Vocational Training

La démultiplication des outils et des pratiques "numériques" dans l'éducation, comme dans tous les autres domaines de notre société, interroge plus particulièrement le métier de formateur ou d'enseignant. La question se pose de l'apport du numérique ou de sa perturbation concernant les conditions d'élaboration des apprentissages des jeunes et autres publics. Cet article pointe les éléments de convergence ou de divergence entre les situations d'enseignement et les conditions d'usage du numérique dans les organismes de formation. Il rappelle que le numérique est aussi accompagné par une pression sur les rythmes de travail des formateurs et que les conditions de sa mise en oeuvre, à défaut d'être réunies, engendrent parfois un scepticisme légitime. La diffusion du numérique tend à oublier la finalité de l'apprentissage, les difficultés d'une appropriation instrumentale et s'opère le plus souvent par injonctions fondées sur la croyance en ses vertus. L'article évoque en conclusion les conditions d'une rencontre au bénéfice des individus, de leurs apprentissages et des pratiques des formateurs. Le métier de formateur évolue au gré des évolutions sociales, institutionnelles, culturelles et techniques, auxquelles il doit pour partie sa pérennité. Ainsi, le développement des outils numériques est actuellement évoqué comme un domaine clef de l'évolution du métier. Le "numérique" en effet, associé aux outils et aux techniques, prend aujourd'hui une dimension quasi anthropologique au sens où il affecte toutes les dimensions de la vie. A ce titre, d'aucun évoquent un univers numérique dont il est question dans ce dossier. C'est pourquoi le monde de la formation se trouve aujourd'hui continuellement sollicité. Le numérique est partout, générant des comportements nouveaux : pourquoi n'a-t-il pas envahi, submergé les lieux et les acteurs de la formation ? Pourquoi la migration tant attendue des pratiques sociales vers les pratiques pédagogiques ne s'effectue pas aussi massivement ? En quoi le métier de formateur est-il mis en question par le développement de cet univers numérique ? FORMATIONS ET SOLUTIONS NUMERIQUES : APPUI OU PERTURBATION ? Les outils numériques sont convoqués dans le cadre de cours "présentiels", ou groupe classe ou associés aux nouveaux dispositifs de formation, plus flexibles, connus sous le vocable de FOAD, intégrant également des dimensions d'individualisation et d'autoformation 1. Ils sont souvent évoqués dans leur dimension facilitatrice des apprentissages, selon une vision idéalisée qui oublie la prégnance des contextes et des environnements. 1 Chaque terme mériterait un article à lui, seul, notamment la notion de FOAD et d'autoformation qui sont polysémiques et souvent réduits aux notions de distance et de travail individuel.

This report commissioned by Education International provides a conceptual framework to understand how vocational education is positioned in many countries, and the different ways in which the relationship between vocational education and the structures of the labour market mediate the variable outcomes that vocational education graduates achieve. It demonstrates the unequal access to vocational education in low, medium and high income countries. The report uses the capabilities framework as developed by Amartya Sen and Martha Nussbaum to underpin the notion of ‘productive capabilities’ in developing a conceptual basis for vocational education that supports social justice. It argues that strong publicly vocational education institutions are the anchor institutions of their communities that can support vocational education teachers in contributing to local social, economic and cultural development. It suggests a program of research for Education International in providing better understandings of vocational education in different contexts,
to support Education International in working with social partners to strengthen vocational education’s role in developing inclusive and tolerant societies based on socially just and sustainable economic and social development.

The purpose of this article is to review spirituality at work literature and to explore how spirituality improves employees’ performances and organizational effectiveness. The article reviews about 140 articles on workplace spirituality to review their findings on how spirituality supports organizational performance. Three different perspectives are introduced on how spirituality benefits employees and supports organizational performance based on the extant literature: (a) Spirituality enhances employee well-being and quality of life; (b) Spirituality provides employees a sense of purpose and meaning at work; (c) Spirituality provides employees a sense of interconnectedness and community. The article introduces potential benefits and caveats of bringing spirituality into the workplace; providing recommendations and suggestions for practitioners to incorporate spirituality positively in organizations.

En Chile, salvo los niveles de inversión de políticas públicas se desconocen las características de quienes acceden a capacitación. Este artículo tiene como objetivo examinar las variables demográficas, sociales y laborales que inciden en el acceso a capacitación, como también proponer un modelo empírico que permita diferenciar las características principales de los capacitandos y crear sus perfiles. Para esto, se realiza un análisis a través de la Encuesta de Caracterización Socioeconómica (CASEN) del año 2009 y los datos entregados por el informe técnico desarrollado por el Servicio Nacional de Capacitación y Empleo (SENCE) del mismo año. Se demuestra que los predictores de mayor relevancia son la categoría ocupacional y los niveles de educación formal. Se discuten las implicancias de los resultados para las políticas públicas.

In this paper, we analysed teachers' characteristics described in the literature on classroom media use to identify those factors, which can explain teachers' use of new media in classrooms with some degree of validity. Using this literature as a basis, in this paper we develop a theoretical model which describes both positive and negative factors, which influence teachers' use of new media in classrooms. These factors include: "constructivist teaching style", "willingness to cooperate", "openness to change", "lack of ICT-competence", "lack of time" and "lack of ICT confidence". We assessed the validity of the model by testing it using data collected from a survey of fifty-two Swiss and Austrian teachers, We carried out Pearson correlations to evaluate whether the factors in the model had a positive or a negative influence on teachers' classroom media use. The hypothesized correlations between our variables ...

Rechnen mit Prozentangaben spielt in vielen Berufen eine Rolle. Prozentangaben werden dabei ganz unterschiedlich eingesetzt. Das gängige Bild – 100% steht für das ‚Ganze’, Angaben wie ‚70%’ spezifizieren einen Teil daraus – ist dabei oft nicht anwendbar.

Ausführlicher: Kaiser, H. (2011). Vorbereiten auf das Prozentrechnen im Beruf. Praxis der Mathematik in der Schule, 53(41), 37-44.

Technological advancement has broadened educational, employment and training opportunities for students and adults with disabilities via distance education. Distance education is a prized tool of K-12 and higher education, and for vocational training and research. Advancing knowledge of accessible technology and universal design concepts have coincided with the distance education movement, and with a federal mandate for accessible technology under Section 508 of the amended Rehabilitation Act. However, studies of website accessibility and universal applications designed to deliver online learning question whether these tools permit equal and effective participation by people

The commodified, commercialised versions of mindfulness - popularly known as McMindfulness - are challenged in terms of their misuse and abuse of contemplative traditions. Commercialised uses of mindfulness, in apps and colouring books, for example, are labelled as the misuse of mindfulness whereas some applications in corporations and the military are arguably an outright abuse of the practices. It is suggested that mindfulness needs to be organically connected with its roots in Buddhist traditions if it is to function as a genuinely transformational practice.

The majority of the population of Vietnam lives in rural areas and depends on agriculture for their livelihood. Consistent growth of the agriculture sector over the past two decades has contributed to a remarkable reduction in the poverty rate and the virtual elimination of hunger in the rural areas of Vietnam. In order to continue the growth rates of the past and contribute to further poverty reduction into the future, Agriculture Science and Technology will need to play a greater part in the development of the agriculture sector. This paper outlines the importance of Agriculture Science and Technology in rural development, discusses the performance of the agriculture research and extension systems and outlines recent developments designed to improve the performance of Agriculture Science and Technology and increase the level of linkages between farmers, policymakers, researchers and the extension system.

Presents the findings and recommendations of a study commissioned by Botswana Training Authority (BOTA) in 2002 to determine the information needs and extent of the Vocational Education and Training (VET) information infrastructure in Botswana. The results showed that the information infrastructure in the sector is undeveloped with most institutions lacking information resource centres. Stakeholders’ information needs were varied and included

Gaggioli, N. (2017) La Capacitación en el Mercado de la Aviación. 60 años del Centro de Instrucción, Perfeccionamiento y Experimentación CIPE 1957-2017. EUDEBA, Buenos Aires. ISBN 978-950-23-2799-0

Administración Nacional de Aviación Civil | ANAC
Ministerio de Transporte

La capacitación aeronáutica es tan antigua como la aviación misma. Es la base de la continuidad de la industria de la aviación, así como de su constante optimización. Hace 60 años, Argentina fue protagonista del nacimiento de un ambicioso proyecto que se concretó con la creación de la primera organización –dependiente de la Autoridad Aeronáutica del país– inspirada en los prominentes Centros de Instrucción en Aviación del mundo, y que representó el punto de partida de una estrategia nacional enfocada en la consolidación de un sistema local de formación aeronáutica acorde a los estándares internacionales: el Centro de Instrucción, Perfeccionamiento y Experimentación de Circulación Aérea y Aeródromos | CIPECA. Esto supuso además la promoción de una cultura centrada en la importancia cardinal del rol de la capacitación en favor de la mejora continua de la industria de la aviación.
Esta obra sobre la capacitación en la industria, reflejada en una apasionante reconstrucción histórica del CIPE se estructura de modo tal que introduce al lector mediante una contextualización de la historia de la aviación civil y de la instrucción en aviación civil –en el mundo y en argentina–, con un énfasis especial en la evolución de la infraestructura aérea y terrestre requerida como indispensable sostén de los progresos de la navegación aérea.2 Este énfasis se funda en una inclinación histórica del CIPE como entidad gubernamental dedicada a la formación de profesionales aeronáuticos, en gran parte abocados a aquellas actividades implicadas en la provisión de servicios que desde tierra consisten en componentes del sistema de la aviación civil. Luego, se presenta la historia del CIPE (1957-2017) a través de cuatro capítulos organizados de acuerdo a amplios períodos definidos exclusivamente en función de una distinción analítica: capítulo 2 (1957-1968), capítulo 3 (1968-1990), capítulo 4 (1990-2007), y capítulo 5 (2007-2017).

Many people use the turn of the year as restart, i. e. they want to leave old things behind, let go of habits and try new things or pursue goals with discipline. So it would be a great moment to add one more point to the list of projects for the new year and actually make it top priority: Unfold your own power and grandeur and live it in each aspect!

Have you ever asked yourself consciously the questions if and to which degree you really live your unique, inherent power? Where are you acting far behind your potential and talents, because you don’t dare?

To live our grandeur and power is oftentimes our biggest fear. Nevertheless, how would it be for you, if you were able to use this fear? Would you like to learn more about that? Then take a look at this article.

Dieser Beitrag geht der Frage nach, inwieweit sich landwirtschaftliche Betriebe unter weiblicher Leitung im Hofübergabeprozess von jenen mit männlicher Betriebsleitung unterscheiden. Auf Basis einer schrift- lichen Befragung österreichischer BetriebsleiterInnen im Alter von mindestens 45 Jahren werden Betriebsstrukturen verglichen und ge- schlechterspezifische Unterschiede in der Hofnachfolgesituation analy- siert. Die Ergebnisse zeigen, dass Frauen umso eher die Betriebsleitung innehaben haben, je kleiner

"Interactive  Word  Walls",  animated  with  the  words  classroom  walls,  is  one  of  the  commonly  used
applications at primary schools. It has been used to enrich vocabulary, increase the level of reading fluency
and word recognition, and to improve writing skills as a teaching tool in language arts. In addition, there are
studies about how word walls may be used in content area teaching such as mathematıcs, science education,
and social studies. Although studies conducted  in foreign literature increase interest about interactive word
walls, it can be seen that there is a need for word walls and its teaching in Turkish literature. The  aim of
current study is to inform about how interactive word walls may be used in different dimensions of teaching,
to present some activities at primary school level and to shed light on researchers and teachers with studies
about word walls.

This paper considers current government policy, industry trends and needs, and a range of stakeholder views related to the roles played by Vocational Education and Training in Australia's post COVID-19 pandemic economic recovery. The discussion addresses opportunities for training providers to position themselves to maximise their returns and their contribution to economic recovery. Training and labour market cycles are considered from the perspective of the Cobweb Model and contextualised to post pandemic recovery. Recommendations are made around the training delivery approaches and strategies that can be applied including innovative industry based approaches such as paid internships, mentoring, and community service and delivery methods such as online qualifications, business certifications, and micro-credentials over a range of products including combined certificates and short courses.

The eCME aims to create an electronic Continuous Medical Education system that will aid the simple and cost-effective transfer of medical skills across Europe by proposing a unified pan-European mechanism of accreditation for CME courses, as eCME will attempt to render the award of electronic CME credits an integral part of the service. The results of the project are expected to have a significant impact in the established practices of continuing vocational training of medical professionals, enabling them to maintain, develop and increase their knowledge, skills and professional performance, with subsequent benefits to the services they offer to their patients. The project will also address the social aspect of CME, with content supplements dealing with the needs of patients and their families.

In modern France, economic crises have presented an opportunity for administrations to intervene directly in economic and social affairs. On these occasions, the vocational education and training system was used as a policy instrument to address the difficulties of the time, i.e. the necessity to revive the French industry during the Long Depression, the will to direct the workforce toward disadvantaged professional sectors during the crisis of 1930s, and the requirement to facilitate the professional integration of youth into the labour market during the Oil Crises of the 1970s. This paper is thus concerned with the diversion of vocational training practices for the benefit of these issues, both at legislative and regulatory levels, as well as in a local context, provided by the industrial district of Saint-Etienne.

The knowledge which the students of Tourist Guiding Program have acquired on the archaeology and art history of Anatolia through the formal education process focuses basically Classical Antiquity including Hellenistic and Roman period, Eastern Roman Empire widely known as the Byzantine Empire, and Turkish and Islamic Art which centers on Anatolian Seljuks, Principalities and the Ottoman Empire. Apart from this wide range of topics, the students also learn the prehistory of Anatolia stretching from the Paleolithic period to the Middle Bronze Age, and Iron Age states after the Late Bronze Age (the collapse of the Hittite Empire) at the lesson given under different names such as ‘Prehistory of Anatolia’, ‘Anatolian Archaeology’, and ‘Anatolian Civilizations’ depending on the duration and the curriculum of the program. Besides, it is aimed with the lesson of Vocational English to give the students the knowledge that they will need in their business life and the vocabulary they will use at the tours. Lack of any books for tour guiding through readings provided strong initial prodding to prepare this book. This book was prepared to live up to such expectation by combining the professional knowledge with the language knowledge.

Ursprünglich 1913 unter dem Namen «Verband Schweizerischer
Unternehmer für keramische Boden- und Wandbeläge» als kartellistische Vereinigung zur Ordnung der Marktverhältnisse gegründet, entwickelte sich der Schweizerische Plattenverband (SPV) im Laufe der Jahrzehnte zu einem Wirtschaftsverband, der sich in erster Linie um die Aus- und Weiterbildung in der Branche kümmert. Im SPV sind sowohl die Plattenleger (Verlegebetriebe) als auch die Handelsbetriebe organisiert.

In vocational education, there is an ongoing discussion about problems
occurring in school-work transitions and in relating school and work-based learning processes. Apprenticeships have been identified as valuable learning and working trajectories for making successful transitions and relations between school and work. However, they have been mostly located as activities taking place solely in the workplace with hardly any attention for what students do and learn during release days at school. Deploying the theoretical notion of boundary crossing, we conducted a study in Dutch senior secondary vocational laboratory education, investigating the
actions and interactions taking place between school and work during apprenticeships, taking into account both the cognitive and identity-related challenge of students’ boundary crossing. Specifically, we conducted workplace visits and analyzed how apprentices’ experiences at work are discussed and reflected upon with students and teachers at school. The findings reveal that what students are expected to learn in work practices is largely rendered invisible by the technologymediated, scripted and socially distributed nature of their work. They are educated as lab technicians doing much manual work, but become more operators of machines in the workplace. The release days seem to provide initial ways to explicate and reflect with the teacher on what is going on in work, but they can be exploited more fully
for vocational learning. Based on the results we discuss how school and work institutions can mutually feed each other in facilitating apprentices’ learning.

Auto desk architecture interior course gives you opportunity to make future in following job prospects : 

1) Designing of products and systems for service providers
2) Agriculture and food processors
3) Government agencies
4) Research and development centres
5) Sales and marketing of new products
6) Patent development
7) Product research and development

As hydrogen use as a fuel gains momentum and becomes a component of many nation's economies, there is a growing need for identification of the skills and knowledge required by workers undertaking hydrogen related activities. This paper considers the activities in the industry and qualifies some of the core competencies required for the emerging workforce. The core competencies are considered specifically from the perspective of working with hydrogen rather than other gases, which in most cases have well developed competency standards, many of which can be applied to the hydrogen industry. The paper focuses on training as it is applicable at a vocational education and training sector level, such as technicians, trade workers and transportation workers, rather than the job roles that require degree or above level qualifications. For many decades, hydrogen has been used extensively in the process industries (e.g. refineries and ammonia synthesis) and experience has shown that it can be handled safely in industrial applications as long as appropriate standards, regulations and best practices are being followed [1]. Relevant training will contribute to the safe handling and use of hydrogen in its new applications. A number of general competency standards for work in hydrogen related activities are presented and these can be used to be integrated into existing vocational education and training frameworks.

This study examines the factorial structure of a new instrument to measure engagement, the hypothesized 'opposite' of burnout in a sample of university students (N = 314) and employees (N = 619). In addition, the factorial structure of the Maslach-Burnout Inventory-General Survey (MBI-GS) is assessed and the relationship between engagement and burnout is examined. Simultaneous confirmatory factor analyses in both samples confirmed the original three-factor structure of the MBI-GS (exhaustion, cynicism, and professional efficacy) as well as the hypothesized three-factor structure of engagement (vigor, dedication, and absorption). Contrary to expectations, a model with two higher-order factors-'burnout' and 'engagement'did not show a superior fit to the data. Instead, our analyses revealed an alternative model with two latent factors including: (1) exhaustion and cynicism ('core of burnout'); (2) all three engagement scales plus efficacy. Both latent factors are negatively related and share between 22% and 38% of their variances in both samples. Despite the fact that slightly different versions of the MBI-GS and the engagement questionnaire had to be used in both samples the results were remarkably similar across samples, which illustrates the robustness of our findings.

Since 1996 Italian labour policies have been aimed at increasing flexibility. Up to 2001 the implementation of these policies has been coordinated by a social pact agreed upon among policy makers, trade unions and employer associations. Afterwards, the social pact was ...

Recent years have witnessed considerable growth of research on the benefits of adult learning. Much of this draws on evidence from large scale longitudinal data sets. Overwhelmingly, these studies have found clear evidence of economic, social and individual benefits as a result of participating in adult learning. While these claims are important and influential ones, there has to date been little discussion of the nature of the data and analytical techniques being used. The paper explores the limitations of longitudinal research, but concludes that this body of work still represents an important new departure in the field.

Prospects of Initial Vocational Training in Spain: 2011-2020"

ABSTRACT: The policies for improving vocational training (VT) and its relevance in the production system appeared more than 50 years ago in the Spanish educative legislation. These targets were developed by politicians, trade unionists and employers, but have had little social and educational impact. The vocational training model of the Spanish education system included in the law LOGSE (1990) does not attract young people: only 30% choose this option instead of the Upper Secondary School in nearly one million students. What can we expect in the coming years for the VT Formal/Academic from the Ministry of Education? This is the central question of the article. To answer it we first present the general legal framework that articulates the VT. Second, we analyze the statistical records that dimension and characterize the VT. Finally, we show what future awaits him according to the perceptions, opinions and attitudes of ordinary users of this training and their families, with the labor market as a reference.

KEY WORDS: Initial Vocational Training. Upper Secondary School. Educational Demand.

"Block Printing is the process of using an object to make an inked impression upon a plain surface. It is one of the oldest and most enjoyable of all the crafts and has given color and pattern to paper, cloth, and other surfaces for nearly 4,000 years.
Today the process is essentially the same. As it is simple and impressive, it is ideal for the beginner. "

La implementación de los Learning Management System (LMS) en el diseño de los entornos virtuales de aprendizaje, en estas dos últimas décadas, ha sido un gran avance tanto tecnológico como educativo. Su crecimiento ha aumentado a medida que las instituciones educativas han ido incorporando una nueva oferta educativa en sus diseños, así como la mejora de las propias plataformas desde la perspectiva tecnológica.
La incorporación de estos sistemas de gestión (LMS) en la creación de entornos virtuales a distancia no se ciñe exclusivamente a la educación formal, sino que también se han incorporado en el ámbito no formal. Instituciones no educativas también han valorado la implementación de estas plataformas en la formación de sus empleados como complemento formativo dentro de la propia empresa (Oztekin, Kong, & Uval, 2010).

Based on more comprehensive discussions on issues concerning the relation between education and labor - the space where vocational training is inserted - this article systematizes some aspects of the methodological pathways employed in vocational training research in Brazil. It highlights the importance of this research in relation to ongoing changes in the productive scenario and in society at large.

The purpose of this article is to respond to the lack of consistency in the academic and practitioner literature regarding the construct of employee engagement and to offer a platform for the research and use of a refined construct called employee work passion. This article analyzes the differences between the concepts of engagement of the two groups of writers and proposes a new definition and framework based on social cognitive theory. Three recommendations are made for human resource development researchers and practitioners who seek to improve both the data and the strategies used in constructing engagement or work passion surveys. Engagement or passion surveys should (a) specifically and convincingly assess the affective components of the appraisal process, (b) differentiate descriptive cognitions and intentions, and (c) separate and corroborate intentions from behaviors.

Quality assurance (QA) in gerontological and geriatric education programs is regarded as essential to maintain standards, strengthen accountability, improve readability of qualifications, and facilitate professional mobility. In this article the authors present a summary of international developments in QA and elaborate four international trends, including the pros and cons of QA. Furthermore, the authors focus on accreditation and credit transfer opportunities in vocational and academic education programs for primary care practitioners, including nurses, home care workers, social workers, physiotherapists, and family doctors involved in the care of older people in nine European countries and highlight changes that have occurred over the last decade. Vocational education and professional training in elderly care at the basic and postgraduate specialization level remains extremely diversified, reflecting the lack of standardization for programs outside the higher education sector. The situation is ripe for the implementation of the European Qualifications Framework, which is intended to promote transparency, comparability and portability of qualifications at different levels and the introduction of a credit transfer system for vocational education to be established in 2012.

This study was conducted to identify challenges of application information and communication technology (ICTs) in Technical and Vocational Training. Using the factor analysis, the challenges have been classified into eight factors (Technical, economical, services, support, educational, cultural, legal, and educational planning) from students' perception and five factors (legal, technical, educational, economical, and cultural) from instructors' perception. Several suggestions have been made based upon these findings.

Burnout researchers have proposed that the conceptual opposites of emotional exhaustion and cynicism (the core dimensions of burnout) are vigor and dedication (the core dimensions of engagement), respectively . We tested this proposition by ascertaining whether two sets of items, exhaustion-vigor and cynicism-dedication, were scalable on two distinct underlying bipolar dimensions (i.e., energy and identification, respectively). The results obtained by means of the non-parametric Mokken scaling method in three different samples (Ns = 477, 507, and 381) supported our proposal: the core burnout and engagement dimensions can be seen as opposites of each other along two distinct bipolar dimensions dubbed energy and identification.

This study aims to determine the implementation of the design thinking learning model in entrepreneurship education, especially in marketing media competencies. The experimental method was used in this study with 120 vocational school students in Surakarta as research objects. The data were obtained by distributing questionnaires to students. The data is processed using SPSS Statistics 23 application. The results of N-Gain shows that students' creativity and entrepreneurial alertness in the experimental class has increased after receiving entrepreneurship education with Stanford D School's design thinking model. In the category of high creativity has increased by 7% while in the category of high entrepreneurial alertness has increased by 10%.

Tham luận này xem xét khả năng đáp ứng nhu cầu  đào tạo nâng cao (upskilling) và đào tạo lại (reskilling) nhân lực của Việt Nam trong bối cảnh dân số, lao động và thực trạng của hệ thống đào tạo nghề và đại học để đưa ra một số khuyến cáo liên quan tới tổ chức đào tạo, găn skeets doanh nghiệp và nhà trường cũng như học tập suốt đời.

Qualifizierte, motivierte und handlungsfähige Ausbilderinnen und Ausbilder werden für die Sicherung des betrieblichen Nachwuchses immer wichtiger. Dies gilt für alle an der Ausbildung Beteiligten – von der ausbildenden Fachkraft bis zum verantwortlichen Ausbilder.  Um diese heterogene und breite Personengruppe gezielt unterstützen zu können, sind fundierte Kenntnisse über die infrastrukturelle Verankerung der Ausbildungsdienstleistungen in den Unternehmen erforderlich. Über die Kontextbedingungen des Ausbilderhandelns in den Unternehmen ist jedoch wenig bekannt, und somit können auch die Einflussfaktoren bezüglich ihrer Qualifikation und Stellung im Betrieb nur vage bestimmt werden. Der Beitrag führt in die Fragestellung eines laufenden Forschungsprojekts des BIBB ein, liefert eine Bestandsaufnahme bisheriger – vor allem älterer – empirischer Studien in der Ausbilderforschung und benennt Desiderate, die den Zielhorizont der weiteren Forschung skizzieren.
         

Education and learning change people’s lives and bring changes for social groups and society. Learning (as a lifelong process) is increasingly emphasized as the sine-qua-non of personal and collective achievement. The macro-social benefits of education and training are described in terms of accruing to groups and society, though not being attributed to particular agents. Comparative welfare state research however, has almost completely ignored the field of education and training. This observation can be explained by the fact that studies on macro-social benefits lack data sets and usually miss to differentiate between programme types, e.g. vocational education and training, general education, non-vocational adult education, etc. Furthermore, the problem is not in ‘not-recognizing the influence learning has on social benefits’, but rather in ‘how to translate it into a systematic understanding of the processes by which it occurs’. The chapter critically approaches relevant literature and EU policies, to establish some understanding of these processes. Furthermore the chapter will show that some of the mechanisms leading to social benefits that result from VET may have a two folded purpose: On one hand, they can respond to the questions of academics and the research community regarding how VET is influencing the generation of macro-social benefits and on the other, research on these mechanisms can offer working levers to the policy community.

Uitgaand van de Bologna-verklaring van 1999 wordt verwacht dat professionals in de eenentwintigste eeuw getraind zijn in onderzoeksactiviteiten, opdat ze in staat zijn om professionele keuzes te baseren op meer complexe kennis. In deze context zijn onderzoeksactiviteiten geïntroduceerd in het onderwijs van de Europese instellingen voor hoger beroepsonderwijs, bovenop de onderwijstaken. In dit artikel worden drie voorbeelden van onderwijs in het hbo beschreven in de context van twee theoretische modellen over de verwevenheid van onderwijs en onderzoek. Door deze twee modellen over onderwijsdoelen en onderwijsvormen te gebruiken bij deze beschrijving, kunnen de drie programma’s op een gelijke wijze beschreven worden. De analyse van de drie casussen geeft een indicatie van een globaal verband tussen meer complexe onderzoeksdoelen enerzijds en onderwijsvormen waar het proces meer centraal staat anderzijds. Verder zouden beide modellen beter toepasbaar worden voor het beroepsonderwijs door ‘toepassing van onderzoeksresultaten’ als leerdoel op te nemen.