Vocational Education And Training Policy Research Articles

Vocational Education and Training Policy between Indonesia and Tanzania

This article is a non-research-based article discussing vocational education and training (VET) between Indonesia and Training. The purpose of this article is to give comprehensive knowledge regarding the policy practices to the field of educational sectors particularly in vocational education and training between two countries (Indonesia and Tanzania). To begin, the writers give an overview regarding the VET policy between Indonesia and Tanzania. Both countries have in common when it comes to the objectives of VET programs. Furthermore, the writers discuss about the policy drivers which they view that the VET policy is driven by the demand of industrial sectors. Moreover, comparing and analyzing policy document between Indonesian and Tanzanian VET policy practice which are found that both countries have significant discrepancy in terms of the organizer of VET. Also, both countries face several challenges to implement VET program according to the result of STEEP analysis.

International organisations in vocational education and training: a literature review

ABSTRACT Although international organisations (IOs) are recognised as important actors in education, their involvement in vocational education and training (VET) remains underexamined. This article reviews the current state of research on IOs in VET, focusing on the ILO, OECD, UNESCO, and the World Bank, through an integrative literature review of 174 publications. The analysis identifies three roles attributed to IOs, highlighting crucial research gaps for future investigation. First, IOs are seen as important knowledge producers on VET, demonstrated by the implicit use of IO data in academic research. However, literature that explicitly analyses how IOs produce VET knowledge is largely missing. Second, IOs are described as organisations capable of formulating specific VET agendas. While there has been a particular interest in the World Bank’s views on VET, research that analyses and compares how other IOs develop their ideas on VET remains rare. Third, IOs are recognised as actors of VET policy transfer. Although existing research highlights the complexity of international and local factors in IOs’ attempts to influence national VET policies, more comparative case studies are needed to analyse concrete IO engagements. Addressing these gaps would contribute to a research agenda that takes into account the multifaceted agency of IOs in VET.

Meeting automation challenges to labor markets: policy inspirations from the governance of Swiss VET

Automation and artificial intelligence, with their skill-biased characteristic, were estimated to benefit high-skilled workers while displacing the low-skilled. Their uneven distribution of technological dividends and costs led to calls for policy interventions. This paper aims to answer: ‘What kind of government and business intervention can deliver needed skills to large parts of the population?’ in facing automation challenges to labor markets by investigating Switzerland’s vocational education and training (VET) policy. This paper identifies its policy eco-system and argues that, while historically – embedded particularities are hard to replicate, the Swiss case still inspires us with cross-country implications. These implications are underpinned by a solid stock of social capital, which enables behavioral internalization and anticipated reciprocity. Viewing social capital as constructive rather than endowed, this paper argues that building social capital is a viable and practical approach to VET policy learning.

Career Compromises and Dropout from Vocational Education and Training in Germany

Abstract This study investigates the relevance of career compromises (i.e., the discrepancy between the expected and the actually attained training position) to the decision to drop out of vocational education and training (VET), focusing on compromises in terms of social status and gender type. We pay particular attention to upward and downward compromises. Using longitudinal data on 7205 apprentices from the German National Educational Panel Study (Starting Cohort 4), the results of discrete event history models show that both dimensions of compromise are crucial to the decision to drop out of a first VET position. In particular, downward gender-type discrepancies increase the probability that female apprentices will drop out. These findings draw attention to the role of pre-entry VET policies, such as career counseling, in minimizing the incidence of career compromises.

Skills and Training in Hierarchical Capitalism: The Rise and Fall of Vocational Training in South Korea

From an economic model in which education and growth reinforced each other, South Korea has developed a pathological equilibrium holding back economic and social progress. Low labour productivity and skills mismatch undermine the economic prospects of the country, and sharp rises in inequality in an ever more dualised labour market erode social cohesion. Governments of different political persuasion have recognised these challenges, and they have thought to reinvigorate vocational education and training (VET). However, this article shows that large employers – which were at the heart of a segmentalist coalition between business and government when collective skills formation of the Developmental State was dismantled – continue to undermine any efforts of meaningful vocational skills formation. It is argued that the country’s hierarchical production regime and, related to this, labour market dualisation provide the micro-foundations for successive failure in VET reform; and without challenging large employers’ dominant position in the Korean political economy and without addressing labour market dualism, the reform of VET policy can be expected to remain a futile endeavour.

From Lisbon to Copenhagen, London, Helsinki and Edinburgh - a study of vocational education and training (VET) policy making in four European countries (Denmark, England, Finland and Scotland)

ABSTRACT In this study I explored the complex relationships developed during vocational education and training (VET) policy making by the European Union (EU), three member states (Denmark, Finland and the United Kingdom) and a region, Scotland, between 2000 and 2019. Discourse and thematic analyses of EU and national VET policy documents were used to compare the distinctive nature of VET policy making in the four countries. Illustrative thematic case studies were then compared with selected policy change theories of convergence, Europeanisation, Europeification and policy drift. Using a critical realism framework to support analyses of different layers of discourse, it was found that there was no consistent understanding of the purpose of VET between the EU and its member states, or, indeed, within the nations of the UK. The purpose of VET policy was varyingly perceived as either social, economic, educational or political between 2000 and 2019. This led me to the conceptualisation of a VET policy making gyre, developed as an alternative to the policy making cycle. The gyre was found to represent more fully the ebb and flow of aspects of policy purposes and goals over time as well as the dynamics of structure and agent relationships in policy formulation.

Vocational Education and Training (VET) School Autonomy and Accountability: An analytical framework to contribute on moving forward VET policies and system in Ukraine

In the last years, the evolution of decentralization in education in Ukraine, whether in the field of general education or vocational education and training (VET), has created effective political will and good synergies to address systemic reforms. However, the steadily decreasing number of VET institutions, students -and teachers- testify to the need to further reform the VET system. In the context of its effort to make the VET system both more attractive for students and the labour market through decentralization, Ukraine is facing the challenge of advancing VET school autonomy and accountability regarding managerial, financial and pedagogical functions. Increasing vocational school autonomy has been considered a key policy driver for decentralization process. School autonomy (managerial, financial, and pedagogical autonomy) might enable schools to support on such ambitious goal. The European Training Foundation (ETF) working very closely with Ministry of Education and Science of Ukraine (2019-2020) explored-in pilot basis-how to make possible moving towards VET school autonomy and accountability in Ukraine, from a governance perspective of the VET system. The analytical framework is a result of desk research, focus groups in three Ukrainian regions (Poltava, Kharkov and Odessa). Further, it helped to implement national survey-online- in 24 Ukrainian regions Key outcome is an Analytical Framework for VET School Autonomy and Accountability. The purpose of such tool has been to provide a clear description of the suggested distribution of tasks among stakeholders at the different levels of the education system (practitioners and policy makers). This might support the decision-making authorities, i. e. first and foremost the Ministry of Education and Science) in their efforts to advance VET school autonomy and accountability in Ukraine to advance in policy agendas and continue improving effectiveness -and efficiency of VET system.

Mature Australian VET markets: a data-driven case study of public policy implementation.

Australian vocational education and training (VET) policy makers have persistently proposed more user choice when reforming the national training system. Increasing alternatives by encouraging multiple providers to trade in regulated contestable markets remains the cornerstone of governments’ policies. However, despite policy intentions, students’ options are declining. Longitudinal quantitative jurisdiction-level statistics identify well-established trends of a reduced variety of providers, a smaller range of qualifications on offer and decreased public funding. These outcomes are occurring notwithstanding the continuous supportive policy environment for intensified competition and amplified choice. Rather than portray reduced choice as policy failure, this research makes novel use of large nationally consistent regulatory and enrolment data sets to provide evidence of successful public policy implementation that is approaching the end of the market life cycle. The results invite an exploration of issues that arise when VET markets are considered to be mature rather than unrealised aspirations. Choices provided in these fully-fledged markets that balance public and private provision are still necessary, but no longer sufficient, to meet national skills needs. It is argued that policy success is not permanent and should be revisited in light of contemporary economic alternatives to guide future VET policy making.

Promoting the recognition of prior learning in the context of development cooperation: The case of Bangladesh

In view of the growing importance of the ‘recognition of prior learning’ (RPL) in educational development in lower- and middle-income countries, and of the dearth of research on this new trend, this article presents a study of vocational education and training (VET) in Bangladesh. It examines the evolution of RPL in this country in terms of causal factors and implementation challenges. Based on an analysis of policy documents, practices and qualitative interviews, we develop our argument around Margaret Archer’s model of morphogenetic educational change. The findings suggest that RPL in Bangladesh has grown in the context of considerable general growth in its educational system, but has not been caused by this. More important for RPL’s expansion has been its inclusion in what McGrath calls the “VET policy toolkit”, which donor agencies have started to actively promote in Bangladesh. At the same time, our reading shows that key actors in the development of the country’s VET system have resisted any alterations of the pathways to existing VET qualifications, as they continue to be of the view that access to established VET programmes should be limited to those who have passed eight years of formal schooling (even though many of these graduates still lack solid literacy and numeracy skills). The article argues that global-level actors might need to take such concerns more seriously.

Teacher concerns about competency-based mathematics education in a rural Australian VET institution

ABSTRACT Within vocational education and training (VET), mathematics learning is often complicated by students’ problematic prior mathematics education experiences and associated low confidence and limited prerequisite knowledge. Teachers have insights into students’ mathematics learning needs and appropriate curriculum and assessment responses, but their views are often neglected within VET policy contexts. To better understand the challenges of mathematics education within VET programmes in Australia, we focused on three vocational qualifications within a rural VET institution in Victoria, chosen to vary the visibility of mathematics content, learning environment, and curriculum philosophy. Despite this diversity, teachers from each qualification made similar criticisms of the ways their institution implements mathematics curricula. They described how a behaviourist approach to competency-based education (CBE) constrains their capacity to respond to students’ needs, with adverse effects on students’ mathematics learning. We argue that the assessment and reporting regimes that currently govern education within Australian VET institutions contribute to negative experiences for already disadvantaged mathematics learners. We suggest that the disconnect that teachers described between students’ needs and the approach to curriculum and assessment speaks to a larger inconsistency between the social inclusion aims of Australian VET and the way that CBE is implemented.

International Vocational Education and Training Research: An Introduction to the Special Issue

The seven articles in this special issue represent a wide range of international comparative and review studies by international research teams from China, Germany, India, Russia, Switzerland and Mexico. The presented projects are part of the national program "Research on the Internationalisation of Vocational Education and Training", funded by the German Federal Ministry of Education and Research (BMBF). An adapted version of Urie Bronfenbrenner’s ecological systems theory forms the conceptual framework of the special issue. The four system levels (micro, meso, exo and macro) are addressed by one article each. The article on the microsystem level focuses on the intended and implemented curricula in a cross-country comparison of China and Russia. The article on the mesosystem level aims at the development of a quality management model for vocational education and training (VET) institutions in India. At the exolevel, the regional structures of the education and employment systems in Mexico, particularly the cooperation between schools and companies in the hotel industry, are investigated. At the macrosystem level, the social representation of non-academic labour in Mexico is examined in terms of cultural artefacts. Furthermore, three overarching review studies systematise relevant research developments and approaches. The topics of the three review studies are European VET policy, transfer of VET and VET research. The scope ranges from the development of a comparative research tool to a summary analysis of over 5,000 individual publications. Given the broad scope and heterogeneity of the findings, a summative conclusion would hardly be appropriate. Nevertheless, with regard to the model of the ‘triadic conception of purposes in comparative VET research’ that represents a heuristic for describing the purposes of international VET research, we conclude with an emphasis on a need of more criticality. In this context, one finding can be pointed out as an example: One review study found that most studies (here, with reference to VET transfer) refer to the recipient country without a comparative perspective. Thus, there is a clear demand for more comparative research following a critical-reflective approach.

Компетентностный подход в среднем профессиональном образовании: систематический обзор российской литературы

The article is devoted to analysis of the Russian literature related to the implementation of the competence-based approach in vocational education and training (VET). The objective of the study is to systematize existing publications on this issue and to formulate an agenda for future research. The paper presents a systematic literature review: a uniform description of a sample of publications from the most influential Russian journals for the period 2005-2019 within a pre-defined category system. Moreover, the research includes an in-depth study based on content analysis that reveals how different aspects of the competency-based approach are currently elaborated in the literature. The results include some basic conceptual features of the construct that underlies the competencebased approach in Russia. It summarizes the data on the conceptual and terminological apparatus used in the discussion on competency-based vocational education. The paper also presents the data on the dominant research methods and the target audience of the articles in the sample. The most important result of the study is an evidence of deficiencies in research that support the introduction and adaptation of competence-based approach in the Russian VET. In particular, there are practically no judgments, which indicate that researchers understand or delve into changes in assessment of educational outcomes that are reformulated in terms of competences. The practical use of the results will fill the gaps in scientific support for the implementation of the competency-based approach in the Russian VET. The article will be useful for representatives of the research community, pedagogical and managerial personnel of vocational schools as well as for decision-makers in the field of VET policy.

International transfer of vocational education and training: a literature review

ABSTRACT The transferability of vocational education and training (VET) systems is a central issue within international comparative VET research. However, scholars working in related disciplines also focus on the international cooperation associated with VET. This literature review presents relevant findings from the field of VET research, but also from the fields of comparative political economy, comparative educational research, and international human resource management. It explores differences and parallels in research about policy transfer between these fields. For example, scholars working in the comparative political economy and educational sciences tend to focus on transfer activities at the systemic level, while those working in international human resource management tend to focus on regional management strategies, and scholars working in VET research focuses on successes and obstacles associated with cooperation. All of these features are interconnected, providing important insights into the transferability of VET systems. The following discussion begins by exploring the rationales underpinning different disciplinary perspectives on policy transfer in VET. Next, it reviews empirical research on the transfer of VET policies from different disciplinary perspectives. It concludes with a critical reflection on the transfer potential – and how scholars in all relevant disciplines stress the need for cultural sensitivity, adaption, and long-term planning when transferring policy from one country to another.

Europeanisation of VET – the Spanish Vocational Education and Training system and the influence of European education policy

ABSTRACT The paper discusses the development of Spanish Vocational Education and Training (VET) over the past four decades and the extent to which and ways in which joining the European Economic Communities in 1986 contributed to the transformation of Spain’s VET system. The paper is structured in five sections: the justification of our choice of Europeanisation as a theoretical approach, a presentation of the system prior to accession into the European Union (EU), a description of the European VET policy defined in the Bruges-Copenhagen process, and an examination of changes in the Spanish VET at the turn of the century. The relations between the European and Spanish VET policies are then discussed in view of Europeanisation theory, particularly considering their specification in terms of the National Qualification Framework approved in 2002 and the European Qualification Framework (EQF) established in 2008 to examine adaptation and accommodation. The paper finishes by discussing how top-down and bottom-up trends based on the theory of Europeanisation have resulted in the current Spanish VET system adhering to its own national identity while converging with European recommendations.

Unequal Civic Development? Vocational Tracking and Civic Outcomes in Germany

Vocational education and training (VET) is a common form of upper secondary school tracking in countries around the world. There are ongoing debates regarding the effects of this differentiation on academic and labor market outcomes; however, evidence on civic outcomes is lacking. Using a unique cohort study in Germany ( N = 2461) and a doubly robust weighting approach with a rich set of baseline covariates to address selection bias, we estimated the effects of VET (relative to academic upper secondary school) on political interest, internal political efficacy, and intent to vote across 15 years of late adolescence and early adulthood. We estimated negative effects of VET on these civic outcomes, particularly as participants grew older. Implications for future research and VET policy are discussed.

Adult education in the context of modern pedagogy

The article examines the phenomenon of an adult learner's identity in terms of psychosocial characteristics and needs in the context of the vocational education and training (VET) system transformation and lifelong learning strategy. The aim is to observe the adult education main theories, bring out the current trends and challenges in VET in the context of adult learning. The actual pedagogical approaches and opportunities for modernization of programs and adult education policy at the institutional and system level have been revealed. Recommendations for the development of courses in terms of the specifics of adult learning, requirements for teachers, as well as the involvement and retention of adults in the VET system have been proposed. It has been substantiated that it is necessary to take into account the formation of awareness in learning, to pay attention to the development of cognitive flexibility and reflection of practical experience, as well as to what brings happiness and a feeling of satisfaction from learning outcomes, the formation of insights, receiving feedback and identifying growth points. The practical use is viewed as a possible modernization of VET policy management to enhance adult education in Russia, to update apprenticeship and upskilling programmes, to develop new mechanisms to involve the adult population in VET.

Exit, Voice or Loyalty? VET Stakeholders’ Response to Large Scale Skilled Emigration From Poland

Context: The topic of this paper is how mass emigration of skilled workers affects national policies, and employers’ willingness to invest in Vocational Education and Training (VET) in Poland. In the wake of EU enlargement in 2004, Poland became one of the biggest sending countries for skilled labour to Western European countries. These massive outflows of skilled labour, not compensated by adequate inflows of equally skilled workers, have led to serious skills shortages, especially in the construction sector. The paper investigates whether emigration and immigration constitute a driving force for institutional change of the Polish VET system, by analysing policy development and the attitudes of VET stakeholders towards contributing to VET.Approach: The paper focuses on the emigration of skilled construction workers in Poland. Drawing on Hirschman’s (1970) framework, when faced with massive skills deficits construction companies are confronted with different options: i) withdraw from the VET system and find other training and recruitment options (exit), ii) attempt to improve conditions by turning to policy makers (voice), and/or iii) remain loyal to the VET system. The analysis is based on an interview study of decision makers responsible for VET policies, employers, chamber of Craft and trade unions, principals of vocational schools, teachers and representatives of regional examination boards.Findings: After years of inattention, VET has been regaining a strong position in national policies. We find that construction companies are mostly more willing now, compared to 5 years ago, to take on learners for practical training and to contribute to improving school equipment. The study showed that one of the most significant obstacles to employers investing in the training of VET learners is the fear of losing a young skilled employee through emigration. Yet, dependent on skilled labour, employers of big construction companies saw no other option than to continue investing in training young learners. However, smaller companies seeking the short-term benefits of employing low-cost labour are less interested in investing in VET.Conclusion: Despite a range of recent policy actions and legislative efforts, several major challenges in the Polish VET system remain unresolved. Continued effort to institutionalise and enhance dialogue between the education system and the labour market appears as the most pressing need. It is currently too early to determine the degree of "institutional stickiness" of the activities observed on the policy level and among employers regarding their increased interest in VET as a response to mass skilled emigration.

Development paradigms in the institutional configuration of vocational education and training in Chile (1964-2005)

ABSTRACT Mainstream approaches in comparative education have paid more attention to trends in donors’ priorities than to policy processes in recipient countries, overlooking the agency of national governments in the institutional configuration of vocational education and training (VET) in developing contexts. Drawing on constructivist political economy and historical institutionalist frameworks, the paper analyses the role played by global development paradigms and ideas in the VET policy reforms adopted in Chile during the period between 1964 and 2005. The study shows how the selective adoption of international development ideas in Chile was mediated by the ideological orientation of national government administrations in each historical period. It also shows how the main goals of VET policies evolved as the economy tertiarised and the demand for education grew among lower social classes. Finally, the paper identifies the military dictatorship as a path-shaping moment in the institutional configuration of VET in Chile, as it was able to impose a radical transformation of the system from central planning to decentralised market competition. This profound transformation generated institutional path-dependencies that restricted the capacity of future democratic governments to reverse the market model in VET.

Teacher Continuing Professional Development and Team-Working Competences: A Case Study From Italy

Context: European policies describe the key role of teachers’ Vocational Education and Training (VET) in improving students’ learning outcomes. In order to improve teacher education, Organisation for Economic Co-Operation and Development (OECD) policies identify competency models as the main framework for understanding teacher professionalism and designing VET policies. By reinterpreting these models through the capability approach, this article aims to identify more relevant competences of preschool teachers in the public and private services of northern and central Italy.Methods: The research began with a comparative analysis of VET policies for preschool teachers to outline more common competences used to define their professional profile. This led to the creation of a new, re-thought competency model used to design a quantitative survey to describe teachers’ competences in preschool settings. The self-assessment questionnaire was built on the following competence areas: Management of educational and relational processes, teamwork and large-scale teamwork, networking and governance. The self-assessment questionnaire evaluated 65 preschool teachers’ pre-acquired competences and development levels and those more desirable for the future (called “ideal” co.). The comparison of areas and their values reveals critical results, particularly related to teamwork competences at different levels.Results: The study outlines the structure of preschool teacher professionalism based on “traditional” competences (e.g., educational relationships with children) and some “innovative” competences (e.g., networking and governance), which appeared to be more desirable in teachers’ evaluations. However, the comparison of the data reveals that governance competences are better evaluated then teamwork co., introducing some hypotheses about the quality of relationships in the community of practice.Conclusions: The research outlines how the competences emerging as relevant for teachers need to be better activated in professional settings to become strategically important. The results related to teamwork and governance competences focus on the importance of informal and extended learning contexts to teachers’ socio-relational competence development. The organization of the school system needs to be re-thought and extracurricular competences need to increase to foster the generative development of informal learning communities at intra- and extra-school levels. According to the capability approach, the research reveals the extreme complexity of preschool teacher professionalism. For vocational education and training, its underlines the re-thinking of the preschool teacher profile as a co-designer of learning environments, which includes building formal and informal competences to foster communities of practice as a learning and generative process.

European cooperation in vocational education and training: towards a common ambition

As the policy cycle for European cooperation in vocational education and training (VET) is coming to an end in 2020, the need for high-skilled labour is increasingly seen as paramount to ensure future sustainable and inclusive development in Europe. Drawing on Cedefop review and analysis of VET policies and their implementation, this article provides a brief overview of the progress made so far, areas of weakness, and persistent and new challenges ahead. Analysis confirms the gradual but continuous progress being made over the last decade despite the years spent in the long shadow of the financial crisis and the consequent economic and political uncertainty affecting many European countries. While participation to and, importantly, quality of VET varies across national systems, most Member States have progressed towards the achievements set in the Bruges Communique in 2010. This includes improved transparency, quality assurance and permeability of national qualification systems, as well as the enhanced responsiveness of VET provision to labour market needs through the wider recognition of the role of work-based learning and apprenticeship schemes. What is apparent today, more than ever before, is that the European institutional and policy framework represents a unique strength for Member States to focus on the big picture over the long term and make the most of the opportunities that an enhanced cooperation among national systems may offer to improve the overall performance, quality and attractiveness of VET in Europe.