Building Future-Ready Vocational Education and Training Systems
A changing world of work brings the importance of Vocational Education and Training (VET) to the forefront, as it has the ability to develop the skills that are needed in today's labour markets and societies. At the same time, structural changes highlight the need to re-engineer certain parts o...
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| Autor Corporativo: | |
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Paris, France :
Organization for Economic Co-operation and Development (OECD) Publishing
2023.
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| Edición: | 1st ed |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009759335306719 |
Tabla de Contenidos:
- Intro
- Foreword
- Acronyms and abbreviations
- Executive summary
- 1 The need for more future-ready vocational education and training systems
- Structural changes are impacting skill needs in labour markets and societies
- The COVID-19 crisis has disrupted education systems and labour markets
- Making the most of VET in times of changing skill needs
- Building future-ready VET systems
- Creating responsive VET systems
- Making VET more inclusive through increased flexibility
- Supporting transitions
- Innovating in VET
- References
- Note
- 2 Creating responsive vocational education and training systems
- Introduction
- How can labour market data inform VET systems?
- Using a wide range of data sources
- Making the data accessible
- How can social partners contribute to a more responsive VET system?
- Engaging social partners in the design of VET policies and programmes
- Designing effective governance arrangements to involve social partners at various levels
- Providing more and better opportunities for work-based learning
- Supporting companies with the training of trainers
- Companies working together to provide training
- Financial incentives for employers to provide work-based learning
- How can higher vocational and professional tertiary education programmes satisfy the demand for higher-level professional skills?
- Providing a diverse offer of professionally-oriented programmes at the tertiary education level
- Professionally-oriented programmes at different levels
- Different functions of professionally-oriented tertiary programmes
- Making higher vocational and professional tertiary education programmes accessible and relevant
- Creating strong linkages with employers
- Using work-based learning
- How can VET teachers be equipped with the right skills?.
- Attracting industry professionals to the teaching profession
- Providing relevant labour-market related training to VET teachers
- Integrating work-based learning in initial teacher education
- Providing professional development opportunities to keep VET teachers' skills up-to-date
- References
- Annex 2.A. Employer engagement in apprenticeship in Scotland (United Kingdom)
- Employer engagement in the different stages of apprenticeship development
- Stage 1
- Stage 2
- Stage 3
- Overview and support
- Avenues for further strengthening employer engagement
- Notes
- 3 Making vocational education and training more inclusive through increased flexibility
- Introduction
- How can VET serve young people at risk?
- Designing programmes that serve as a bridge into further learning and employment
- Offering practical training when work-based learning is inaccessible
- Facilitating access to work-based learning opportunities
- Better preparing youth for work-based learning
- Providing support during work-based learning
- How can migrants and refugees be supported in their VET journey?
- Support measures to integrate young migrants and refugees into VET and the labour market
- Getting informed: Understanding VET opportunities
- Getting ready: Preparing for VET, including apprenticeships
- Getting in: Enabling easier access for young migrants and refugees to VET
- Getting on: Supporting the completion of VET
- How can VET be made more accessible to adult learners?
- Modularising VET programmes
- Modularisation can be beneficial to adults, employers and VET providers
- Modularisation in VET can be challenging
- Microcredentials can make modularisation more effective
- Recognising and validating prior learning
- Recognition of prior learning can make VET more accessible.
- Structural and practical obstacles impede effective implementation and use of RPL
- Offering part-time and distance learning opportunities
- Providing preparatory courses and increasing the flexibility of entry requirements
- Providing VET programmes dedicated to adults
- Ensuring financial support is available for more flexible VET programmes
- References
- Notes
- 4 Vocational education and training to support transitions
- Introduction
- How can VET develop transversal skills?
- Designing upper secondary VET programmes that allow learners to succeed and be adaptable
- Finding a suitable balance between general and vocational content
- Ensuring that specialisation does not limit adaptability
- Equipping VET learners with transversal skills crucial for working life and beyond
- Building a lifelong learning mindset
- What do effective progression opportunities for VET graduates in higher education look like?
- Establishing pathways from VET to higher levels
- Supporting take-up and successful completion
- How can career guidance support smooth transitions?
- Supporting (prospective) VET students in making informed education and career decisions
- Characteristics of career guidance for students in initial education
- Participation in career guidance by students
- Strengthening career guidance for students
- Better informing students about the value, importance and availability of career guidance resources
- Tackling students' misconceptions about VET programmes and careers
- Collecting and disseminating information on labour market outcomes
- Providing information on financing options for prospective VET students
- Targeting disadvantaged students
- Breaking gender stereotypes
- Investing in the quality and effectiveness of career guidance activities
- Informing adults about learning opportunities in VET.
- Characteristics of career guidance for adults
- Participation of adults in career guidance
- Helping adults find their way to VET
- Fostering career changes
- Raising awareness about career guidance services for adults
- Reaching vulnerable groups
- Providing tailored information and guidance
- Reinforcing the quality of guidance by investing in the skills and knowledge of career advisers
- References
- Notes
- 5 Innovation in vocational education and training
- Introduction
- The relevance of technology in VET
- The intensity of technology use in VET
- What are the potential benefits of digital technologies in VET?
- How to use technology to engage VET actors?
- How can technology facilitate teaching, training and learning in VET?
- How can technology help to better manage and communicate in VET?
- How can technology be used to assess VET students' skills and evaluate VET outcomes?
- How can digital technologies be used more effectively in VET?
- How to tackle the high cost of technologies?
- How to stimulate technological innovation and excellence?
- How to improve digital skills of VET teachers?
- How can VET adopt innovative pedagogical approaches?
- Choosing appropriate pedagogical approaches
- Supporting VET teachers in innovating their pedagogy
- References
- Notes.
