Transnational mobility in the context of vocational education and training.

Autor/in	Kristensen, Soren
Titel	Transnational mobility in the context of vocational education and training.
Quelle	Aus: Neß, Harry (Hrsg.); Döbrich, Peter (Hrsg.): Doppeltqualifizierende Bildungswege - ein europäisches Modell für die Zukunft?! Fachtagung am 19. Dezember 2001. Frankfurt, Main: GFPF (2003) S. 9-19 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Materialien zur Bildungsforschung. 8
Beigaben	Literaturangaben
Sprache	deutsch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-923638-26-4
URN	urn:nbn:de:0111-opus-31028
Schlagwörter	Berufsausbildung; Berufsvorbereitung; Mobilität; Berufsbildung; Fachdidaktik; Berufspraktikum; Europäische Union; Lernprozess; Lernmethode; Fachdidaktik; Internationale Zusammenarbeit; Mobilität; Berufsausbildung; Berufsbildung; Ausbildungsprogramm; Berufspraktikum; Berufsvorbereitung; Europäische Union
Abstract	The European educational programme Leonardo da Vinci and other programmes in the European Union involve about 250,000 people annually who "participate in transnational mobility schemes in a VET [vocational education and training] context". The author first defines these projects as acting transnationally, "i.e. the fact that the activity takes place in a different geographical, cultural, and linguistic context. Furthermore, nearly all mobility projects in the context of VET are undertaken as placements, i.e. in a public or private enterprise." The article then discusses four rationales of mobility projects: They serve 1) "as a means to produce a 'European workforce' and 2) ... to promote international understanding and European citizenship, 3) ... as a vehicle for the transfer of technology". These are the established rationales - the fourth is currently taking shape. "This sees mobility primarily as learning process - or a didactical tool - that can be used for the acquisition of certain skills that are deemed increasingly valuable on today's labour market (be it national or European)" and which can hardly be learned in the home country, namely: international skills (e.g. intercultural competence), personal skills (e.g. openness, tolerance) and professional skills which are typical for the guest country. The article describes in some detail the learning process in mobility projects and the creation of a didactic space in this context. (DIPF/Bi.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/2