Des adultes en formation : les caractéristiques personnelles comme obstacle

Vocational and business training to improve women's labour market outcomes in low‐ and middle‐income countries: a systematic review

Purpose: The purpose of this paper is to discuss the potential contribution of cross-border vocational education and training (VET) exchange partnerships within the context of tandem exchanges between VET institutions in the Rhine-Waal Euregio region in the Netherlands and Germany. These tandem exchanges offer learners and teachers in VET the opportunity to develop new perspectives on their training pathways, the labour market and learning approaches in each context respectively. This occurs through the discussion and debate ignited by the exchanges, as well as through visits to relevant VET institutions, companies and other institutions in the border region. Approach: The approach taken in the paper uses both documentary analysis of a long-standing cross-border VET network, Ler(n)ende Euregio, as well as an interview-based study. Group interviews were held with teachers and school leadership teams from three tandem partnerships in North-Rhine Westphalia and the Netherlands, namely in the Rhine-Waal border region. The interviews revealed aspects of the motivation for the tandems and the challenges involved. Findings: The findings showed that learning opportunities for the students and the teachers are considerable and include: Gaining an insight into their vocational training pathway in the neighbouring country, and thereby reflecting on their own VET experience; developing social, intercultural and linguistic competences. This occurs particularly because of the switch between host and guest modes. Further, such exchanges can play a role in tackling prejudice in both cross-border contexts. Challenges faced by the tandem partnerships include: Maintaining continuity in the participating VET institutions and the teachers responsible for the exchanges and overcoming logistical and bureaucratic hurdles. Greater recognition of cross-border exchanges through certification for learners and dedicated time on the curriculum could be positive steps. Conclusion: The paper concludes that tandem partnerships in the Dutch-German border region offer a sustainable and accessible addition to the palette of mobilities available to learners and, significantly, also to teachers, in VET. The potential, particularly for learners who may not otherwise travel abroad during their training, is considerable, and is arguably relevant to other cross-border regions and international contexts.

The impact of skills and training on local development

PROTOCOL: Post‐basic Technical and Vocational Education and Training (TVET) Interventions to Improve Employability and Employment of TVET Graduates in Low‐ and Middle‐income Countries

There has been a substantial convergence in the educational systems of many countries.' Starting with different educational backgrounds, political systems, and economies, both advanced and developing countries have developed similar educational ideologies, institutions, and curricula. One link among some common developments is vocationalism-the orientation of education around preparation for labor markets. In both advanced countries and LDCs, there has been a tendency to consider specific skill training, especially secondary-level vocational education, to be the principal manifestation of vocationalism. This conception is too narrow: every level of schooling, including the university, has become suffused with vocational goals, differentiated along vocational lines, and judged by vocational criteria. To understand the power of vocationalism, it is important to examine the full range of its consequences. In the first part of this article I will discuss different manifestations of vocationalism-understood as specific skill training-in both advanced countries and LDCs. The second section examines some larger consequences of vocationalism, especially its role in educational inflation and in defining the social roles of education. A finding common to many countries is that, despite claims of economic "relevance," vocationalized approaches prove to have little economic justification, fail to resolve the problems that they are designed to address, and generate new problems for education systems. The final section hypothesizes why, given these discouraging findings, vocational solutions to educational and economic problems continue to surface.

PurposeThe present study analyzes differences in self-perceived employability (SPE) among Spanish university and vocational education and training (VET) students. It also aims to determine whether factors such as gender, work experience and perceptions of the precariousness of the job market have a differential effect on SPE in accordance with the training pathway chosen by emerging adults.Design/methodology/approachA total of 1,715 university students (64.7% women) and 488 VET students (37.1% women) aged between 18 and 29 years completed a self-administered questionnaire that included measures of perceived employability and precarious employment.FindingsThe results indicate higher SPE among VET students than among their university counterparts. Female university students scored lower also than their male colleagues, an effect that was not observed among VET students. Prior work experience improved internal SPE among students on both training pathways. However, among university students, work experience and precarious employment reduced external SPE, an affect that was not observed among VET students.Practical implicationsThe analysis of differences in SPE between university and VET students highlights the importance of an educational curriculum that includes practical competences for enhancing employability. The results also reflect the negative consequences of precarious employment on feelings of employability during this life stage, particularly among those studying at university.Originality/valueThis is one of the first studies to analyze the perceived employability of emerging adults on two different training pathways in Spain.

New dental graduates are required to undertake vocational training (VT) in many European countries. Arrangements for this training vary and to some extent there are different perceptions of its purpose. In some countries without VT there are established practices for taking the new graduate into an independent working environment. In these countries would VT be a better (perhaps more expensive) system for the new dentist and for patients?The presentation touched on the different systems of VT and how they complement the knowledge and experience gained earlier at dental school. As the 5‐year undergraduate curriculum develops the content and delivery of VT should be reviewed.Vocational training provides a stepping‐stone from the supported environment of a dental school to the commercial realities of running a business with high patient expectation. On the completion of the undergraduate dental degree and VT a dentist should be expected to have progressed from theory through competence to proficiency. It is important to look at how this achievement is tested at the end of VT.Vocational training places a responsibility on trainers to ensure the trainees develop good clinical technique, communicate well with patients and colleagues, and generally become more assured in practising routine dentistry. Ideally VT should prepare the dentists for the rest of their careers, leading naturally to postgraduate education and a commitment to continuing professional development. VT should give new dentists the opportunity to make informed decisions on the future direction of their career.In certain parts of the UK there are programmes extending the 1 year of VT to a 2‐year structure, which includes periods of hospital and community dentistry. Proposals are now being made to formalise the 2 years into a system, which provides a postgraduate qualification. This may then lead to further pathways of training and qualification.

By examining Bangladesh’s educational policies and practices, this paper investigates the transition from technical vocational education and training (TVET) to HE (HE). This study specifically focuses on two areas: how TVET graduates’ access to HE looks like in Bangladesh and what role HE institutions can play in boosting TVET graduates’ engagement in HE in Bangladesh by taking a cue from the Australian TVET system. Based on Marginson’s ‘high participation systems’ theory, it focuses on how TVET courses can lead to HE and how universities can facilitate TVET diploma holders’ access to bachelor’s degrees in their fields of study in Bangladesh. The qualitative content analysis of policy documents served as the foundation for this paper. This paper aims to advance our understanding of how structural obstacles (elitism) affect pathways from TVET to HE and how international ‘best practices’ can be localized in the Bangladeshi context.

Teaching and Vocational Technology Education Management" refers to the field of education management that is specifically concerned with the development, management, and improvement of vocational education systems. Background related to this topic may include some of the following aspects: Improving the Quality of Workforce: Vocational and vocational technology education is one of the main means of improving the quality of workforce. Improved quality of vocational education can help to produce workforce that is ready to work and has skills that fit the needs of industry and the labour market. Challenges in Curriculum Implementation, Vocational curriculum implementation requires good management. It covers planning, organization, guidance, and control of resources as well as vocational education processes, such as facilities, teachers, and teaching materials. Vocational management education often involves partnerships and close collaboration with industry. Effective management is needed in establishing relationships with companies and industrial organizations to ensure that vocation programs are tailored to the needs of the industry sector. The use of Technology in Learning, the use of technology in vocational education has become an important aspect. This includes technology infrastructure management, digital content development, as well as training and technology support for students and instructors.Certification and Accreditation, Vocational education management also involves certification and accreditation processes. This includes managing the process to ensure that vocational education institutions meet the standards set to provide quality education. Research and Innovation Vocational education management should also support research and innovation in learning methods, curricula, and meeting the needs of emerging industrial sectors. Financial Resource Management: Financial management in the context of vocational education is important, including the allocation of funds for equipment, facilities, and program development. Increased Participation: Vocational education management also includes efforts to increase student participation, including those from diverse social and economic backgrounds. Improving the image and sense of prestige of vocational education is an important aspect in vocational management. This can affect students' interest in enrolling and completing vocational programs. Professional and vocational technology education management plays a central role in addressing these issues and ensuring that vocational education contributes positively to the development of qualified labour force and economic growth. Teaching and Vocational Technology Education Management (TVET) is a discipline related to the management of educational and training programmes aimed at developing technical and practical skills required in various sectors of employment. It covers planning, organization, resource management, curriculum implementation, improvement of teaching quality, as well as evaluation and continuous development of vocational education programmes.

Recently, several countries have attempted to encourage life-long learning and to widen university accessibility to include a wider mix of students. In Australia, numerous new pathways with the Vocational Education and Training sector have been established for these purposes. This study reports on the effects that two variables, gender and age, had on the university academic performance of students who had taken a Vocational Education and Training pathway to an Australian university using whole cohort data ( n = 542) for Vocational Education and Training pathway students enrolled between 2005 and 2012; two-way between-group analyses of variance were conducted to assess the effects of both gender and age on undergraduate academic achievement. Age and gender were both related to students’ academic performance, with higher performance among female students and groups of older students. There were also differences in the effects that gender had on academic performance depending upon age group.

This study investigates the factors influencing Ghanaian students' choice of technical and vocational education (TVET) career pathway. The study was guided by the social cognitive career theory and the expectation-value theory. The cross-sectional descriptive survey design was used to explore the critical factors influencing students’ technical and vocational education choices. Specifically, the study explored the demographic profile of TVET students, determined the factors the factors that influenced their enrolment into TVET programmes, and their level of satisfaction with the choices they are pursuing. The targeted population were students enrolled in TVET programmes in two Technical Institutes in the Cape Coast Metropolis. Using the census method, a structured questionnaire was used to collect data from 245 participants. Data collected were analysed and interpreted using descriptive statistics. The study revealed that parental influence, particularly from fathers, is the primary motivating factor. Other motivators included interest in practical skills, opportunity for self-employment, and job prospects. Respondents also reported that the negative perceptions about TVET, associating it with lower academic ability and prestige always affect their motivation. However, students expressed satisfaction with their decision and choice of programmes citing the practical aspects, teaching methods, availability of tools and equipment and overall school environment as factors driving their interest and satisfaction. Notwithstanding, some respondents saw the cost of programme and support for placement as factors that negate their decision The study concludes that, engaging parents and school agents, promoting public awareness, enhancing TVET’s image and aligning curricula with industry while offering assistance with internship, placement and financial support could improve enrollment rates. It is therefore recommended that parents be engaged in career guidance programmes and teachers trained to offer balanced career advice to students. Additionally, efforts must be made to align TVET programme curricula with industry needs and improve school infrastructure to enhance the appeal of TVET programmes, while financial support is provided for students to help increase programme accessibility.

Continuing the Journey of Education, Training and Research

Technical and Vocational Education and Training (TVET) Interventions to Improve the Employability and Employment of Young People in Low‐ and Middle‐Income Countries: A Systematic Review

Introduction There is a global shortage of occupational and environmental medical (OEM) physicians. Many countries, especially LMICs, have no training pathways, certification processes or specialty recognition. Methods In 2019, we conducted a survey of member societies of the International Occupational Medicine Society Collaborative (IOMSC), to understand paths to OEM expertise in their country. Only four of the 54 African nations were members of IOMSC. We conducted an internet search, including ChatGPT assistance, and contacted major OEM networks in Africa to better describe the state of OEM in Africa. We will seek attendee input about the major occupational health challenges and opportunities for OEM education in their country. We will describe the plan for virtual International OEM Grand Rounds, delivered by OEM residents supervised by OEM specialists. Results There are now six African nations with OEM society membership in IOMSC. One additional country was identified with a specialty society, and one more with an OEM training program. Additional results based on search and interviews will be shared in this session. Discussion We are establishing a program for physicians without access to formal OEM education using the hybrid format of e-learning, webinars and field training by a network of African occupational medicine physicians to disseminate training materials and develop specialty training pathways. Conclusion Increasing access to OEM education in countries without formal pathways will increase competency in delivering occupational healthcare to workers and increase recognition of the need for formal training and certification pathways where none currently exist.

One would surmise that Technical and Vocational Education and Training (TVET) and Career Guidance have a close affinity and relationship. In reality the interface between the two is less clear-cut and may even be considered distorted. In this chapter this ambiguity is explored, the different dimensions of the interface are elaborated, and the reasons explaining why provision of career guidance services often remains underdeveloped within and in relation to TVET are analyzed. Also included are barriers and stereotypes regarding TVET careers which impact choices in both developed and developing countries. Finally, models and emerging examples of policies and practices in career guidance which aim to support students and learners in TVET are described.The interfaces between career guidance and TVET are manifold though career guidance services tend not to take place in TVET or to be linked to it. An a priori “TVET-blindness” within career guidance forfeits a more effective relationship. Career guidance has come under attack for having lost its impartiality and of being used in favor of general and academic education pathways and careers. But career guidance also faces restrictions due to limited choices or sometimes even forced allocation of students to TVET as pathway for low performers. In other words, no choice, therefore, no guidance. Other dimensions of the interface potentially foster a stronger relationship, for example, the linguistic notion between the two, the vocational or occupational interface, the labor market and world of work, as well as recent policy trends in both areas. However, certain challenges and obstacles continue to obstruct the strengthening of the interface. Insufficient mutual interest, limited access and capacities, a practitioner dilemma and bias, as well as the prevailing of old paradigms are identified as the main reasons. A taxonomy of possible career guidance intervention models is proposed as an inspiration for policy options in order to increase the relevance and impact of career guidance in relation to TVET. Finally, emerging examples of policy and practice in TVET and their relevance for multiple cultures are presented. These examples look at issues such as policy framework and governance, multitier and multi-stakeholder approach, the role of economic bodies, career guidance and apprenticeship, compulsory career education, and career management skills in TVET. It is argued that both career guidance prior to TVET as well as career guidance within TVET can make an important contribution to TVET if certain conditions are met. While the first could serve as an eye-opener to stimulate TVET demand and as a change agent to improve TVET supply, the latter can help to improve efficiency of TVET. This may be better accomplished if a new career guidance paradigm, that of changing from a psychological to a pedagogical or hybrid model, is more widely introduced. It is concluded that career guidance needs to become more TVET sensitive and that TVET systems need to better consider, involve, and integrate career guidance.KeywordsLabor MarketEuropean UnionCareer GuidanceAsian Development BankVocational GuidanceThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.