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Journal articles on the topic 'Vocational Education and Training (VET)'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Zelloth, Helmot. "Career guidance for Vocational Education and Training (VET)." Journal of the National Institute for Career Education and Counselling 33, no. 1 (2014): 49–55. http://dx.doi.org/10.20856/jnicec.3308.

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This paper has been inspired by Tony Watts’ pioneering work which explored the relationship between VET and career guidance. This relationship features traditionally ambiguous and not very clearcut definitions. His helpful distinction between career guidance ‘prior to’ and ‘within’ VET opened new perspectives for analysis. Career guidance cannot only serve as an ‘eye opener’ to stimulate VET demand, but also as a ‘change agent’ to improve VET supply. However, career guidance has come under attack for being ‘VET-blind’ and has been criticised for being inadequately sensitive to VET. Similarly V

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Bohne, Christoph, Friedhelm Eicker, and Gesine Haseloff. "Competence-based vocational education and training (VET)." European Journal of Training and Development 41, no. 1 (2017): 28–38. http://dx.doi.org/10.1108/ejtd-07-2016-0052.

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Purpose The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET). Design/methodology/approach VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach. Findings The focus of the planned concept lies

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Wiriadidjaja, Astrid, Lelly Andriasanti, and Andrea Jane. "Indonesia-Germany Cooperation in Vocational Education and Training." Journal of Local Government Issues 2, no. 2 (2019): 178. http://dx.doi.org/10.22219/logos.vol2.no2.178-192.

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To reduce the unemployment rate, Indonesia has focused since 2007 on the development of Vocational Education and Training (VET). VET is one of solutions that would enhance human resources quality in Indonesia, which has 262 million people. However, the number of unemployed graduates from vocational education is still high until 2019. It means there is something wrong in Indonesia’s current VET system. Meanwhile in Germany, VET is a pillar of national education which is based on a dual system. This system is successful in Germany. As one of the biggest donor countries in promoting VET, Germany

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Marhuenda-Fluixá, Fernando, María José Chisvert-Tarazona, and Alicia Alicia Ros-Garrido. "Initial VET in Spain." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 16 (December 7, 2018): 169–74. http://dx.doi.org/10.32835/2223-5752.2018.16.169-174.

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Initial vocational education in Spain was created within the formal education system in 1970. During the reform process, in 1990, it has been acquired modern architecture. During the period from 1990 to 2002, a series of reforms took place in the country, the most important of which was the adoption in 2002 of the national law on education, the main provisions of which were agreed upon with all stakeholders - the main political parties, social agents, employers and trade unions. The law introduced the following key features of the vocational education system in Spain: a mandatory curriculum mo

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Városi, Klára. "Dual training and adult education in agricultural vocational training." Acta Carolus Robertus 13, no. 2 (2023): 225–35. http://dx.doi.org/10.33032/acr.4679.

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The legal and legislative background dealing with vocational training and adult education has undergone several changes over the past almost sixty years. In addition to social policy and national economic effects, the changes were also strongly influenced by the vocational training policies of the countries around us. Through these changes, I would like to show how today's dual education system developed in agricultural vocational training, and what place adult education have been given in this model. It can be seen in the Hungarian VET culture that cooperation with dual internships is managed

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Mulder, Martin. "Researching vocational education and training: An international perspective." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (2018): 35. http://dx.doi.org/10.14426/jovacet.v1i1.12.

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This article investigates a German initiative to fund a research programme on internationaldevelopment cooperation in vocational education and training (VET). It briefly describes the strandsof the programme and critically reflects on them. It is considered important that this programme beinitiated to stimulate research on international VET development cooperation because, while thereare institutes for and programmes on VET research, research on VET is modest in volume comparedwith that of educational research on elementary or secondary education. The article also considerspriority areas for V

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Karlsson, Tobias Lasse. "Being someone or doing something: How students in municipal adult education view their future vocation." Nordic Journal of Vocational Education and Training 12, no. 3 (2022): 71–94. http://dx.doi.org/10.3384/njvet.2242-458x.2212371.

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Being an adult, deciding what to do with your life, and trying to understand the consequences of educational choices can be difficult. Vocational education and training (VET) programmes within the Swedish municipal adult education (MAE) offer an opportunity to learn a vocation, and last 6–18 months. This study aims to explore how adult VET students perceive desirable vocational habitus and is based on 18 interviews comparing students from two vocational MAE programmes in assistant nursing and floor laying. Semi-structured interviews were conducted at the beginning of the students’ training and

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Mursyid, Andi Miftahul Maulidil, and Zulihi Zulihi. "Vocational Education and Training Policy between Indonesia and Tanzania." Jurnal Ilmiah Mandala Education 10, no. 3 (2024): 546. http://dx.doi.org/10.58258/jime.v10i3.7197.

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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

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Ahmed, Tutan, and Raghabendra Chattopadhyay. "Return to general education and vocational education & training in Indian context." International Journal of Educational Management 30, no. 3 (2016): 370–85. http://dx.doi.org/10.1108/ijem-10-2014-0135.

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Purpose – Measurement of returns to vocational education has always remained a matter of controversy (Psacharopoulos, 1994; Bennell and Segerstrom, 1998; Ziderman, 1997). Based upon the return evidence many World Bank projects were scrapped (Middleton and Ziderman, 1997, Bennell and Segerstrom, 1998). However, there is again a growing interest for Vocational Education in different countries as well as in international body like UNESCO (Debroy, 2009; King, 2009; McGrath, 2012). Unfortunately there is little justification for this growth from the returns to Vocational Education literature. India

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Maurice-Takerei, Lisa, and Helen Anderson. "Vocational education and training reform in Aotearoa New Zealand." New Zealand Annual Review of Education 27 (November 24, 2022): 116–30. http://dx.doi.org/10.26686/nzaroe.v27.8034.

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The Education and Training Act 2020 provides an opportunity to transform the Vocational Education and Training (VET) system in Aotearoa New Zealand to ensure participants are successfully prepared for participation in the current and future workforce. The authors of this paper discuss current reforms in the VET system beyond the changing of components and the assignation of requisite tasks. While change to processes and systems can have an impact on VET outcomes, the kind of change that transforms individual lives and life chances depends on the decision-making and approaches made possible onl

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Petnuchová, Jana. "Education for Jobs – Preparation for the Labor Market." Acta Technologica Dubnicae 3, no. 1 (2013): 51–59. http://dx.doi.org/10.1515/atd-2015-0026.

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Abstract The article describes importance of vocational education and training (VET) which can play a central role in preparing young people for work, developing the skills of adults and responding to the labor market needs of the economy. The aim of this article is to highlight the definitions and understandings of vocational education and training (VET). Countries are now giving the long-neglected topic of vocational education and training dramatically increased profiles, reflecting recognition of its economic function. Many countries are recognizing that good initial vocational education an

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Fjørtoft, Henning, and Elin Bø Morud. "Assessment decision making in vocational education and training." Studia paedagogica 26, no. 4 (2022): 119–37. http://dx.doi.org/10.5817/sp2021-4-6.

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Assessment decision making is a highly contextual phenomenon. In this paper, we explore this topic in vocational education and training (VET). Thirty-eight teachers from five Norwegian upper secondary schools were interviewed before and after an 18-month research–practice partnership. To understand assessment decision making in VET, we draw on two bodies of knowledge: (a) research on teachers' decision making in assessment and (b) conceptualizations of teachers' professional capital. Four main findings emerged from the analysis: three assessment-related dilemmas and one professional capital-re

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Xu, Ziyi. "Development Pathways for Vocational Education and Training (VET) in China." Lecture Notes in Education Psychology and Public Media 52, no. 1 (2024): 213–19. http://dx.doi.org/10.54254/2753-7048/52/20241598.

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In recent years, although the state has increased support for vocational education from multiple aspects, China's vocational education development still faces some challenges. This research aims to explore the significance of VET and the development pathway for VET in an employment-oriented context. This paper argues that it is necessary to adhere to the development direction of "employment and entrepreneurship" and provide innovative development and operation mechanisms for vocational education products or services in the field of vocational education. Its essence is the deep integration of i

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Tabatadze, L. M. "Teacher’s Competency Model in Vocational Education and Training within Uncertainty of Labor Markets (On the Example of L.B. Krasin Moscow Vocational School of Creative Industries)." Prepodavatel XXI vek, no. 2, 2020 (2020): 43–55. http://dx.doi.org/10.31862/2073-9613-2020-2-43-55.

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In the article the author presents a relevant experience of designing an actual competency model of an educator in vocational education and training (VET) which is based on the researches of the world and Russian labor markets. There is explained a term “innovative segment of a labor market” and given risks of vocational education and training in part of its interaction with this segment. The author made an analysis of trends affecting the vocational education and training development and analyzed data of the VET economics monitoring. The approach to designing a competency model of an educator

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Polesel, John. "Vocational education and training (VET) and young people." Education + Training 52, no. 5 (2010): 415–26. http://dx.doi.org/10.1108/00400911011058352.

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Dang, Vi Hoang. "Parental Perspectives towards the Vocational Education Training Sector in Vietnam." Journal of Education and Vocational Research 6, no. 1 (2015): 37–51. http://dx.doi.org/10.22610/jevr.v6i1.178.

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The main purpose of this study is to explore the parental perspectives of the vocational education and training (VET) sector in Vietnam. The data were collected from 32 parents in the Northern and Southern regions using six open-ended interview questions focussing on the vocational education training system. Several techniques, namely word repetitions, keywords in context, and similarities and differences were applied to discover the common emerging themes and sub-themes. The issues which corresponded with the six questions were (1) quality and types of VET input, (2) VET teachersâ€™ ability,

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Mirvat, Omar Al Maery, Hasan Bailey Omar, and Glykas Michael. "Process and Quality Management in Vocational Education & Training (VET)." International Journal of Management Sciences and Business Research 4, no. 10 (2015): 149–77. https://doi.org/10.5281/zenodo.3462994.

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UNESCO has been urging countries for the last decade to undertake initiatives to enhance Technical and Vocational Education and Training (VET) which should be a vital aspect of the educational process in all countries (UNESCO, 2001). This demand has driven countries to embark on their individual “quality missions” in an effort to uncover the best approach to embedding quality management into their reform programs. Quality implementation in VET has been approached differently depending on the countries’ culture, their education systems, and their societies rules and values. Th

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Squires, Don. "Providing Vocational Education and Training (VET) for NSW Rural Schools and Students: the 'Stage of Play'." Australian and International Journal of Rural Education 10, no. 2 (2000): 37–46. http://dx.doi.org/10.47381/aijre.v10i2.456.

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A strategic framework for VET in Schools (1998-2000) was developed by the Department of Education and Training to coordinate the development and implementation of Vocational Education andTraining (VET) in government schools across NSW. One clear advantage of the vocational education curriculum in schools is that it offers a broader range of choices to students and has the potential to satisfy the needs and aspirations of a broader range of students than can be accommodated within the traditional curriculum. Vocational learning and VET are also emerging as major mechanisms for helping young peo

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Bolvig, Chris. "Vocational Education and Training: Its Impact on the Traditional Education Environment." Australian and International Journal of Rural Education 10, no. 1 (2000): 34–39. http://dx.doi.org/10.47381/aijre.v10i1.449.

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Until 1 July 1999 the Library Resource Centre I managed was an autonomous operation which serviced the need of the Higher Education and the VET sector of Curtin University - Kalgoorlie Campus. From that date we became part of the Curtin Library and Information Service and will now operate within their environment. I rapidly came to understand that there was little knowledge of the VET sector within my new peer group and so I prepared a paper on the role of the library within the VET sector and how it differed from the Curtin LIS traditional operation.

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Göbel, Stefan, Elisabeth Rotter, Wolfgang Brabänder, Angelika Maier, and Birgit Ziegler. "Serious Games for Vocational Training." European Conference on Games Based Learning 18, no. 1 (2024): 297–303. http://dx.doi.org/10.34190/ecgbl.18.1.2710.

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The research project ‘SG4BB’ (Serious Games for Vocational Education and Training; abbr.: VET) has developed an integrated platform for the description, search, retrieval, integration, and utilization of educational games. This paper summarizes project outcomes, including platform concepts, software components, and – as focus – practical insights derived from a case study involving the educational game ‘Corrugated’ as simulation and training environment for service technicians. SG4BB has followed a user-centered design in an interdisciplinary project team: Two learning providers specified thei

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Hiim, Hilde. "Ensuring Curriculum Relevance in Vocational Education and Training: Epistemological Perspectives in a Curriculum Research Project." International Journal for Research in Vocational Education and Training 4, no. 1 (2017): 1–19. http://dx.doi.org/10.13152/ijrvet.4.1.1.

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This article addresses challenges regarding relevance in vocational education and training (VET) curricula. Recent research on Norwegian VET shows that the educational content is not sufficiently related to the students' needs for qualification in the actual vocations. I will present a new curriculum research project aimed at investigating and improving the vocational relevance in Norwegian VET. An important part of the project is to investigate epistemological perspectives on how vocational knowledge is constituted and developed, and consequences for the curriculum. The article presents resul

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Олейникова, О. Н., and Ю. Н. Редина. "Vocational education and training under circular economy." Vocational education and labour market, no. 3(50) (October 21, 2022): 70–83. http://dx.doi.org/10.52944/port.2022.50.3.010.

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Введение. Экологизация, цифровизация и увеличение продолжительности трудовой жизни формируют современную политику рынка труда и образования. На смену линейной парадигме устойчивого развития приходит экономика замкнутого цикла (ЭЗЦ), что приводит к появлению новых профессий, подходов к организации труда и новых сочетаний умений. Статья посвящена анализу экономики замкнутого цикла в контексте совершенствования системы подготовки кадров в сфере профессионального образования и обучения (ПОО).Цель. Выявить возможности повышения эффективности ПОО на системном уровне в контексте перехода к ЭЗЦ.Методы

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Nore, Hæge. "Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training." International Journal for Research in Vocational Education and Training 2, no. 3 (2015): 182–94. http://dx.doi.org/10.13152/ijrvet.2.3.4.

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This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a recontextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and desig

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Goncharova, A. "ВОСПИТАНИЕ В ПРОФЕССИОНАЛЬНОМ ОБРАЗОВАНИИ Воспитание в профессиональном образовании Германии: роль педагога". Vocational education and labor market, № 2(45) (4 червня 2021): 66–78. http://dx.doi.org/10.52944/port.2021.45.2.005.

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Educators involved in the implementation of vocational education and training (VET) are key actors ensuring its quality. This article focuses on professional responsibility of educators in the German VET system. More specifically, it concentrates on their task to educate. The explicit and implicit embedment of the educational task of vocational school teachers and company trainers in normative and regulatory framework of dual VET is explored. Further, the article addresses the development of the educational task of VET educators over the time. It is shown that in the course of the last decades

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Di Stasio, Valentina. "‘Diversion or safety net?’ Institutions and public opinion on vocational education and training." Journal of European Social Policy 27, no. 4 (2017): 360–72. http://dx.doi.org/10.1177/0958928717719199.

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Vocational education and training (VET) has been described in the sociological literature as a mixed blessing. On one hand, vocational qualifications facilitate the school-to-work transitions of youth (safety net function of VET); on the other hand, placement into vocational tracks dissuades students from attending higher education (diversion function of VET). In this study, I analyse whether VET is perceived to function as a safety net and/or a diversion route by the public at large. VET systems greatly vary across countries with regard to their perceived prestige, the involvement of social p

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Karantali, Maria, and Theodore Panagiotidis. "A bibliometric analysis of the vocational education and training (VET) literature." Economics and Business Letters 14, no. 1 (2025): 35–50. https://doi.org/10.17811/ebl.14.1.2025.35-50.

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The literature on Vocational Education and Training (VET) spans over six decades. This review conducts a bibliometric analysis of 447 Scopus-indexed documents from 1965 to 2023. It is the first to analyze VET-related literature published in ABS-listed journals within the field of economics. Our findings highlight significant publication growth since 2014 and identify four primary research clusters: “vocational education and skill formation,” “vocational training and labor market outcomes,” “human capital and economic growth,” and “apprenticeship contracts and training costs.” Based on the curr

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Sandirasegarane, Sharmila, Staci Sutermaster, Alyssa Gill, Jennifer Volz, and Khanjan Mehta. "Context-Driven Entrepreneurial Education in Vocational Schools." International Journal for Research in Vocational Education and Training 3, no. 2 (2016): 106–26. http://dx.doi.org/10.13152/ijrvet.3.2.3.

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Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential.

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Marinič, Peter. "Identity of Vocational Education and Training Teacher: Pathways and Competences." European Conference on Management Leadership and Governance 19, no. 1 (2023): 488–94. http://dx.doi.org/10.34190/ecmlg.19.1.1904.

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A teacher’s identity can be understood as comprehensive approach to the self-concept of the teacher and the teacher’s external environment. The teacher’s identity already begins to form during the teacher’s preparation for the future teaching profession. The requirements about necessary education and requested competences for the teaching profession are usually set by the state institution such as Ministry of Education. Even though the current conditions for becoming a vocational education and training (VET) teacher are relatively strict, in practice there are teachers in secondary vocational

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Machumu, Haruni J., Chang Zhu, and Jennifer K. Sesabo. "Blended Learning in the Vocational Education and Training System in Tanzania: Understanding Vocational Educators’ Perceptions." International Journal of Multicultural and Multireligious Understanding 3, no. 2 (2016): 30. http://dx.doi.org/10.18415/ijmmu.v3i2.46.

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In a constructivist world of teaching and learning, opportunities to acquire and develop the knowledge and practical skills necessary to design, establish, and deploy blended learning in vocational education and training (VET) programs delivery is a labour-market-driven. The paper examines VET educator’s pleas about the need for the design, adoption and deployment of blended learning in VET programs delivery in Tanzania. A single case study design with an in-depth interview and focus group discussion was conducted with 15 VET educators in three VET colleges in both Morogoro and Dar es Salaam r

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Barabasch, Antje, Sandra Bohlinger, and Stefan Wolf. "Reconstructing policy transfer in adult and vocational education and training." Research in Comparative and International Education 16, no. 4 (2021): 339–60. http://dx.doi.org/10.1177/17454999211062825.

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The article contributes to the understanding of educational policy transfer with a particular focus on VET and labour-market related training. A review of VET policy transfer literature is followed by a description of travelling VET reforms in adult and vocational education and training around the globe. Historical foundations of VET policy transfer are described with an emphasis on lending and borrowing from the global North to the global South. Finally, contemporary forces that influence global policy transfer, derived from personal observation, are described. We aim to contribute to a bette

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Barabasch, Antje, Sandra Bohlinger, and Stefan Wolf. "Reconstructing policy transfer in adult and vocational education and training." Research in Comparative and International Education 16, no. 4 (2021): 339–60. https://doi.org/10.1177/17454999211062825.

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The article contributes to the understanding of educational policy transfer with a particular focus on VET and labour-market related training. A review of VET policy transfer literature is followed by a description of travelling VET reforms in adult and vocational education and training around the globe. Historical foundations of VET policy transfer are described with an emphasis on lending and borrowing from the global North to the global South. Finally, contemporary forces that influence global policy transfer, derived from personal observation, are described. We aim to contribute to a bette

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Stomp, Ágnes, and Marianna Móré. "COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES." Annals of the University of Oradea. Economic Sciences 30, no. 30 (1) (2021): 397–405. http://dx.doi.org/10.47535/1991auoes30(1)044.

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Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET

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Smak, Magdalena. "Models of private sector involvement in vocational education and training." European Journal of Teaching and Education 4, no. 1 (2022): 37–47. http://dx.doi.org/10.33422/ejte.v4i1.746.

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Since 2008 youth unemployment and poverty have been a challenge for many countries. In order to equip young people in practical knowledge and skills and help them in transition to labour market governments started to invest in vocation education and training (VET). However effective VET is hard to build. In the text I analyse qualitatively data from 23 national reports covering VET systems prepared during Torino Process for European Training Foundation (ETF). The analysis shows that there are many obstacles to overcome: low prestige and attractiveness of VET for youngsters and their parents, a

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Gericke, Erika Edith. "Why Returning to VET?" International Journal for Research in Vocational Education and Training 4, no. 3 (2017): 206–25. http://dx.doi.org/10.13152/ijrvet.4.3.2.

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Educational choices, especially the influence of class on these choices have been a subject of lively international debate. However, thus far, there has been little international and comparative research with respect to vocational and education training (VET) decision making from a subject-oriented perspective. This paper considers occupational-biographical orientations of English and German car mechatronics and focuses on the roles of learning and gaining vocational qualifications. Drawing on the concept of occupational-biographical orientations, the paper describes three types of orientation

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Andersson, Per, and Karolina Muhrman. "Swedish Vocational Adult Education in the Wake of Marketisation." International Journal for Research in Vocational Education and Training 9, no. 1 (2022): 1–22. http://dx.doi.org/10.13152/ijrvet.9.1.1.

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Context: This study is about vocational education and training for adults within municipal adult education (MAE). Sweden has a long tradition of adult education, and has one of the world's highest proportions of participants in adult education. The Swedish education system is characterised by extensive marketisation with many private actors, particularly in adult education. The focus of this article is on the enactment of the market orientation in vocational adult education, with the purpose of showing how vocational adult education is organised in different ways in Swedish municipalities and

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Kibrit, Gunay, Fahriye Altinay, Gokmen Dagli, et al. "Evaluation of Sustainability and Accessibility Strategies in Vocational Education Training." Sustainability 14, no. 19 (2022): 12061. http://dx.doi.org/10.3390/su141912061.

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Sustainability plays a significant role in all levels of education. Paying attention to strategies for accessibility in educational levels is highly needed. This research aims to evaluate accessibility strategies in vocational education training (VET). It is significant to put efforts into VET to raise awareness on accessibility for the societal benefits of inclusivity and digital transformation in services for all. While preparing the educational context for digital education, accessibility strategies are essential for establishing the future of education. The study adopted the qualitative re

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Horoshkova, Lidiіa, Yevhen Khlobystov, and Vira Kharahirlo. "Financial Reserve of Vocational Education and Training (Vocational Technical Education and Training) Institutions." Економіка і регіон/ Economics and region, no. 1(76) (August 2, 2020): 64–73. https://doi.org/10.26906/eir.2020.1(76).1919.

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The effectiveness of education funding in Ukraine in general and vocational education and training in particular is analyzed in the study. It is proved that Ukraine has disparities between market needs in certain specialties and the number of graduates. The needs in blue collar workers have resulted in the decline in vocational schools number and their graduates. According to the analysis of the structure and sources of education and VET financing in Ukraine, it has been proved, that positive results of education decentralization and educational services financing can be assured by raising add

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Frăsineanu-Rusnac, Magdalena, and Eudochia Ceban. "Reflections on the need for curricular adaptation in technical vocational education." Journal of Educational Theory and Practice DIDACTICA PRO... 21, no. 4-5 (128-129) (2021): 67–69. https://doi.org/10.5281/zenodo.5596919.

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 In the context of carrying out the educational process the VET system based on the national curricula for the compulsory disciplines in lyceum education it is determined a reduced number of hours in the Secondary, Post-secondary and Post-secondary non-tertiary VET training programs. Thus, the article contains some reflections and arguments on the need for curricula adaptations in Vocational Education and Trainig (VET).  

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Suescún Barón, Carlos Alberto, Sharim Samara Hernández Pérez, Juan Sebastian Giraldo Pedroza, and Julian David Tellez Pérez. "Vocational education and training in Latin America." RBEST Revista Brasileira de Economia Social e do Trabalho 6 (December 28, 2024): e024013. https://doi.org/10.20396/rbest.v6i00.19973.

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This article arises from the need to understand the development of Vocational Education and Training (VET) systems in different socioeconomic contexts, focusing on four Latin American countries (Argentina, Chile, Peru, and Colombia) and the German case, to understand the current state and the differentiated dynamics of VET and its institutional structure. The German case – and its relative success in terms of articulation between training for work and business – constituted it as a reference for the evaluation of this type of institutions, which in the case of Latin America have not been unfam

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Schmidt, Teressa. "Reformed and reduced: Vocational education and structural oppression." Power and Education 12, no. 3 (2020): 276–91. http://dx.doi.org/10.1177/1757743820967027.

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Internationally, vocational education and training (VET) is intended to fulfil important economic and social objectives. There is, however, a concerning discourse relating to funding, esteem, reputation and quality, and questions have been raised about whether social mobility aspirations of the sector’s students are achieved or achievable. This paper argues that rather than resulting from deficiency or fault of VET, these issues are, instead, manifestations of the sector’s structural oppression. Further, unless this oppression is recognised and addressed as an underlying cause, VET’s troubles

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Sylvia, Aurellia Agatha. "The Assessment Instrument for Mapping Potential Vocational Skills for Special Need Children and VET Handbook for Disabilities." GRAB KIDS: Journal of Special Education Need 5, no. 1 (2025): 14–22. https://doi.org/10.26740/grabkids.v5i1.38577.

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Vocational education for people with disabilities in Indonesia faces significant challenges, despite their lower unemployment rate compared to non-disabled people. This may be due to a lack of understanding of their potential. Vocational education plays an important role in preparing children with disabilities to compete in the world of work, with support from parents and the community. Previous research shows that the implementation of vocational skills programs is often not on schedule and there is a lack of adequate evaluation instruments. This study aims to design an assessment instrument

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Ding, Tianlu. "Social Dialogue and Its Role in Germany Vocational Education and Training." Lecture Notes in Education Psychology and Public Media 2, no. 1 (2023): 715–22. http://dx.doi.org/10.54254/2753-7048/2/2022422.

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This paper takes Germany as a case study, examining the role and development of social dialogue in Germany's vocational education system. Considering the extensiveness of the German VET system, the central question is how social dialogue can play its role to promote vocational training and development in various sectors. The paper analyzes the role of social dialogue at the national and company level and concludes that social dialogue actively contributes to the development of VET in Germany and ensures the rights of apprentices and employers in terms of legislation, financial, and qualificati

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Ding, Tianlu. "Social Dialogue and Its Role in Germany Vocational Education and Training." Lecture Notes in Education Psychology and Public Media 2, no. 1 (2023): 715–22. http://dx.doi.org/10.54254/2753-7048/2/2022xxx.

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This paper takes Germany as a case study, examining the role and development of social dialogue in Germany's vocational education system. Considering the extensiveness of the German VET system, the central question is how social dialogue can play its role to promote vocational training and development in various sectors. The paper analyzes the role of social dialogue at the national and company level and concludes that social dialogue actively contributes to the development of VET in Germany and ensures the rights of apprentices and employers in terms of legislation, financial, and qualificati

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Puhovska, Liudmyla, and Snizhana Leu-Severynenko. "EU AND UKRAINIAN INNOVATIVE EXPERIENCE IN EDUCATION: THE ORIENTATION POINT FOR VET OF UKRAINE." Education: Modern Discourses, no. 3 (December 25, 2020): 42–49. http://dx.doi.org/10.37472/2617-3107-2020-3-04.

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The article analyses the EU policy for innovations in the sector of vocational education and training (VET). It reveals the activity results of the European network “Innovations in vocational education and training” leading by the European Centre for the Development of Vocational Training (Cedefop). The paper identifies main development directions in VET systems and reviews its best practices of the EU countries based on the analysis of the experience of Campus of Occupations and Qualifications (France), Centre for Management, Training and Employment of Youth (Italy) and Centres of (Vocational

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Wang, Geng, Xin Zhang, and Rui Xu. "Does Vocational Education Matter in Rural China? A Comparison of the Effects of Upper-Secondary Vocational and Academic Education: Evidence from CLDS Survey." Education Sciences 13, no. 3 (2023): 258. http://dx.doi.org/10.3390/educsci13030258.

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The Chinese government has emphasised the role of vocational education and training (VET) in promoting the rural economy. Since 2018, the government has invested heavily in setting up secondary vocational schools, training centres, specialised programmes, and courses in rural areas. This paper aimed to explore whether VET at the upper-secondary level leads to better labour market outcomes than academic education in Chinese rural areas. We also aimed to quantitively investigate the social prestige of vocational and academic education among rural residents by comparing the subjective social stat

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Gishti, Ejvis (Shehi). "Social Partnership in Vocational Education and Training in Albania." European Journal of Education 1, no. 3 (2018): 163. http://dx.doi.org/10.26417/ejed.v1i3.p163-169.

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In the course of the still ongoing transition process the country has performed major structural and economic reforms. The Albanian economy, the labour market and individuals’ aspirations have undergone fundamental changes in the past years. The Vocational Education and Training (VET) system has generally not been in a position to keep pace with these developments. Good practice examples exist only in certain institutions and programmes that have benefited from sustained national, donor and/or private sector support. Numerous analytical and strategic papers have concluded that more systemic ef

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Anisimova, Olga. "FINANCING VOCATIONAL EDUCATION AND TRAINING: MODELS AND BEST PRACTICES." Educational Analytics of Ukraine, no. 2 (2021): 93–100. http://dx.doi.org/10.32987/2617-8532-2021-2-93-100.

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The article considers the main framework and models of financing vocational education and training (hereinafter – VET). The analysis of the best practices of financing VET is carried out, the main tasks and challenges to which the chosen model of financing should respond are defined. It is established that depending on the main source of funds, there are three groups of models of financing VET: models that use mainly national (central) budget funds, models that use mainly local budget funds, models that use a uniform combination of public and private funds. The allocation of public funds can b

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FRETWELL, DAVID. "A Framework for Evaluating Vocational Education and Training (VET)." European Journal of Education 38, no. 2 (2003): 177–90. http://dx.doi.org/10.1111/1467-3435.00137.

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Lawy, Robert. "Young people's experiences of vocational education and training (VET)." Education + Training 52, no. 5 (2010): 427–37. http://dx.doi.org/10.1108/00400911011058361.

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Abeid, Sefu Hamisi, Boemo Ndyalizi Jorosi, and Neo Patricia Mooko. "Collective Informational Requirements to Students’ Groups in Vocational Education Training (VET) Institutions." European Journal of Humanities and Social Sciences 5, no. 2 (2025): 16–26. https://doi.org/10.24018/ejsocial.2025.5.2.588.

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This study aims to investigate collective informational requirements to students’ groups in vocational education training (VET) institutions. Specifically, the study seeks to assess the information requirements among students’ groups in VET institutions in rural library settings, determine the challenges encountered by VET students’ groups in meeting the collective information requirements during collective information seeking (CIS) process, determine what should be done to improve the collective information requirements to students’ groups engaged during CIS in VET institutions in rural libra

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