Recoge: 1. General political context - 2. Current political developments - 3. Institutional framework - 4. Initial vocational training - 5. Continuing vocational education and training - 6. Training of VET teachers and trainers - 7. Skills and competence development - 8. Validation of learning - 9. Guidance and counselling - 10. Financing vocational training - 11. European and international dimension.
This monograph examines vocational training (VT) in the Federal Republic of Germany. Section 1 presents background information/framework data on the following: Germany's political and administrative structures, population and demographic trends, economy and employment, and education system. In section 2, the historical development of VT in Germany is traced from the Middle Ages through German unification in 1990. Discussed in sections 3-7 are the following: initial VT (definition, Germany's dual system, VT in schools, special forms of initial training, and programs conducted by labor authorities); continuing VT (continuing VT's basic data and structures, target groups/participants, providers, personnel, and legal structural conditions); organization and responsibilities (organization and competence structure in the dual system, collaboration between employers and employees, and competent authorities of continuing VT); financing of VT in enterprises, schools, and external (non-plant) training centers, financing of the promotion of VT through the Federal Labor Office, and financing authorities dealing with VT; and developments and future prospects (problems/trends/developments in the new Lander, VT, and continuing VT and international dimensions in VT). Thirty-five tables/figures are included. Appended are the following: 32-item bibliography; bilingual list of selected institutions, legislation, and key terms; and lists of important addresses, key terms, and related publications (in languages other than German). (MN)
Paul Ryan has brought together the writings of the most prominent British research into vocational preparation in Britain in comparison to the other advanced economies, primarily within the EEC. The book, originally published in 1991, documents various aspects of inadequacy in British practice at the time, concentrating upon intermediate skills, which are of crucial importance for economic performance. The introduction outlines the strengths and weaknesses of comparative research. Part 1 discusses the use which has been made of it by policy makers in Britain and various aspects of comparative methods in practical comparisons, including an Anglo-Scottish one. Part 2 concerns vocational preparation in connection with productivity and produce markets, noting its importance for economic performance and its dependence upon companies’ product choices. Part 3 contains studies of the organization of skills and work and the finance of training within the EEC as a whole. Part 4 comprises studies of training in relation to labour market structures, each of which indicates similar alternatives for training policy in Britain – alternatives whose relevance and political prospects can only be enhanced by the demise of Thatcher government deregulatory policies.
There is growing interest worldwide in reforming national systems of financing technical and vocational education and training (TVET). Based on examples of countries and industries with innovative arrangements, this book covers many new practices, both successful and unsuccessful: public funding schemes, tax incentives and co-financing. It should be of particular interest to policy-makers wishing to make better decisions on funding TVET.
Economics of Education: Research and Studies reviews key topics in the field of economics of education since 1960s. This book is organized into 12 parts. Part I and Part II focus on the supply side of human capital and narrower aspects of human capital creation by means of education. Subsequent parts look at the benefits of education; relationship between education and employment; controversies in the field of economics of education; issues of manpower planning; and methodology for empirically analyzing the issues in the economics of education. The last two parts address the costs of education, with emphasis on cost function, analysis and on the financing of education.
Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research. This is the first handbook of its kind that specifically concentrates on research and research methods in TVET. The book’s sections focus on particular aspects of the field, starting with a presentation of the genesis of TVET research. They further feature research in relation to policy, planning and practice. Various areas of TVET research are covered, including on the vocational disciplines and on TVET systems. Case studies illustrate different approaches to TVET research, and the final section of the book presents research methods, including interview and observation methods, as well as of experimentation and development. This handbook provides a comprehensive coverage of TVET research in an international context, and, with special focus on research and research methods, it is a cutting-edge resource and reference.