Esch
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In
recent policy notes a cultural change into the direction of the student's
perspective has taken place instead of the institutional perspective as
was the case in recent periods. The guiding principle is that the career
of the student is central, that education and training pathways should
be made to measure in behalf of the career and that there should be a coherent
vocation directed pedagogic and didactic approach. A central condition
is reinforcement of the cooperation between schools in the vocational field.
In order to realise the strengthening of the vocational route the central
government has offered an extra policy impulse to vocational schools (pre-vocational,
secondary and higher vocational schools) and national bodies. CINOP Policy
Research and Consultancy monitors the extra incentives for secondary and
higher vocational schools and national bodies. The monitor is called the
Impulse monitor. At the ECER Lisbon we presented first results of the monitor.
At ECER Hamburg we will present results of the second measurement.
Festová,
Jeny [Back to list of papers]
As
about 80% of Czech population goes through secondary VET providing professional
qualifications there is an important issue if acquired education of secondary
VET school leavers is in agreement with their performed jobs. In 1998 the
National Institute of Technical and Vocational Education (NUOV) undertook
a study “Labour Market Success of Secondary VET School Leavers” which deals
with the placement of school leavers in the world of work, preferably from
the viewpoint of matching acquired education with performed job. The analysis
helped to explain the present problem of the shortage of secondary VET
workers in some professions in the Czech Republic. Conclusions of the analysis
showed a considerable disagreement between acquired education and performed
job. The comparison confirmed that development in last five years has tended
to the deterioration of matching acquired education with performed job
of the secondary VET school leavers.
Field
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A number
of studies in recent years have explored connections between human capital
and social capital. However, most have concentrated on schooling, with
little attention being given to vocational training or to learning in adult
life. Drawing on data from a social attitudes survey in Northern Ireland,
the paper presents evidence of a generally positive relationship between
involvement in associational activities on the one hand and affirmative
orientations towards lifelong learning. Thus, those who are engaged in
a particular activity are considerably more likely to value lifelong learning
than those who are not so engaged. Yet the survey also shows that those
who were most clear about their own lack of involvement in a given activity
were more positive towards lifelong learning than those who were indifferent
towards the activity. The relationship between social capital and lifelong
learning is therefore complex and multifaceted, rather than unilinear and
simple.
Fuller
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Policy
makers internationally have been increasingly preoccupied with finding
ways to foster lifelong learning. This interest has been replicated
at national level in countries such as the United Kingdom. This paper
suggests that approaches which combine work and study can play a central
role in encouraging lifelong learning as well as having strong pedagogical
merit. Two ‘combined models’ are used to illustrate the argument:
apprenticeship where it affords opportunities for learning in the workplace
and in specialist educational institutions, and the option for people to
participate in part-time higher education while working). In this paper
I suggest that the pedagogical benefits that underpin combined approaches
can have a positive effect on individuals’ learning and deserve to
be taken more seriously by policy makers whose goals include increasing
adult participation and attainment, or put within the context of this conference
‘to foster the will to learn’.
Fuller
et al. [Back to list of papers]
This
paper provides a summary of our emerging theoretical insights into the
ways in which people interact as ‘teachers’ and learners in the workplace.
The paper draws on our research into the relationship between apprentices
and experienced workers in a range of private sector companies in England
and Wales. This has led us to question the assumption behind situated
learning theory that all novices proceed on a linear journey from ‘newcomer’
to ‘oldtimer’, with their progress dependent on the extent to which their
participation is facilitated by the ‘experts’. In this paper, we pursue
two themes. Firstly, we challenge the assumption that expertise is
equated solely with status and experience in the workplace and, secondly,
we challenge the concept of the novice.
Gendron
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Training
programs integrating new technologies based on computer and electronic
network are growing since few years. In France, for instance, but as abroad,
courses available on internet are growing and ICT and E-learning projects,
virtual universities, abound. Nevertheless, number of ICT projects since
2001 have failed because they didn’t identify clearly the needs. What is
the pedagogical impact of ICT on learning and transmitting knowledge? To
question this issue, in a first part, we will see in what new technologies
modify the conditions of access to the information and to knowledge. In
a second part, we will see that the modification of relationships between
trainees and trainers introduced into such new devices of training (integrating
ICT) can be destabilizing at more than one level. Finally, in a last part,
we will show that their efficiency is conditioned in an optimal relationship
“human-machine”, and consequently by the capacity of organizations to be
estimated potential and results of these new tools in their training policies.
Görgenyi
Modla
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In
the course of our preparations for European Union accession, we are dealing
more and more with the often inseparable issues of standardisation and
quality development within the overall formation of the strategy for Hungarian
vocational training and the development of vocational training, itself.
Issues in requiring of integrated solutions such as mobility, transparency
and permeability, that greatly affect training and employment policies,
as well as the economy on the whole, now fulfill a accentuated role in
the Hungarian vocational training. In Hungary, a quality development vocational
training model has been developed, but at the same time, vocational institutes
have the chance to apply other types of models and systems, as well.
Hardy
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Our
most recent research into vocational education programs has demonstrated
that, in Québec, work-based learning has been aimed primarily at
the rapid insertion of students into the workplace and that it has taken
little advantage of the educational resources made available by host companies.
These findings have prompted the design of a new project that I am now
presenting here. Its general objective is to: Analyze the work-based learning
experiences of students in vocational and technical education programs
with a view to improving the quality of these students’ work-based learning.
The theoretical framework is based on the socio-cultural tradition of learning
called Activity Theory, which is characterized by situated learning and
the community of practice. Our plans call for conducting research into
four programs, two of which are vocational education programs, with the
other two being technical education programs in the sectors of computer
science and industrial metal fabrication. The methodology is oriented towards
analyzing the progression in complexity of students’ learning experiences
from the beginning to the end of their studies and towards analyzing the
forms of supervision provided by the workplace and the school.
Heikkinen
et al. [Back to list of papers]
The
aim of the EU 5th framework supported research project Genderqual (2000-2002)
was to explore the contribution of actual VET practices to ongoing gender
segregation by enhancing gendered key (core) competences, to find out about
specific key (core) competences relating to gender, to explore the conditions
for the development of key (core) competences beyond gender segregation,
to find out about gender specific strategies in the approach of situations
of occupational change and the impact on the performance of men and women
on the labour market; and to develop recommendations for transcending gender
barriers and gender segregation in the European VET systems with regard
to key (core) competences.
Leonardo surveys & analysis-project Re-integration started in spring
2001. The project builds on the results of previous Re-Enter research (1999-2000).
The main goal of the project is to develop analytical model in order to
carry out a primary evaluation of re-integration schemes. The international
collaboration aims to develop a multi-level evaluation model on trans-national
basis. The other goal is to assess the validity of the model developed
for primary evaluation by applying it to different re-integration schemes.
Hozjan
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In
the seminar we will deal with the issue of creating an identity on the
level of a professional discourse. Professional identity within the globalisation
of the society and economy does not form merely as a static formation defined
by predeteminination, for its foundation is also formed on the basis of
flexibility, mobility and diffusion. Due to the aforementioned characteristics
it might be wise to define professional identity as a network identity.
In order to precisely define the basic characteristics that form the contemporary
network professional identity we have divided the analysis of the determinants
that form the professional identity into two basic groups of factors: a.
psychological and b. sociologic.