Vocational education
The late 1980s and early 1990s saw the introduction and expansion of new vocational curricula and courses, often developed in collaboration with industry, and an increase in the variety of work-based learning routes on offer to young people.
These concerns the development of those personal capacities that relate to realizing one's full potential with regard to paid or self employment, occupational interests, and life goals outside of work.
Steps were taken to reduce segmentation of education and training and to address institutional barriers that restricted TVET learners′ options including choices to move vertically to higher levels of learning, or horizontally to other streams.
The flexibility to adapt the supply of skills to the rapidly, and in some cases radically, changing needs in sectors such as information technology and the green economy has become a central feature of TVET systems.
New courses have been introduced to address occupational changes in the ICT job market, while many TVET providers have shifted provision towards a blended approach, with significantly more self-directed and/or distance learning.
[28][17] Preparing marginalized groups of youths and adults in with the right skills and helping them make the transition from school to work is part of the problem faced by TVET in promoting social equity.
Many individuals experience multiple forms of disadvantage in the workplace, to different degrees of severity, depending on social attitudes and traditions in a specific context or organization.
To give one example, the Netherlands set about the task of making workplaces more inclusive for low-skilled adults by offering programmes that combine language instruction with work, and in certain cases on-the-job training.
First, national TVET policies in most cases failed to address the skills needs of young people living in urban poverty and in deprived rural areas.
[citation needed] The National Centre for Vocational Education Research or NCVER[38] is a not-for-profit company owned by the federal, state and territory ministries responsible for training.
The Strategy developed by a Gender Working Group comprising fifteen representatives from government ministries and departments, employers, workers and civil society organizations.
The 'Copenhagen process', based on the open method of cooperation between Member States, was launched in 2002 in order to help make vocational education and training better and more attractive to learners throughout Europe.
[45] A law (the Berufsausbildungsgesetz)[46] was passed in 1969 which regulated and unified the vocational training system and codified the shared responsibility of the state, the unions, associations and Industrie- und Handelskammer (chambers of trade and industry).
In Ghana, TVET programs are designed specifically to address the needs of young Ghanaians who have completed Junior High School eager to acquire practical skills for immediate employment.
This is geared towards immediate job placement, this focus on hands-on learning and skill development sets Technical Vocational Institutes and Polytechnics apart from traditional universities, preparing graduates to hit the ground running in the workforce.
This focus fosters a dynamic teaching and learning environment while simultaneously preparing graduates with the practical skills they need to hit the ground running in the industrial market.
The Hong Kong Institute of Vocational Education (IVE)[55] provides training in nine different vocational fields, namely: applied science, business administration, child education and community services, construction, design, printing, textiles and clothing, hotel service and tourism studies, information technology, electrical and electronic engineering, and mechanical, manufacturing and industrial engineering.
[citation needed] India has bilateral collaboration with governments including those of the UK, Australia, Germany, Canada, and the UAE, with the intention of implementing globally acceptable standards and providing the Indian workforce with overseas job mobility.
[69] The Technical and Vocational University (TVU) (Persian: دانشگاه فنی و حرفهای, Danushgah-e Feni-ye Herfehai) includes higher education that runs all technical/vocational colleges across the country.
This support helps students meet the scholastic challenges and demands of the vocational track and, via the program, strives to expand both the number of youth continuing through college Grades 13-14 and the percentage eligible for a diploma at the end of their studies.
A 2016-17 formative evaluation of MENTA found that the program was successful in helping students complete their matriculation, strengthen their sense of self-efficacy, and create for themselves a picture of the future.
At the same time, the findings suggested that program better clarify the target population, improve the supports for transition to college, and more clearly define the scope of the coordinators' role.
Level 4 graduates of senior secondary VET may go directly to institutes for Higher Profession Education and Training (HBO-Hoger beroepsonderwijs), after which entering university is a possibility.
Its responsibility is to advise the Minister on the development of the national vocational education and training system, based on the full consensus of the constituent members (the representative organisations of schools and of entrepreneurship and their centres of expertise).
[82] Post-secondary educational programs focus on practical and technical skills required for the work in specific industries,[83] such as information technology, electronics, mechatronics, construction.
[94] The system of vocational education in the UK initially developed independently of the state, with bodies such as the RSA and City & Guilds setting examinations for technical subjects.
[96] Numbers of apprentices have grown in recent years and the Department for Children, Schools and Families has stated its intention to make apprenticeships a "mainstream" part of England's education system.
These academic-vocational divisions in the 'English model', together with negative social and political perceptions, have to some extent stymied the debate regarding the significance and relevance of vocational education provision to learning, work and the economy" (Loo and Jameson, 2017, p. 1).
Knowledge concerning occupational practices (i.e. non-teaching) also requires a base of disciplinary or theoretical know-how that may be explicit and a process of application to specific work contexts and the environment it operates in (Bernstein 1996; Loo 2012).
The analysed empirical data is discussed in the separate sections of TVET, higher and professional education courses, five case studies of fashion and textiles, airline industry, dental hygiene, clinical training in emergency medicine and doctors, and a comparison chapter.
