the research, information or statistical foundations which give credibility to intervention. This is well illustrated in a contribution by Barry Nyhan (Nyhan, 1998) on developing a research base for vocational education and training.The issue was further explored by G. Shaw (1999). Essentially, the debate centres on the kind of research which has both methodological legitimacy and is useful for prioritising reform measures, particularly the role of 'action' research (however defined) which blurs the boundary separating the researcher from the practitioner.…”