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VET Literature Review
Koen Geven, Budapest, October 2009EI Education and Employment Unit
Structure of Presentation
1. Why a literature review?2. Definition of VET3. VET and development4. VET and the labour market5. Teachers and trainers6. Conclusions
Why a Literature Review?
1.Analytical background for survey2.Presenting general issues in a comprehensible way
3.Identify main debates in academic literature
4.The word ‘academic’ is important for policy makers
Definition of VETAcademic versus
Vocational
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?
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
VET and the Labour Market
Four types of transitions:Direct TransitionHardly Regulated TransitionRegulated Overlapping Transition
Shifted Transition (Grollman and Rauner 2008)
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?
The Place of Teachers
Who is the teacher?Lecturers in formal school or college settings
Instructors and Lab assistantsAssistants to formal teachersTrainers in enterprises
Teaching QualificationsDifferent models:1.Recruitment of practitioners with some
pedagogical courses2.Studying subject matter at B.A. level plus
teaching qualification3.Concurrent study of subject matter and
educational sciences4.Experiences from world of work and
competence development
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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