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This article aims to analyze vocational education and training [VET] in Europe and to model mechanisms of educational and vocational choice. First, we expose the differences between VET approaches in Europe. Secondly, a sociological analysis is provided. When VET systems were first created, aspects such as work culture or diverging political concerns led to different responses in the various countries. Thirdly, we present a psychological approach of the educational and vocational choice which draws on a process where profession images are compared with one's own self-image. Finally, we present an integrated explanatory model of the vocational choice, based on sociological and psychological dimensions. In conclusion, we propose several plans of action in order to support and inform students regarding educational choice and to improve valorization of the VET track.

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Work-related learning (WRL) can influence the quality of skills supply and affect young people's choices – it is not unusual for young people to seek employment in sectors where they have undertaken work experience placements. Despite the clear benefits of WRL, features of the rural economy, including isolation and business capacity, create barriers to WRL and to employer engagement. Commissioned by the NESTA (National Endowment for Science, Technology and the Arts) and the Make Your Mark campaign, this is one of three reports looking at how organisations and businesses in different sectors can engage more effectively with education. The other reports focus on the creative and third sectors.

The study was aimed at assessing current provision of WRL to young people in UK rural economies, identifying benefits of and challenges to the engagement of employers. It aimed to identify ways in which barriers to engagement might be overcome, leading to increased activity involving employers and young people. The focus of the research is on opportunities for young people aged 14-19 in all types of programme, including work experience, wider WRL, vocational [General Certificate of Secondary Education] GCSEs and A-levels and the emerging Diplomas. The study challenges traditional approaches to WRL and examines models of engagement between innovative rural employers and 14-19 year olds, which provide the opportunity for young people to develop the skills necessary to succeed in the future. Case studies are used to highlight some of the key benefits for those participating: young people, schools and colleges, and rural economy employers.

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This Industry Training Federation (ITF) 20th anniversary publication documents the development of New Zealand's industry-led system of work-based learning and apprenticeships. The story, presented from the perspective of past and present stakeholders, relates three decades of history and the challenges and opportunities that lie ahead. The report draws attention to the call to 'bring back apprenticeships', not just in New Zealand but internationally; a response to the sense that apprenticeships were a good thing that somehow got lost. This realisation is manifested in deliberate policy efforts to revitalise and increase the number of apprenticeships and work-based learning in general.

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This paper seeks to advance research and practice related to the role of employers in all stages of the assessment process of work-based learning (WBL) within a tripartite relationship of higher education institution (HEI), student and employer. It proposes a research-informed quality enhancement framework to develop good practice in engaging employers as partners in assessment. The Enhancement Framework comprises three dimensions, each of which includes elements and questions generated by the experiences of WBL students, HEI staff and employers. The three dimensions of the Enhancement Framework are: (1) ‘premises of assessment’, encompassing issues of learning, inclusion, standards and value; (2) ‘practice’, encompassing stages of assessment made up of course design, assessment task, responsibilities, support, grading and feedback; and (3) ‘communication of assessment’, with the emphasis on role clarity, language and pathways. With its prompt questions the Enhancement Framework may be used as a capacity-building tool for promoting, sustaining, benchmarking and evaluating productive dialogue and critical reflection about assessment between WBL partners. The paper concludes by emphasising the need for professional development as well as policy and research development, so that assessment in WBL can more closely correspond to the potentially transformative nature of the learning experience.

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The fellowship provided the opportunity to explore, assess and observe electrical apprenticeship training and explore new and innovative industrial electrical products within the international arena. The author visited vocational training institutions in Norway, Germany and Scotland to review and appraise the securing of high retention rates, flexible apprentice programs, post apprenticeship pathways and the benefits of enhanced collaboration with industry. This fellowship program has resulted in a number of recommendations being made for adoption to enhance the quality of electrical apprenticeships.

Edited excerpts from publication.

The International Specialised Skills Institute (ISSI) is an independent, national organisation that works with Australian governments, industry and education institutions to enable individuals to gain enhanced skills and experience in traditional trades, professions and leading-edge technologies. Fellows travel overseas and, upon their return, are required to pass on what they have learned through a detailed report, recommendations for improvements and delivering training activities. Show less

This is an examination bank consisting of 24 questions and answers, covering the areas of: (1) materials and testing; (2) clicking, closing and stuff cutting; (3) making, finishing and shoe room; and (4) pattern cutting and grading.

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This report documents the first comprehensive study of university construction education in Australia. The project was funded by the Australian Learning and Teaching Council (ALTC), as a discipline based initiative project, and provides a detailed overview and analysis of the issues facing the providers of construction degrees (construction management, quantity and building surveying) in Australia. This report achieves the following: (1) showcases the disciplines to all stakeholders including universities, industry and community and makes clear that the disciplines of construction management, quantity surveying and building surveying (collectively referred to hereafter as construction disciplines) deserve greater recognition for their contributions to stakeholders’ interests; (2) raises self-awareness of the disciplines’ characteristics, issues, opportunities and boundaries; (3) identifies teaching and learning challenges and opportunities for construction providers and highlights directions for future changes and developments; (4) provides a foundation for future research into construction education across the region; and (5) identifies areas for future research and changes required for the disciplines.

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This snapshot is the first of its kind undertaken by the Victorian Skills Commission (VSC) and is based on elements of the VSC's successful Regional Skills Taskforces conducted in the Mallee [available in VOCEDplus at TD/TNC 133.933] and the Great South Coast regions [available in VOCEDplus at TD/TNC 137.227]. The South East Melbourne Region of metropolitan Melbourne, encompassing the City of Dandenong, City of Frankston, City of Monash, Cardinia Shire, Mornington Peninsula Shire, City of Kingston and City of Casey is growing rapidly. A supply of highly skilled local workers is critical to underpin this growth and the vocational education and training (VET) system has a key role to play. However, the VET system and training delivery is not always aligned with the current and future skills needs of local employers. An employer-informed response can improve this alignment and help address current and emerging skills shortages, thereby ensuring that workers in the South East Melbourne Region are skilled, productive and employable.

The South East Melbourne Region has approximately 83,500 businesses and approximately 500,000 full-time and part-time jobs, which accounts for 18 per cent of all jobs in Victoria. The economic profile of the region reflects strengths in four key sectors: Manufacturing, Construction, Retail Trade, and Community Services and Health (CS&H). The logistics and tourism sectors are also expected to support future growth, particularly due to the geography of the region (proximity to well-connected transport routes, port access and cheap land) and its rich natural environment. The region is also seeing growing demand for locally produced high-value agricultural goods (including high-quality wines and other foods), giving local Food and Fibre businesses the opportunity to expand operations. While the outlook of local industries across the South East Melbourne Region is positive, its economic potential is dependent on the region's capacity to address existing workforce challenges and shortages.

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The premise of this research is that in recent years, vocational skills and further education policy has seen a sustained rise in prominence in the role of employers in its shaping. The notion of education and learning as having inherent worth is, it can be argued, losing ground to the primacy of the needs of industry, productivity and employers. Whereas influence within the system could once be described by a triangle between employers, providers and state, these reforms place the interests of employers as very much the dominant force in shaping state-funded technical and skills policy and provision, with the role of the state and certainly providers, relegated.

This project aims to give leaders space to reflect on these changes; to give a better frame of reference for their decision-making through a clearer understanding of the forces at work and how they affect the way they need to think about their provision and their businesses. It hopes to establish some of these boundaries by considering whether the balance between provider/employer/state in the FE system is shifting, and how this affects how leaders see their role, priorities and possibilities, as leaders both of organisations and of the sector as a whole.

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The Perkins review of engineering skills, published in November 2013, called for government, employers, educators and the profession to work together to increase engineering skills supply. [The government] has taken on many of the recommendations from the review as set out in this report written in partnership with the engineering community. The engineering community has looked at improving employer engagement across the education system. It has made a commitment to maintain the long-term work initiated by Perkins through the Engineering the Future consortium.

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