Initial Vocational Training from a Company Perspective: a Comparison of British and German In-House Training Cultures

Pilz, Matthias

doi:10.1007/s12186-008-9018-x

Cited by 51 publications

(27 citation statements)

References 17 publications

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“…By 'separately', we mean that the content is taught as a discrete subject within the curriculum, such as Business Management. This distinction is, in fact, not unique to prevocational education and has already been highlighted in the literature on core skills and work-based learning (Canning, 2011;Pilz, 2009). However, it is a useful framework for our study, given the variety of guises in which the subject appears within the curriculum across different countries and against the backdrop of debates around whether pre-vocational education should actually be taught as a separate subject at lower secondary level.…”

Section: Government Policies and Its Influences (E6)mentioning

confidence: 86%

Pre-Vocational Education in Seven European Countries: A Comparison of Curricular Embedding and Implementation in Schools

Pilz¹,

Berger

Canning³

2014

EUROPEAN J ED RES

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This paper presents a comparative research project on pre-vocational education in lower secondary schools in seven European countries. The primary aim of the study was to better understand how the formal pre-vocational education curriculum is interpreted and shaped by individual teachers. The countries covered are Austria, Germany, Hungary, Latvia, Poland, Portugal and Scotland. Two research methods have been used. First, a content analysis of the relevant curricula was carried out, focussing on how, and to what extent, pre-vocational education competencies are embedded in the official curriculum in the seven countries covered by the study. Second, 75 teachers took part in qualitative expert interviews about their implementation of the relevant curriculum. This research builds upon previous studies in education and employment and in particular, on a theoretical framework that explores the differences between the 'prescribed' curriculum and the 'enacted' curriculum. This study will argue that, although it is possible to identify a distinct pre-vocational curriculum within each region in the seven countries, this curriculum is, in practice, taught very differently within the schools and that the differences in curriculum implementation can be explained, amongst other factors, by the availability of resources and the initial and further training of teachers.

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Section: Government Policies and Its Influences (E6)mentioning

confidence: 86%

Pre-Vocational Education in Seven European Countries: A Comparison of Curricular Embedding and Implementation in Schools

Pilz¹,

Berger

Canning³

2014

EUROPEAN J ED RES

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“…From an international perspective, the findings illustrate clearly that the Germanspeaking countries' experiences differ somewhat from each other and reflect differing demands. It is, however, striking that trends in these countries, with their shared marked Berufskonzept (Ryan 2003;Deißinger 1996b), contrast sharply with those in other countries whose training philosophy is fundamentally different, such as the English-speaking countries (Greinert 2007;Brockmann, Clarke, and Winch 2008;Pilz 2009b). For this reason, it is not possible automatically to apply conclusions from an analysis of trends in the German-speaking countries to other vocational training systems.…”

Section: Basic Formsmentioning

confidence: 98%

Modularisation of vocational training in Germany, Austria and Switzerland: parallels and disparities in a modernisation process

Pilz

2012

Journal of Vocational Education & Training

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This article considers the modularisation of initial vocational training (including apprenticeships) as a modernisation strategy in Germany, Austria and Switzerland. Training systems are similarly structured in these three countries with the apprenticeship system at their heart, and the three national philosophies of education and training are largely comparable. The approach in each country will be outlined and the three will then be compared in terms of the background to modularisation, key drivers and decision-making procedures, and forms and intensity of modularisation. The article concludes that in all three countries, technical and organisational change and greater labour market flexibility are driving the pressure to modularise. While the educational policy players and modalities differ, all three countries have adopted a form of modularisation that is limited in terms of its scope and how radical it is. The article proposes a concept that enables training to be modularised while leaving intact a country's existing training philosophy and Berufskonzept, a German concept that embodies the extent to which workers internalise an occupational identity.

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“… There is a legal basis for dual VET in the form of Vocational Education Legislation, with the federal state ministers of education specifying framework curricula (Pilz, 2009).…”

Section: Box 42 Dual Vet Approaches In Germanymentioning

confidence: 99%

“… The dual training leavers' certificate is state-approved, while compulsory membership chambers of commerce perform the final certification (Pilz, 2009;Pilz, 2017).…”

Section: Box 42 Dual Vet Approaches In Germanymentioning

confidence: 99%

Local entrepreneurship ecosystems and emerging industries: Case Study of Mazowieckie, Poland

2019

OECD Local Economic and Employment Development (LEED) Working Papers

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The OECD is a multi-disciplinary inter-governmental organisation of 36 member countries which engages in its work an increasing number of non-members from all regions of the world. The Organisation's core mission today is to help governments work together towards a stronger, cleaner, fairer global economy. Through its network of 250 specialised committees and working groups, the OECD provides a setting where governments compare policy experiences, seek answers to common problems, identify good practice, and coordinate domestic and international policies. More information available: www.oecd.org.

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Initial Vocational Training from a Company Perspective: a Comparison of British and German In-House Training Cultures

Cited by 51 publications

References 17 publications

Pre-Vocational Education in Seven European Countries: A Comparison of Curricular Embedding and Implementation in Schools

Pre-Vocational Education in Seven European Countries: A Comparison of Curricular Embedding and Implementation in Schools

Modularisation of vocational training in Germany, Austria and Switzerland: parallels and disparities in a modernisation process

Local entrepreneurship ecosystems and emerging industries: Case Study of Mazowieckie, Poland

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