Vocational Education

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* Educatie_(Algemeen) (dutch)

Contents

Background

There is not enough conformity of school-curricula and workplace activities which leads to a great shortage of skilled personnel. Graduates weren't able to function accordingly to the demands of a daily skills job. In reaction to this shortfall and misconception, Vocational Education and training (VET) was brought to live.

VET aims to connected both workplace and school in order to create a learning curricula which facilitates the students.

General

Vocational education (also known as vocational education and training or VET) is an education that prepares people for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a professional position in engineering, accountancy, nursing, medicine, architecture, pharmacy, law etc. (wikipedia, en, january 2013)

Vocational education has common grounds with Competency-based education, and tries integrate both workplace learning and learning in school. The target of VET is to define a better relation between the world of work and learning in school which will lastly lead to less drop-out during education. In order to achieve this target a Competency-based learning is seen to improve on this alignment (Van den Berg & De Bruijn, 2009). Click on Competency-based learning to get a more detailed look on CBL. According to Baartman and Bruijn VET should consist at least 20% of learning in the workplace in order to make a better alignment between education and the World of Work (2011).

Vocational learning should address "concrete professional tasks taking place in the workplace or inside vocational schools" (Baartman & Bruijn, 2011 p 126). This should allow students to explore and learn new skills which they might not learn inside a schooling context. VET always involves an individuals engagement into social practices and actions (Billet, 2001). Competence is linked with vocational education which is defined as the integration of knowledge, skills and attitudes (Eraut, 1998). Van Merriënboer and Kirschner (2007) argue for a whole-task or holistic approximation in order to avoid compartmentalization and state that every task performed by students should align with the real task and environment wherein it is designed and carried out.

References

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