importance of vocational education pdf

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VOCATIONAL EDUCATION AND IMPORTANCE OF ATTENDANCE

Abstract: Most frequently, vocational education and training follows a formal curriculum that combines general with occupational knowledge. Compulsory schooling integrates vocational education and training as an alternative to an academically-oriented schooling track or as part of several post compulsory education options. Both the academic and the vocational tracks tend to impart general knowledge and skills. Thus, the skills provided by vocational schools are often transferable between employers, although the degree of transferability across occupations can vary. In many countries, the vocational option is frequently seen as a safety net for students with poor academic performance who are at risk of dropping out of school and for students who are less academically inclined. The close link to work tasks and hands-on practical experience is expected to motivate more practically-oriented youths to continue training and remain in school longer. The effects of vocational and technical secondary schooling Reliable empirical evidence assessing the returns to school-based vocational education is limited, due mainly to the lack of appropriate data. In many countries, students negatively select into the vocational schooling track, which leads to systematic underestimation of vocational training effects when the selection is unaccounted for. The organizational capacities of governments and social partners are crucial. Since most countries already have some form of vocational training—whether school based, firm-based, or mixed— they can in principle start with the elements already in place and reform their systems to bring vocational education and training closer to employer and labor market needs. For example, if a number of employers in a region or sector can identify a joint interest in dual vocational education and training as a way to boost the productivity of their workforce, it might be realistic to start with a smaller dual vocational education and training cluster, ideally with government support for the vocational schooling component. Keywords: Absenteeism, schooling, training, and vocational.

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This report explores access to vocational education and training (and university) currently and historically over the past 20 years. It reports that those young people most likely to miss out on vocational education and training include those with disabilities, young people still living at home, children from single-parent families and those families with a history of parental unemployment. Those individuals face patterns of 'cumulative disadvantage'. In addition, the report argues strongly for striking a balance between the pursuit of social and economic outcomes as being essential for community-based initiatives aimed at addressing access and equity in vocational education and training.

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Dropping out of an initial professional education or training program is a problem for the entities that implement it but also for the individuals that are trying to enter a constantly developing and demanding labor market without proper knowledge and skills. In this chapter, we attempted to discuss the constantly increasing reasons for dropping out of a public vocational training center for individuals that have completed Lyceum. The results of two researches that took place in the last four years in the biggest regional VTI of Greece served as a conversation opener for this discussion. They highlighted living conditions, studying conditions and learning motivation as main reasons for dropping out and agree with international researches that pinpoint the higher dropout in the introductory semester of the programs. Those findings confirm the bibliographic data that maintain that participation of the adults in Lifelong Learning, a form of which is vocational training, has two basic primary theories, that of sociology –which refers to the socio-economic obstacles- and that of psychology –which highlights the motives. The first one is dominant in the specific centers. The solutions suggested are relevant to the wider educational policy that continues to exclude the financially weaker part of the population, something that became even more evident during the emergency implementation of distance education/training.

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Stage 6 of the German National Educational Panel Study is devoted to youth’s transitions from school into the labor market. In all Western societies, vocational education and training (VET) systems face a number of challenges, including the need to adapt to increasing skill requirements across the economy and handle the danger of producing an “underclass” of low-skilled youth. This chapter presents the life-course approach for investigating school-leavers’ pathways from school into the labor market within the National Educational Panel Study. Several factors shape young people’s school-to-work transitions: their motivation and competence endowment, their decisions concerning further course of education, the constraints they face both concerning opportunities for VET and gatekeepers’ recruitment behavior, the information and support youths may or may not receive from social networks, and the learning environments they encounter in firms and schools. We shall outline the basic theories that will guide our research concerning these influences and discuss how they are taken into account within stage 6 of the National Educational Panel Study. Thus, we will give a picture of the study’s research potential in the area of VET. Wie andere westliche Länder steht auch Deutschland vor zahlreichen Herausforderungen im Bereich der beruflichen Bildung. Dazu gehören der demografische Wandel, das Schritthalten mit den steigenden Qualifikationsanforderungen der Arbeitswelt sowie die Verringerung von Bildungsarmut, d. h. die Reduzierung der Zahl ausbildungsloser und schlecht ausgebildeter Jugendlicher. Etappe 6 des Nationalen Bildungspanels widmet sich diesen Themen und untersucht die Übergänge Jugendlicher von der Schule in die berufliche Bildung und in den Arbeitsmarkt. Das Kapitel stellt den zugrunde liegenden Lebensverlaufsansatz dieser Etappe des Nationalen Bildungspanels vor. In kumulativer Hinsicht werden diese Übergänge durch zahlreiche Faktoren beeinflusst: die Motivation und die Kompetenzausstattung der Jugendlichen, ihre Bildungsentscheidungen, durch die Einschränkungen, die aus dem Ausbildungsplatzangebot und dem Einstellungsverhalten von Gatekeepern resultieren, die Information und Unterstützung, die Jugendliche durch ihre sozialen Netzwerke erhalten oder nicht, und durch die Lernumwelten in Betrieben und Schulen. Wir skizzieren die wichtigsten Theorien, die die Wirkungsweise dieser Faktoren definieren, und diskutieren, wie sie im Rahmen der Datenerhebung von Etappe 6 berücksichtigt werden. Dies ermöglicht einen Überblick über das Potenzial der so erhobenen Längsschnittdaten für die Berufsbildungsforschung.

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The article 1 analyses selected measures implemented by sectors of education and social policy in Poland, aimed at tackling the early school leaving (ESL) phenomenon. The data presented is based on an analysis of policy documents, IDIs and FGDs with educational experts, representatives of ministries, local authorities, school staff, regional employment centres and chambers of craft within the RESL.eu project. The starting point for the discussion is the hypothesis that there is a relation between leaving the system of education early, youth unemployment and NEETs rate. While the existence of this relationship is equivocal, as shown by the analysis of existing data, the undertaken policy measures somewhat implicitly assume its presence. Early school leavers are seen as the potential unemployed or at least as people who may have certain difficulties in entering the labour market. This is in contrast with the results of qualitative research, which show that the most common reason for abandoning the school education, according to school principals and teachers, is taking up a job accompanied by the inability to reconcile work and study. Thus, further efforts to develop more flexible alternatives to school-based forms of vocational training and education should be reinforced.

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Digital Education in Russia and Central Asia pp 161–169 Cite as

The Role of Vocational Education in the Implementation of Integration Mechanisms for the Economy’s Development

• Svetlana M. Markova   ORCID: orcid.org/0000-0002-2138-2998 22 ,
• Svetlana A. Zinovieva   ORCID: orcid.org/0000-0003-3468-7982 22 ,
• Ekaterina P. Sedykh   ORCID: orcid.org/0000-0001-9612-9519 22 &
• Ekaterina A. Urakova   ORCID: orcid.org/0000-0003-3688-4293 22  
• First Online: 04 May 2022

233 Accesses

Part of the book series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects ((EDAP,volume 65))

Purpose : The aim of this article is to determine the role of vocational education for the implementation of integration mechanisms for the economy’s development and to determine the influence of socioeconomic factors on the integration processes of vocational education. Design/methodology/approach : The main method is a systematic approach that provides a description of the integration mechanisms for the development of the economy and education. Also, the study used private-scientific methods: analysis of the content of labor of workers and specialists; historical and logical analysis of the content of vocational education (curricula and programmes); component analysis of professional competencies of the modern worker and expert; analysis of the map of professions; analysis and synthesis of integration processes. Findings : The creation of integration mechanisms, the development of partnership relations, the introduction of educational and production clusters, the development of integration automated industries leads to changes in the content and conditions of professional activity: the development of cooperation and the division of labor, which occupy a dominant position; Improving the intellectualization of work; greater integration of labor functions; the birth of integrated professions. All this contributes to the restructuring of the training structure for the innovation economy. Originality/value : Thus, integration is considered one of the most important factors in the development of the economy and education. We pay attention to such integration processes that allow us to combine the interests and competencies of education, production, and the state. In modern conditions, the creation of integrative structures is a mechanism for the sustainable development of vocational education.

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Markova, S.M., Zinovieva, S.A., Sedykh, E.P., Urakova, E.A. (2022). The Role of Vocational Education in the Implementation of Integration Mechanisms for the Economy’s Development. In: Popkova, E.G., Sergi, B.S. (eds) Digital Education in Russia and Central Asia. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 65. Springer, Singapore. https://doi.org/10.1007/978-981-16-9069-3_17

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DOI : https://doi.org/10.1007/978-981-16-9069-3_17

Published : 04 May 2022

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