Attractiveness of Initial Vocational Education and Training : Identifying What Matters. Research Paper No 39.
Stereotypes prevail: many Europeans still opt for a vocational educational pathway as second choice when deciding about a future career. Despite being high on European and national policy agendas for more than a decade, and despite all efforts made, VET is no more attractive in most countries today...
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| Language: | English |
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2014.
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| 110 | 2 | |a European Centre for the Development of Vocational Training. | |
| 245 | 1 | 0 | |a Attractiveness of Initial Vocational Education and Training : |b Identifying What Matters. Research Paper No 39. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2014. | |
| 300 | |a 1 online resource (276 pages) | ||
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| 500 | |a Availability: Cedefop - European Centre for the Development of Vocational Training. P.O. Box 22427, Finikas, Thessaloniki, GR-55102. Tel: 30-2310-490111; Fax: 30-2310-490049; e-mail: info@cedefop.europa.eu; Web site: http://www.cedefop.europa.eu. |5 ericd. | ||
| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 516 | |a Text (Reports, Research) | ||
| 520 | |a Stereotypes prevail: many Europeans still opt for a vocational educational pathway as second choice when deciding about a future career. Despite being high on European and national policy agendas for more than a decade, and despite all efforts made, VET is no more attractive in most countries today than it was some years ago. Building on a system approach, and drawing on quantitative and qualitative analysis, this research paper explores how several drivers affect the attractiveness of IVET. Endogenous drivers having impact on IVET systems and outcomes are relevant, but context also matters. IVET outcomes need to be communicated in the right way to highlight the attractiveness of this educational path to young people. A total of 10 case studies of policy initiatives from six countries are analysed to see what works, and why, in different national contexts. Three annexes are included: (1) Notes on quantitative data; (2) Overview tables on policy initiatives; and (3) Mindspace. [Many individuals contributed to the research described in this report. The Cedefop project supervisor, Maria Hrabinska ensured overall coordination and management of the project. Advice and support were provided by Pascaline Descy, Cedefop Head of Area Research and Policy Analysis. Cedefop is grateful also to Jan Varchola from the European Commission (Directorate General for Education and Culture) for his interest in the study and feedback. Special thanks go to Dmitrijs Kulss, who reviewed the paper. Comments and suggestions provided by Torsten Dunkel in the earlier stages of the project are also acknowledged. The report summarises findings of the analysis conducted under Cedefop's service contract No 2011-0114/AO/RPA/MHRAB-TODUN-FFERR/IVET attractiveness/003/11 by Cathleen Stasz, Susan Guthrie, Craig Holmes, Hubert Ertl, Sophie Castle-Clarke, Samuel Drabble and Lydia Villaba Van-Dijk from RAND Europe and the ESRC Centre on Skills, Knowledge and Organisational Performance (SKOPE).] | ||
| 524 | |a Cedefop - European Centre for the Development of Vocational Training. |2 ericd. | ||
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 0 | 7 | |a Vocational Education. |2 ericd. |
| 650 | 0 | 7 | |a Employment Potential. |2 ericd. |
| 650 | 0 | 7 | |a Context Effect. |2 ericd. |
| 650 | 0 | 7 | |a Systems Approach. |2 ericd. |
| 650 | 0 | 7 | |a Outcomes of Education. |2 ericd. |
| 650 | 0 | 7 | |a Educational Policy. |2 ericd. |
| 650 | 0 | 7 | |a Comparative Education. |2 ericd. |
| 650 | 0 | 7 | |a Best Practices. |2 ericd. |
| 650 | 0 | 7 | |a Employment Qualifications. |2 ericd. |
| 650 | 0 | 7 | |a Economic Climate. |2 ericd. |
| 650 | 0 | 7 | |a Demography. |2 ericd. |
| 650 | 0 | 7 | |a Trend Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Labor Market. |2 ericd. |
| 650 | 0 | 7 | |a Educational Practices. |2 ericd. |
| 650 | 0 | 7 | |a Student Participation. |2 ericd. |
| 650 | 0 | 7 | |a Educational Attainment. |2 ericd. |
| 650 | 0 | 7 | |a Graduates. |2 ericd. |
| 650 | 0 | 7 | |a Income. |2 ericd. |
| 650 | 0 | 7 | |a Educational Indicators. |2 ericd. |
| 650 | 0 | 7 | |a Education Work Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Reputation. |2 ericd. |
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