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VET Literature Review

VET Literature Review. Koen Geven, Budapest, October 2009 EI Education and Employment Unit. Structure of Presentation. Why a literature review? Definition of VET VET and development VET and the labour market Teachers and trainers Conclusions. Why a Literature Review?.

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VET Literature Review

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  1. VET Literature Review Koen Geven, Budapest, October 2009 EI Education and Employment Unit

  2. Structure of Presentation • Why a literature review? • Definition of VET • VET and development • VET and the labour market • Teachers and trainers • Conclusions

  3. Why a Literature Review? • Analytical background for survey • Presenting general issues in a comprehensible way • Identify main debates in academic literature • The word ‘academic’ is important for policy makers

  4. Definition of VET Academic versus Vocational

  5. Definition of VET (2) • A practical Problem • Who studies and works in VET? • An Analytical Problem • Epistemology, teleology, hierarchy, pragmatism • A Political Problem • Who gets access to what, when and how? • How can we define this sector?

  6. VET and Development • The Vocational School Fallacy • Young people have already implicitly ‘chosen’ general education programmes • The World Bank • Minimal regulation and public funding for VET • Education for All • No indicators for VET

  7. VET and the Labour Market • Four types of transitions: • Direct Transition • Hardly Regulated Transition • Regulated Overlapping Transition • Shifted Transition (Grollman and Rauner 2008)

  8. VET and the Labour Market (2) • Apprenticeship? • No common ground for definition • Regulated versus ‘learning-on-the-job’ • ‘Skills Forecasting’ • Can we forecast labour market needs? • Can education sector adapt to these?

  9. The Place of Teachers • Who is the teacher? • Lecturers in formal school or college settings • Instructors and Lab assistants • Assistants to formal teachers • Trainers in enterprises

  10. Teaching Qualifications Different models: • Recruitment of practitioners with some pedagogical courses • Studying subject matter at B.A. level plus teaching qualification • Concurrent study of subject matter and educational sciences • Experiences from world of work and competence development

  11. Conclusion • Watch your step! • Second-choice education? • VET is vulnerable to commercialisation and privatisation • The people in the sector need unions?

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