A Skills beyond School Review of the Netherlands
Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured? This country...
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| Format: | eBook |
| Language: | Inglés |
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Paris :
OECD Publishing
2014.
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| Series: | OECD Reviews of Vocational Education and Training,
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| See on Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009706423906719 |
Table of Contents:
- ""Acknowledgements ""; ""Table of contents""; ""Summary: Strengths, challenges and recommendations""; ""Strengths""; ""Challenges and recommendations""; ""Chapter 1. Introduction and initial assessment""; ""The policy review of the Netherlands and its place in the wider OECD study""; ""The structure of the report""; ""Snapshot of the Dutch vocational education and training system""; ""International comparisons""; ""Appreciation of the Dutch approach to vocational education and training � key strengths""; ""Challenges""; ""Notes""; ""References""; ""Chapter 2. Work-based learning""
- ""Challenges: Increasing competition, economic cycles, and changing policies""""Recommendation: Promote work-based learning and negotiate reform with social partners""; ""Supporting arguments: High quality, good outcomes, and potential for growth""; ""Notes""; ""References""; ""Chapter 3 Teachers and trainers in upper secondary vocational schools""; ""Challenges: Ageing, skills updating, and mid-career entry""; ""Recommendation: Building the industry skills and experience of the teaching workforce""; ""Supporting arguments: Drawing on skills in industry and updating existing skills""
- ""Note""""References""; ""Chapter 4. Tracking and the lowest level of upper secondary Vocational Education and Training (MBO 1)""; ""Challenges: High concentration of challenges, diversity and poor labour market outcomes""; ""Recommendation: Reform pre-vocational tracking and re-orientate level 1 VET programmes""; ""Supporting arguments: Improved student performance, tailored support, and better reputation""; ""Notes""; ""References""; ""Chapter 5. More flexible provision for adults in postsecondary vocational programmes""
- ""Challenges: Inadequate provision of part-time and modular programmes for adults""""Recommendation: Stronger support for part-time students""; ""Supporting arguments: Flexibility, performance orientation, and using existing good practice""; ""Note""; ""References""; ""Chapter 6. Insufficient postsecondary vocational provision""; ""Challenges: Increasing demand, but limited opportunities""; ""Recommendation: Enhance provision of postsecondary vocational programmes below bachelor level""; ""Supporting arguments: Stronger pathways, more associate degrees, and professional examinations""
- ""Notes""""References""; ""Annex A: Overview of postsecondary vocational examinations in the three Germanophone countries: Austria, Germany and Switzerland""; ""Annex B: Definitions and figures underlying figure 6.1 on postsecondary VET colleges""; ""Glossary""
