The Discourses of Vocational Education and Training: A Developmental Response from a European Perspective

Autor/in	Lopez-Fogues, Aurora
Titel	The Discourses of Vocational Education and Training: A Developmental Response from a European Perspective
Quelle	In: European Educational Research Journal, 11 (2012) 4, S.558-569 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2012.11.4.558
Schlagwörter	Social Justice; Vocational Education; Economic Progress; Foreign Countries; Economic Development; Student Experience; Social Influences; Educational Policy; Web Sites; Skill Development; Teacher Attitudes; Student Attitudes; Postsecondary Education; Social Class; Educational Change; Job Skills + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Ausbildung; Berufsbildung; Economic growth; Wirtschaftswachstum; Ausland; Wirtschaftsentwicklung; Studienerfahrung; Sozialer Einfluss; Politics of education; Bildungspolitik; Web-Design; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerverhalten; Schülerverhalten; Post-secondary education; Tertiäre Bildung; Social classes; Soziale Klasse; Bildungsreform; Produktive Fertigkeit
Abstract	The article analyses the discourses underpinning formal vocational education and training (VET). More specifically, it presents three accounts of European VET with the twofold aim of reviewing them and of recommending a conceptual shift that leads to further theoretical discussion. The discussion is organised around the existence of three seemingly contradictory accounts in the management of VET--one centred in economic growth; one concerned about the experiences of students and professionals; and one that focuses on the social implications of those involved in VET. The article concludes that while there has been a degree of convergence between the three, social justice issues remain unresolved due to the eagerness to pursue measurable results, while neglecting individual heterogeneity as part of a rich society. Building on some core concepts of the capability approach developed by Amartya Sen, the article takes a step beyond the language of outcomes and reframes VET foundations through the lens of human development. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10