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This document contains the analytical reports and case studies presented at a 1992 Organisation for Economic Cooperation and Development policy seminar that focused on assessment, certification, and recognition of skills and qualifications in vocational education and training. The following papers are included: "The Issues" (Hilary Steedman); "Problems of Definition" (Gabriel Fragniere); "Problems of Implementing Assessment and Certification" (Sheila Clarke, Ron Tuck); "Comparability and Recognition of Qualifications: European Experiences" (Olivier Bertrand); "The Issue of Certification: The Case of Portugal Experience and the European Dimension" (Luis Imaginario); "The Curricular and Pedagogic Implications of New Approaches to Assessment and Certification" (Michael Young); "The Role of Assessment and Certification in the Functioning of Training and Labour Markets" (Myriam Campinos-Dubernet); "Portability and Transferability of Qualifications" (Prostes Da Fonseca); "Implementing Assessment, Certification and Validation" (John Rodgers); "Austria: Issues of Certification in the Dual System" (Helmut Aigner); "Canada (Quebec): Recognition and Assessment of the Skills and Competencies of Adult Workers and of Immigrants" (Claire Prevost-Fournier); "France: Examinations in a Centralised School-Based Training System" (Benoit Bouyx); "Germany: The Institutional Framework and Certification in the Dual System" (Wilfried Reisse); "Netherlands: Training and the Assessment of Adults' Skills and Competencies" (A. T. H. Janssen); "New Zealand: The Development of a System of Qualifications and Certification Based on Skills" (David Hood); and "United States: In Search of a National System of Qualifications" (Winifred I. Warnat). (MN)
Apprenticeship systems have a crucial role to play in providing students, workers and jobseekers with relevant training opportunities and developing the right skills for the future in responding to changing labour market needs. This report focuses on how to strengthen the apprenticeship system in Scotland (United Kingdom).
Government attempts in recent years to create a national system of vocational education and training have marked a profound shift both in educational policy and in underlying concepts of what education is for. Relations between schools and the working world are changing all the time and the implementation of ideas of vocationalism has forced a blurring of the time-honoured boundaries between educations concerned with concepts and training, or with skills. The challenge now is to define how the schools can give young people the foundations for life in a working world in which they are likely to have to change jobs and where work will fill a smaller proportion of their lives. The Vocational Quest maps the evolution of vocationalism in Britain in historical terms and examines how the particular forms that have come into being in the last few years compare with developments in other parts of the world, including Continental Europe, Japan, the United States, Australia and New Zealand. It argues for new forms of communication and partnership between formal education and training and the wider community, in which values will be shared and no one partner will win at the expense of others.
One of a series of studies on vocational education and training (VET), this report focuses on how international evidence can inform reforms of the VET system in Brazil. The reforms aim to considerably expand provision of initial VET, tripling enrolment between 2014-2024.
A changing world of work brings the importance of Vocational Education and Training (VET) to the forefront, as it has the ability to develop the skills that are needed in today’s labour markets and societies. At the same time, structural changes highlight the need to re-engineer certain parts of VET systems in some countries to make them more resilient and ensure they can make the most of the opportunities ongoing changes present.