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"Vocational education European Union countries."
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Researching and transforming adult learning and communities : the local/global context
Can adult education and learning be understood without reference to community and peoples daily lives? The response to be found in the chapters of this volume say emphatically no, they cannot. Adult learning can be best understood if we look at the social life of people in communities, and this book is an attempt to recover this view. 0The chapters of this volume reflect ongoing research in the field of adult education and learning in and with communities. At the same time the work of the authors presented here offers a very vital reflection of the work of the ESREA research network Between Local and Global Adult Learning and Communities. The chapters showcase the broad range of professional practice, the variety in both methodology and theoretical background, as well as the impressive scope of field research experience the authors bring to bear in their papers. The first section provides the broad view of research into adult learning and community development emphasising how social movements are at the heart of local and global change and that they are critically important sources of power. The second section focuses in on the practice of educators/mediators working in local and regional contexts in which the tensions of the wider policy and discourse environment impact on adult learners. The third section privileges the view at the close level of research inside local communities in the field.
Book
Knowledge, skills and competence in the European labour market
\"For the free movement of labour across the European Union, establishing transparency and comparability of qualifications across member states is vital. This book examines how qualifications, knowledge, skills and competences are understood in different national contexts and trans-nationally and reveals a complex picture of differences and similarities both within and between countries. Against the background of EU policy initiatives, and in particular the European Qualifications Framework, an important focus is on the prospects and difficulties of establishing cross-national recognition of qualifications. Drawing on case studies of particular sectors and occupations in England, France, Germany and the Netherlands, the book, written by leading academics in the field, will be a vital resource for students and researchers involved with vocational education and training, continuing professional development, human resource management and European Union policy.\" (Author's abstract, IAB-Doku); Contents: Foreword (Tim Oates) Michaela Brockmann, Linda Clark, Christopher Winch, Georg Hanf, Philippe Mehaut, Anneke Westerhuis: Introduction - Cross-National Equivalence of Skills and Qualifications across Europe? (1-21); Philippe Méhaut and Christopher Winch: EU Initiatives in Cross-National Recognition of Skills and Qualifications (22-35); Philippe Méhaut: Savoir - The Organizing Principle of French VET (36-49); Georg Hanf: The Changing Relevance of the Beruf (50-67); Anneke Westerhuis: The Meaning of Competence (68-84); Christopher Winch: Skill - A Concept Manufactured in England? (85-101); Linda Clarke: Trade? Job? Or Occupation?: The Development of Occupational Labour Markets for Bricklaying and Lorry Driving (102-119); Michaela Brockmann: Higher Education Qualifications: Convergence and Divergence in Software Engineering and Nursing (120-135); Linda Clarke, Anneke Westerhuis: Establishing Equivalence through Zones of Mutual Trust (136-148); Michaela Brockmann, Linda Clarke, Christopher Winch, Georg Hanf, Philippe Méhaut, Anneke Westerhuis: Interpretive Dictionary Competences, qualification, education, knowledge (149-184). Forschungsmethode: empirisch; Querschnitt; deskriptive Studie.
eBook
Vocational education in the new EU member states
Vocational education often is ignored during discussions of secondary education reform even though it accounts for between 25 percent and 79 percent of upper secondary enrollment in the former centrally-planned countries of the European Union. Based on information, data, and feedback from most of these countries, this paper develops a set of propositions about vocational education reform, not with a view to prescribing a detailed one-size-fits-all strategy, but rather it derives some principles that continued reform of vocational education could take into account, to the benefit of fiscal efficiency.
eBook
Working and Learning in Times of Uncertainty
This book analyses the challenges of globalisation and uncertainty impacting on working and learning at individual, organisational and societal levels. Each of the contributions addresses two overall questions: How is working and learning affected by uncertainty and globalisation? And, in what ways do individuals, organisations, political actors and education systems respond to these challenges? Part 1 focuses on the micro level of working and learning for understanding the learning processes from an individual point of view by reflecting on learners' needs and situations at work and in school-work transitions. Part 2 addresses the meso level by discussing sector-specific and organisational approaches to working and learning in times of uncertainty. The chapters represent a broad range of branches including public services (police work), the automotive sector and the health sector (elderly care). Finally, Part 3 addresses the macro level of working and learning by analysing how to govern, structure and organise vocational, professional and adult education at the boundaries of work, education and policy making. (Verlag).
eBook
The local dimension of migration policymaking (IMISCOE international migration, integration and social cohesion in Europe)
This book prompts a fresh look on immigrant integration policy. Revealing just where immigrants and their receiving societies interact everyday, it shows how societal inclusion is administered and produced at a local level. The studies presented focus on three issue areas of migration policy – citizenship, welfare services and religious diversity – and consider cities in very different national contexts.
eBook
Dual vocational education and training and policy transfer in the European Union policy: the case of work-based learning and apprenticeships
In the search for solutions to national skill formation challenges, the central and northern Europeans models of good practices in dual vocational education and training (VET) permeated the imaginary of the southern countries. Particularly, the German dual VET system has been predominant in the discourse of policy-makers. This research analyses the role played by the European Union (EU) in the promotion of this model as the reference for the reforming Member States during the policy transfer stage of cross-national attraction. This paper develops a reflexive Thematic Analysis among the fundamental documentation related to VET resulting from the EU Governance Triangle. Its aim is to interpret the EU proposal for the reform of VET, with a focus on the characteristics which shape the way in which the training is developed. This Thematic Analysis reveals that the EU promotes a VET training model based in work-based learning as a pillar, preferably articulated in the form of apprenticeships. This, along with the general principles for the regulation of apprenticeships promoted by the EU, proves the agency role exercised by the EU in the dissemination of dual VET as a model of good practice.
Journal Article
Soviet higher education
Historically, the university was an alien establishment for Russia, reflecting the political ambition of its leadership, not the organic impetus of Russian society. In Soviet academia, the notion of university education was replaced by the concept of vocational–technical training. As a creation of the Soviet government, Soviet higher education represented a very unusual organizational construction with an umbilical connection to the communist party ideology and Soviet autocracy. In its organization and social purpose, Soviet higher education was quite different from the European notion of a university and remote from the international academic community. Soviet higher education opposed the western university model on a fundamental level: The pragmatism of practical training contradicted the ideology of academic liberal knowledge and institutional self-governance. An analysis of Soviet HE administrative structure reveals three defining characteristics: uniformity, top-down administration and one-man management. The purpose of Soviet higher education was to be a nationwide conveyor of a professional workforce that would supply the state with qualified specialists in each field of industry or social services. It intentionally promoted communal values. This review and analysis of Soviet HE administrative organization indicate that in both form and function, it seems to be an alternative to the traditional western notion of university education, rather than a variation of higher education in its traditional sense.
Journal Article
Mainstreaming Equality in the European Union
Mainstreaming Equality in the European Union provides a critical overview and evaluation of the potential role of the EU in perpetuating or breaking down gender segregation in the EU labour force. Teresa Rees draws upon feminist theoretical frameworks in assessing Equal Opportunitues policies and the role of training in the labour market. The same economic imperatives which put women's training on the agenda have heightened interest in designing training which attracts women into mainstream provision. Mainstreaming Equality in the European Union addresses the urgent need for academics, education and training providers, as well as policy makers to be aware of current thinking at EU level on training policy.
eBook
Education-to-Work Transitions in Former Communist Countries after 30-Plus Years of Transformation
This paper reviews how young people’s education-to-work transitions have changed since 1989 in former communist countries that have subsequently become full members of the European Union (EU). The sudden collapse of the command economies led to an equally abrupt breakdown in earlier routes into working life. Subsequently, the new independent states have reconstructed their education and training, and their market economies have developed. They now exhibit similar variations in rates of youth unemployment, progression through higher education, and mixtures of academic and vocational secondary education as older EU member states. However, there are features that continue to set all ex-communist countries apart, irrespective of whether they have become full EU members. These are low local rates of pay and westward migration. Its new member states have joined the Southern countries in a European periphery. Yet, there may be sufficient winners in the European core and periphery to keep Europe united.
Journal Article
Working and Learning in Times of Uncertainty: Challenges to Adult, Professional and Vocational Education
This book analyses the challenges of globalisation and uncertainty impacting on working and learning at individual, organisational and societal levels.
eBook