The social benefits of initial vocational education and training for individuals in Europe

Education and civic engagement: A comparative study of the benefits of post-compulsory education in England and Germany

“…In a cross-European study, the beneficial effects of vocational education and training were shown to be dependent on the national context; civic participation outcomes were likely to be enhanced by vocational education in countries where these were rewarded or acted as a safety net for the unemployed (Sabates, Salter & Obolenskaya, 2012). Likewise, greater civic engagement and a stronger interest in politics was discovered among German vocational trainees, (Fouad & Bynner, 2008;Bynner, 2011) …”

The Learning Experience of Automotive Students at a Vocational School in Indonesia: Perspectives of School Stakeholders

“…They argue that despite distinguishing VET according to its target group, the differences in its provision are not always clear. Similarly, the view of Sabates et al (2010) is that such a classification mainly demarcates a group of individuals according to their ages (initial VET -IVET or continuing VET -CVET) but fails to clarify the vocational skills and knowledge specialisation offered in VET.…”

“…In contemporary literature, VET has been defined as a formal educational institution that equips individuals with knowledge, skills for occupations (Sabates et al, 2010;Cedefop, 2008;OECD, 2009;Bakri, 1994;ANTA, 2004;Grubb, 1985;and Colley et al, 2003). Cornford (2006) adds that VET has an inherent link to the needs of business and industry.…”

“…The status of VET across countries, as Sabates et al (2010) argue, has been influenced by its structure and content. In countries where VET is well-regarded, participation in VET can lead to further development.…”

“…Despite the standardised learning facilities stemming from the holistic point of viewfor example, provision of classrooms, sport centre, prayer hall, library, laboratory, workshop, place for playing, art centre, and other facilities such as IT services (Depdiknas, 2003: 35), the provision of the learning facilities for the vocational skills of students should be the most important priority in the VUSS system. This aspect is especially true since the main goal of the VUSS is to equip students with the vocational skills and knowledge required in the workplace (see Sabates et al, 2010;Cedefop, 2008;OECD, 2009;ANTA, 2004;Colley et al, 2003;Bakri, 1994 andGrubb, 1985).…”