Learning for jobs. OECD policy review of vocational education and training. Initial report.

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Autor/inn/en	Field, Simon; Hoeckel, Kathrin; Kis, Viktoria; Kuczera, Malgorzata
Institution	OECD
Titel	Learning for jobs. OECD policy review of vocational education and training. Initial report. Gefälligkeitsübersetzung: Lernen für den Beruf. Überprüfung der Berufsbildungs- und Berufsausbildungspolitik der OECD. Erster Bericht.
Quelle	Paris (2009), 118 S.; 1050 KBVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie; Graue Literatur
Schlagwörter	Bildungserfolg; Bildungspolitik; Lernen; Übergang Schule - Beruf; Ausbildung; Berufsausbildung; Berufsbildung; Arbeitsmarktchance; Arbeitsplatz; Berufliche Qualifikation; Qualifikationsanforderung; Qualifikationserwerb; Qualifizierungsmaßnahme; Internationaler Vergleich; Praktische Fertigkeit; OECD (Organisation für wirtschaftliche Zusammenarbeit und Entwicklung); Ausbilder; Auszubildender; Jugendlicher; Junger Erwachsener; Australien; Belgien; Deutschland; Dänemark; Finnland; Frankreich; Griechenland; Großbritannien; Irland; Island; Italien; Japan; Kanada; Mexiko; Neuseeland; Niederlande; Norwegen; Portugal; Schweden; Schweiz; Slowakei; Spanien; Tschechische Republik; Türkei; USA; Österreich
Abstract	"For many learners in vocational education and training (VET) and for many employers, the gulf between learning and work is large. Learning is often seen as abstract, classroom-based and academic. The world of work is seen as concrete, with bosses and customers, profits and machinery. These are stereotypes, but with a grain of truth. Institutions providing VET have a style and ethos quite different from the world of work with different goals, incentives and constraints. And yet, despite the separation, the task of VET remains that of meeting labour market needs - of providing learning for jobs. This report makes proposals to bridge this gulf, to connect vocational education and training to the world of work. The mix of provision therefore needs to balance the needs of employers with the preferences of students. Bridges are also needed for teachers and trainers, to bring teaching skills to trainers in workplaces, and to ensure that vocational teachers and trainers in schools and colleges are familiar with the needs of the modern workplace. The most direct bridge is to bring learning directly into workplaces, in apprenticeships and other forms of workplace training. None of these bridges can be built without the right supports. The most central of these has to be an effective partnership between government, employers and unions to ensure that the world of learning is connected at all levels with the world of work. Good data are critical, so that the impact of learning on labour market outcomes can be identified. That same information, through strong career guidance, can inform young learners about vocational pathways into the world of work. Potentially VET plays a key role in determining competitiveness. Since OECD countries cannot compete with less developed countries on labour costs, they will need to compete in terms of the quality of goods and services they provide. That means a highly skilled labour force, with a range of mid-level trade, technical and professional skills alongside those high-level skills associated with university education. Many of the unskilled jobs which existed in OECD countries a generation ago are fast disappearing. Although general education also has its claims, VET is frequently seen as the right vehicle for upskilling those who would otherwise be unskilled and ensuring a smooth transition into the labour market. A global economic crisis developed while this report was in preparation, casting a new and sometimes sharply different light on the issues examined. The size and impact of the crisis varies from country to country, but potentially it could have large effects. Some apprentices are being made redundant midway through their training. Newer cohorts may find that hard pressed employers concerned by their immediate survival are less willing to offer workplace training. Fewer jobs mean that potential learners are keener to remain in, or take up full-time education and training. At the same time public expenditure pressures, sharpened by the crisis, make it harder to accommodate the increased demand. VET systems will also need to provide the skills needed for the future rather than the past - a particularly demanding challenge in the face of painful and rapid economic restructuring. Some opportunities may nevertheless emerge, for example to redeploy the practical skills of those leaving industry as teachers and trainers." Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch; Querschnitt; Evaluation; anwendungsorientiert. Die Untersuchung bezieht sich auf den Zeitraum 2006 bis 2006. (author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2010/2