Vocational education is education that prepares people to work in various jobs, such as commerce, crafts, or as a technician. Vocational education is sometimes referred to as career education or technical education . Vocational schools are a type of educational institution specifically designed to provide vocational education.
Vocational education can occur at the post-secondary level, in secondary education, and in higher education; and can interact with apprenticeship system. At the post-secondary level, vocational education is often provided by highly specialized trades, technical schools, colleges, British higher education colleges, universities, the Institute of Technology/Polytechnic Institute.
To date, almost all vocational education takes place in the classroom, or at work, with students learning trade skills and the trading theory of an accredited or professional professor already established. However, online vocational education has grown in popularity, and makes it easier than ever for students to learn a variety of trading skills and soft skills from established professionals in the industry.
Video Vocational education
Definisi
Diferensiasi dari TVET (Pendidikan dan Pelatihan Teknis dan Kejuruan)
TVET (Technical and Vocational Education and Training) is education and training that provides the necessary knowledge and skills for the job. It uses many forms of education including formal, informal and informal learning, and is said to be important for social justice and inclusion, and for the sustainability of development. TVET, literacy and higher education, is one of the three priority subsectors for UNESCO. Indeed, it is in line with its work to promote inclusive and fair quality education and lifelong learning opportunities for all.
The development and definition of TVET is one that parallels other types of education and training, such as Vocational Education; However, TVET was inaugurated on an international level as a better term to describe the field, and is therefore also used as an umbrella term to include educational and training activities such as Vocational Education.
Opinions and models
Wilhelm von Humboldt's education model goes beyond vocational training. In a letter to the king of Prussia, he writes: "There are certain definite types of knowledge that must be general and, more importantly, a certain cultivation of thoughts and characters that no one can leave. be a good craft worker, a merchant, an army or a businessman except, regardless of their work, they are good, respectable and - according to their conditions - well-informed people and citizens.If this foundation is laid through school, vocational skills are easily obtained later on, and one is always free to move from one job to another, as is often the case in life. "The philosopher Julian Nida-RÃÆ'¼elel criticized the difference between Humboldt's ideals and contemporary European education policy, which narrowly understands education as preparation for the labor market , and argues that we need to decide between "McKinsey", to draw n vocational training, and Humboldt.
Maps Vocational education
By country
ArgentinaArgentina was one of the first countries in Latin America to initially run an apprenticeship and vocational program, from 1903 to 1909 the basic program delivered in major cities. The entity required to implement these programs is the General Workers Union (Spain: UniÃÆ'³n General de Trabajadores, abbreviated UGT) an Argentine national labor confederation. The massive development of Vocational Education in Argentina occurred during the period between World War I and World War II, with the arrival of immigrants coming from Europe. During the presidency of Juan Perene, the first formal vocational apprenticeship and training program was offered free of charge nationwide, eventually becoming the National Workers' University (Universidad Obrera Nacional) under the 13229 National Vocational Law Program, held on 19 August 1948. and supported by the Federal Government and delivered by the Provincial Government at various regional technical and university colleges as well as in industrial centers; originally designed to cover the lack of technical specialists in Argentina at the time from rapid industrialization expansion across the country. The degrees given are Engineer Technicians and Engineers in many specialties. Currently, the Vocational Education program is delivered by public and private learning organizations, supported by the Ministry of Manpower of Argentina and the Ministry of Education, the leading provider of technical and vocational education in the country is the National Technology University (UTN) and the Universidad TecnolÃÆ'³gica Nacional, UTN National Art (UNA) (Universidad Nacional de las Artes, UNA).
Australia
In Australia vocational education and training are mostly post-secondary and are provided through a vocational education and training (VET) system by registered training organizations. However some high schools offer school-based internships and training for students in 10, 11 and 12 years. There are 24 Engineering Colleges in Australia but now only 5 independent Trade Colleges are staying with three in Queensland; one in Townsville (Tec-NQ), one in Brisbane (Australian Trade College) and one on the Gold Coast (Australian Industry Trade College) and one in Adelaide and Perth. The system includes the public, TAFE, and private providers within a national training framework comprising the Australian Quality Training Framework, the Australian Qualification Framework, and the Industrial Training Package that sets competency standards for different vocational qualifications.
The Australian apprenticeship system includes apprenticeship in "traditional" trades and "training" in other work oriented services. Both involve legal contracts between employers and internships or trainees and provide a combination of school-based and workplace training. Internships usually last three to four years, training only one to two years. Internships and trainees receive increased wages as they progress through the training scheme.
States and territories are responsible for providing funds for government subsidized shipments within their jurisdictions and Commonwealth Government, through the Australian Quality Skills Authority, providing registered training organization rules except in Victoria and Western Australia. The central concept of the VET system is "national recognition", in which the appraisals and rewards of any registered training organization must be recognized by all others, and the decisions of any VET regulatory authority should be recognized by all states and territories. This allows the national portability of qualifications and competency units.
An important feature of the training package (which covers about 60% of publicly funded training and almost all apprenticeship training) is that the content of vocational qualifications is theoretically determined by industry and not by government or training providers. Training Packages are supported by the Australian Industry and Skills Committee before they can be used by RTOs to provide National Accredited Training.
The National Center for Vocational Education Research or NCVER is a non-profit corporation owned by the federal, state and territory ministries responsible for training. Responsible for collecting, managing, analyzing, evaluating and communicating research and statistics on vocational education and training (VET).
The line between vocational education and higher education is becoming more vague. A number of vocational training providers such as Melbourne Polytechnic, BHI and WAI now offer specialized undergraduate degrees in certain fields not provided by the university. Such applied courses include horse studies, wine making and viticulture, aquaculture, information technology, music, illustrations, culinary management and more.
Commonwealth of Independent States
The largest and most integrated vocational education system was created in the Soviet Union with 'Ê »ililische and Tehnikum professionals who were not tehnicheskoye. But it became less effective with the transition of post-Soviet economies to the market economy.
European Union
Education and training are the responsibility of member countries, but the single European labor market makes some cooperation on important education, including on vocational education and training. The 'Copenhagen process', based on open cooperation methods between Member States, was launched in 2002 to help make vocational education and training better and more attractive to students across Europe. This process is based on mutually agreed priorities that are reviewed periodically. Most of the activities are monitored by Cedefop, the European Center for Vocational Training Development.
There is strong support, especially in Northern Europe, for the transfer of resources from university education to vocational training. This is due to the perception that the advantages of university graduates in many areas of study have worsened graduate unemployment and underemployment. At the same time, employers experience a shortage of skilled salespeople.
Finnish
In Finland, vocational education includes secondary education. After a comprehensive nine-year school, almost all students choose to go to one of the
Education in free vocational schools, and students from low-income families who qualify for state grants. The curriculum is mainly vocational, and the academic part of the curriculum is tailored to the needs of the given course. Vocational schools are mostly run by the municipality.
After completing secondary education, a person may enter a higher vocational school ( ammattikorkeakoulu , or AMK ) or university.
It is also possible for a student to choose both a lukio and a vocational school. Education in such cases usually lasts from three to four years.
German language
Vocational education is an important part of the education system in Austria, Germany, Liechtenstein, Belgium (Deutsche Sprachgemeinschaft Ostbelgien) and Switzerland (including the French-speaking region of Italy) and an element of the German model.
For example, in Germany the law (Beribsausbildungsgesetz ) was adopted in 1969 that regulated and unified the vocational training system and codified the collective responsibilities of states, trade unions, associations and industry-und Handelskammer chambers of Commerce and Industry). This system is very popular in modern Germany: in 2001, two thirds of young people under the age of 22 started an internship, and 78% of them completed it, which means that about 51% of all young people under 22 have completed an internship. One in three companies offered internships in 2003; in 2004 the government signed an agreement with industry unions that all companies except the very small must take on apprentices.
The vocational education system in other German-speaking countries is very similar to the German system and the vocational qualifications of one country are generally also recognized in other countries in the region.
Hong Kong
In Hong Kong, vocational education is usually for 6th post-secondary students. The Hong Kong Institute of Vocational Education (IVE) provides training in nine different areas of work: applied sciences, business administration, children's education and community services, construction, design, printing, textile and apparel, hotel services and tourism studies, , electrical and electronic engineering, and mechanical, manufacturing and industrial engineering.
Hungarian
Usually at the end of elementary school (at age 14) students are directed to one of three types of upper secondary education: one academic track (gymnasium) and two vocational tracks. Vocational secondary school (szakkÃÆ'¶zÃÆ' Ã… © piskola) provides four years of general education and also prepares students for maturata (certificate of leaving school). These schools combine general education with some specific subjects, referred to as pre-vocational education and career orientation. At that time many students enrolled in post-secondary VET programs often at the same institution, to gain vocational qualifications, although they may also seek admission to higher education.
The vocational training school (szakiskola) initially provided two years of general education, combined with pre-vocational education and career orientation, they then chose a job, and then received two or three years of vocational education and training focused on the job - such as masons. Students do not get maturata but a vocational qualification at the end of the completed program. The demand for vocational training schools, both from the labor market and among students, has declined while it has increased for senior high school delivering maturata. India
Vocational training has historically been the subject of the Ministry of Manpower, other central ministries and state-level organizations. To align variations and diversity in terms of standards and costs, the National Skills Qualification Framework is launched in December 2013.
The National Skills Qualification Framework (NSQF) is a competency-based framework that regulates all qualifications according to a range of levels of knowledge, skills and expertise. These levels, judged from one to ten, are defined in terms of the learning outcomes that should be owned by the learner regardless of whether they are obtained through formal, informal or informal learning. NSQF in India was notified on 27 December 2013. All other frameworks, including NVEQF (National Vocational Education Qualification Framework) released by the Ministry of HRD, stands replaced by NSQF.
In November 2014, the new Government in India established the Ministry of Skills Development & Entrepreneurship. Articulating the need for the Ministry, the Prime Minister said, "A separate Ministry, which will guard the development of entrepreneurship and skill development, will be made." Even developed countries have prioritized to promote skilled labor.
As a continuation of efforts to align and consolidate skills development activities across the country, the Government launched India's 1st Skills Development Mission (NSDM) on July 15, 2015. Also launched that day is the National Policy for Skills Development & Entrepreneurship.
Today all skills development efforts through the Government (Directorate General of Training) and through the National Skill Development Corporation are conducted under the Ministry, through the India Skills Mission.
The ministry works with state ministries and departments and state governments in implementing the NSQF on all Government-funded projects, based on a five-year implementation schedule for complete convergence.
Private sector involvement in various aspects of skills development has improved access, quality, and innovative financing models that lead to sustainable skills development organizations in the field. Short-term skill development programs (mostly offered by private organizations) are combined with long-term programs offered by Indian technical institutes (ITI) complement each other under a larger framework. Credit equality, transnational standards, quality assurance and standards are being administered by the Ministry through the National Skills Development Agency (autonomous agency under the Ministry) in close partnership with industry-led sector bodies (Council of Sector Skills) and line ministries.
India has bilateral cooperation with governments including the UK, Australia, Germany, Canada and the United Arab Emirates, with a view to adopting globally acceptable standards and providing Indian labor migrants with overseas employment.
Japanese
The Japanese vocational school is known as senmon gakk? . They are part of the Japanese higher education system. They are two-year schools that many students learn after completing high school (though it is not always necessary that students graduate from high school). Some have wide majors, others are just a few majors. Some examples are computer technology, fashion, and English.
South Korea
Vocational secondary schools offer programs in five areas: agriculture, technology/engineering, commerce/business, maritime/fisheries, and home economics. In principle, all students in the first year of high school (grade 10) follow a common national curriculum. In the second and third years (11th and 12th grade students) courses are offered relevant to their specialization. In some programs, students can participate in workplace training through collaboration between school and local employers. The government is currently piloting Meister Vocational Schools where on-the-job training is an important part of the program. About half of all vocational secondary schools are private. Private and public schools operate in accordance with the same rules; for example, they charge the same fees for secondary school education, with the exception of the poorer families.
The number of students in vocational schools has declined, from about half the students in 1995 down to about a quarter today. To make vocational secondary schools more interesting, in April 2007 the Korean government changed the name of vocational high school to professional high school. With the name change the government also facilitates the inclusion of vocational high school graduates to colleges and universities.
Most vocational high school students proceed to higher education; in 2007 43% were transferred to junior college and 25% to university. At the tertiary level, vocational education and training are provided at junior colleges (two and three year programs) and in polytechnic colleges. Education in junior colleges and in a two-year program in polytechnic colleges leads to an associate's Industrial degree. The Polytechnic also provides a one-year program for craftsmen and artisans and short courses for hired workers. Entry requirements for these institutions are in principle the same as those in other tertiary sectors (based on the College's Scholastic Test Test) but candidates with vocational qualifications are given priority in the admissions process. The junior college has grown rapidly in response to demand and in 2006 registered about 27% of all tertiary students.
95% of junior students are in private institutions. The fees charged by private universities are about twice that of public institutions. Polytechnic colleges are state-run institutions under the responsibility of the Ministry of Labor; government funding makes student fees much lower than those charged by other higher education institutions. Approximately 5% of students are enrolled in polytechnic colleges.
Malaysia
Skills training is no longer described as secondary education in Malaysia. There are many vocational education centers here including vocational schools (high schools to train skilled students), technical schools (secondary schools to train future engineers) and vocational schools all under the Ministry of Education. Then there are 33 polytechnics and 86 universities under the Ministry of Higher Education; 10 MARA Advanced Skills Colleges, 13 MARA Skills Institutes, 286 GIATMARAs under Majelis Amanah Rakyat (MARA) and 15 National Youth Skills Institutes under the Ministry of Youth and Sports. The first vocational institution in Malaysia is the Kuala Lumpur Industrial Training Institute established in 1964 under the Ministry of Manpower. Other institutions under the same department include 8 Advanced Technology Training Centers, one Center for Instructors and Advanced Skills Training, one Japanese-Malaysian Engineering Institute and 21 other ITIs.
Mexico
In Mexico, the federal and state governments are responsible for the administration of vocational education. Federal schools are funded by the federal budget, in addition to their own funding sources. State governments are responsible for the management of decentralized institutions, such as the State Center for Scientific and Technological Studies (CECyTE) and the Institute of Training of Employment (ICAT). These institutions are funded 50% of the federal budget and 50% of the state budget. The state government also manages and funds "decentralized federation institutions", such as the CONALEP schools.
Compulsory education (including primary and junior secondary education) ends at age 15 and about half of those aged 15 to 19 are enrolled full-time or part-time in education. All courses at the secondary level require payment of school fees.
The vocational secondary education system in Mexico includes more than a dozen subsystems (administrative units within the Undersecretariat Higher Education Ministry of Public Education, which are responsible for vocational programs) that differ from one another to varying levels of content, administration, and target groups. The large number of schools and appropriate administrative units within the Ministry of Public Education makes the institutional landscape of vocational education and training complex by international standards.
The vocational education and training provided under the Undersecretariate of Secondary Education includes three main types of programs:
- "Training for work" (formaciÃÆ'³n para el trabajo) The course at ISCED 2 level is a short training program, taking normally three to six months to complete. The curriculum covers 50% theory and 50% practice. Upon completion of the program, students may enter the labor market. This program does not provide direct access to higher education. Those who complete lower secondary education may choose between two broad vocational education options at the ISCED 3 level. Both courses typically take three years to complete and offer vocational and baccalaalaureate degrees, which are necessary for entry into higher education.
- The title of "technical professional - baccalaureate" (professional tÃÆ'Ã… © cnicoÃ, - bachiller) is offered by various subsystems although one subsystem (CONALEP) includes two thirds of the students. The program involves 35% of general subjects and 65% of vocational subjects. Students are required to complete 360 ​​hours of practical training.
- The program of "baccalaureate technology" (bachillerato tecnolÃÆ'³gico) and the title of "professional technicians" (tÃÆ' Â © cnico professional) is offered by various subsystems. This includes more general and less general vocational education: 60% of general subjects and 40% of vocational subjects.
Dutch
Nearly all who leave high school drop into high school, and about 50% of them attend one of four vocational programs; technology, economy, agriculture, personal/social services & amp; health. These programs vary from 1 to 4 years (based on level; only 2, 3 and 4 diplomas are considered formal 'formal qualifications' to successfully enter the labor market). Programs can be attended on one of two paths. One of them involves a minimum of 20% of school time (internship line, BBL-BeroepsBegeleidende Leerweg) or another, involving a maximum of 80% of school time (BOL -BeroepsOpleidende Leerweg). The remaining time in both cases is internship/work in the company. So basically, students have a choice of 32 trajectories, leading to more than 600 professional qualifications. BBL-Apprentice usually receives a negotiated fee in a collective agreement. Entrepreneurs who take this apprentice receive subsidies in the form of tax deductions on the wages of apprentices. (WVA-Wet vermindering afdracht). High-level middle-level VET graduates can go directly to the Institute for Higher Education and Training (HBO-Hoger beroepsonderwijs), after entering the university is a possibility. Social partners actively participate in policy development. On January 1, 2012 they formed a foundation for the operation of Vocational Education and Entrepreneurship Co (St SBB - stichting Samenwerking Beroepsonderwijs Bedrijfsleven; www.s-bb.nl). His responsibility is to advise the Minister on the development of a national vocational education and training system, based on the full consensus of the constituent members (the school representative organization and their entrepreneurship and skills center). Special topics are Qualifying & amp; Examination, Apprenticeships (BPV-Beroepspraktijkvorming) and (labourmarket) VET Efficiency. The Expertise Centers are linked to the four vocational education courses provided at the upper middle VET on VET program content and on trends and future skills needs. The Local County Vocational Training (MBO Raad www.mboraad.nl) represents the VET schools in this foundation and advises on the quality, operation and provision of VET.
New Zealand
New Zealand is served by 11 Industrial Training Organizations (ITOs). A unique element is that of ITO purchasing training as well as setting industry standards and aggregates about skills in the labor market. Industrial Training, as organized by ITO, has grown from apprenticeship to more true lifelong learning situations with, for example, over 10% of trainees aged 50 and over. In addition, most training is general. This challenges the prevailing notion of vocational education and a standard lay-out view that focuses on apprenticeship.
One source of information in New Zealand is the Federation of Industrial Training. Others are the Ministry of Education.
Polytechnic, Private Training Institute, Wananga and others also provide vocational training, among other areas.
Norwegian
Nearly all who leave high school go to upper secondary education, and about half of them follow one of nine vocational programs. These programs typically involve two years in school followed by two years of internship at a company. The first year provides general education with introductory knowledge of the vocational field. During the second year, the course becomes more specific for trading.
Internships receive negotiated wages in collective agreements ranging between 30% and 80% of the wages of a qualified worker; percentage increase during the apprenticeship period. Employers who take an internship receive a subsidy, equivalent to a year's cost in school. After two years of vocational school programs some students choose for the third year in the 'general' program as an alternative to internship. Both internships and third-year practical training in schools lead to the same vocational qualifications. High-end VET graduates can go directly to High School of Technical Vocational, while those who wish to enter university need additional education for a year.
Social partners actively participate in policy development. The National Council for Vocational Education and Training advises the Minister on the development of national vocational education and training systems. The Advisory Council for Vocational Education and Training is concerned with nine vocational education programs provided in senior secondary education and advises on VET program content and on future trends and skills needs. The National Curriculum Group helps in deciding the content of vocational training in specific jobs. Local Vocational Training Committee gives advice on quality, VET provision and career guidance.
Paraguay
In Paraguay, vocational education is known as Bachillerato TÃÆ'Ã… © cnico and is part of the secondary education system. These schools combine general education with some specific subjects, referred to as pre-vocational education and career orientation. After nine years EducaciÃÆ'³n Escolar BÃÆ'¡sica (Primary School), students may choose to go to one of the Bachillerato TÃÆ'Ã… © cnico (Vocational School) or a Bachillerato CientÃÆ'fico (High School). The second form of secondary education is the last three years, and is usually located on the same campus called Colegio .
After completing secondary education, a person may enter university. It is also possible for students to choose the school TÃÆ'Ã… © cnico and CientÃÆ'fico.
Russian
Sri Lanka
Vocational training from Agricultural subjects to ICT-related subjects is available in Sri Lanka. In 2005, the Ministry of Vocational and Technical Training (MVTT) introduced the National Vocational Qualifications (NVQ) framework which is an important milestone for education, economy and social development in Sri Lanka. The NVQ framework consists of seven instructional levels. Levels NVQ 1 to 4 are for the appointment of craftsmen and successful candidates issued with National certificates. Levels of NVQ 5 and 6 are Diploma level, while Level 7 is for equivalent degree qualification.
The training courses are provided by many agencies on the vast island. All training providers (public and private) should receive institutional registration and accreditation courses from the Tertiary and Vocational Education Commission (TVEC). To obtain the registration agency must meet certain criteria: infrastructure, basic services, equipment and equipment, teaching quality and staff, based on curriculum and syllabus, and quality of management and monitoring system.
Government ministries and agencies involved in skills training are the Vocational and Technical Training (MVTT), the Tertiary and Vocational Education Commission (TVEC), the National Apprentice and Industrial Training Authority (NAITA), the Ministry of Education and Technical Training (DTET)), the Authority Vocational Training (VTA) and National Youth Services Council (NYSC).
Swedish
Nearly all who leave school are required to enter high school soon, and most complete their senior secondary education in three years. Higher education is divided into 13 vocational-oriented programs and 4 national academics. A little over half of all students attend vocational programs. All courses offer broad public education and basic eligibility for continuing studies at the post-secondary level. In addition, there are local programs designed specifically to meet local needs and 'individual' programs.
The 1992 school reforms expanded vocational high-school programs for one year, harmonized them with a general high school education for three years, improved their general education content, and made core subjects compulsory in all programs. The core courses (which occupy about one-third of the total time of teaching in both vocational and academic programs) include English, artistic activities, physical and health education, mathematics, natural sciences, social studies, Swedish or Swedish as a second language, and religious studies. In addition to core subjects, students pursue elective courses, specialized subjects for each program and special project.
The vocational program includes 15 weeks of workplace training (ArbetsplatsfÃÆ'¶rlagd utbildningÃ, - APU) for a period of three years. Schools are responsible for organizing training in the workplace and verifying its quality. Most municipalities have advisory bodies: the program board (programmr Â¥ d) and the vocational council (yrkesrÃÆ'  ¥ d) comprising representatives of employers and employees of locality. The council advises schools on matters such as the provision of training courses in the workplace, equipment purchases and training of supervisors in the APU.
Switzerland
Nearly two-thirds of those entering senior secondary education enter the vocational education and training system. At this level, vocational education and training is primarily provided through a 'dual system'. Students spend part of their time in vocational schools; some time they do internships at the parent company; and for most programs, students attend industry courses in industrial training centers to develop practical skills related to work at hand. The general pattern is for students to spend one or two days per week in vocational schools and three-four days doing internships at the host company; alternatively they alternate between several weeks attending classes in vocational schools and a few weeks following an industry course in an industrial training center. A different pattern is to start the program with most of the time devoted to school education and gradually reduce the amount of education in schools that support more training within the company.
Switzerland draws the distinction between vocational education and training (VET) programs at the upper secondary level, and professional education and training (PET) programs, which take place at a tertiary B level. In 2007, more than half of the population aged 25-64 years had VET or PET qualifications as their highest level of education. In addition, universities of applied sciences (Fachhochschulen) offer vocational education at a tertiary A level. Pathways allow people to move from one part of the education system to another.
Turkish
Students in Turkey can choose a vocational high school after completing an 8-year compulsory primary and secondary education. Graduate high school graduates may pursue two years of polytechnic or may proceed with a related tertiary degree.
According to a survey by the OECD, 38% of 15-year-olds are attending vocational studies offered by the Anatolian vocational , Anatolian technical and high-tech schools < i>.
The city in Turkey also offers vocational training. The metropolitan municipality of Istanbul, the most populous city in Turkey, offers years of free vocational courses on various topics through ISMEK, an umbrella organization formed under the municipality.
United Kingdom
The first Trades School in England is the Stanley Technical School Stanley (now Harris Academy South Norwood) designed, built and founded by William Stanley. The initial idea was considered in 1901, and the school opened in 1907.
The vocational education system in Britain was originally developed independently of the state, with agencies such as RSA and City & amp; Guild set the exam for technical subjects. The Education Act of 1944 made provisions for the Tripartite System of grammar schools, secondary technical schools and modern high schools, but in 1975 only 0.5% of senior UK students were in technical school, compared to two-thirds of the equivalent German age group.
Recent successive British Government has made efforts to promote and expand vocational education. In the 1970s, the Board of Business and Technology Education was established to provide higher and higher educational awards, especially for higher education colleges in the UK. In the 1980s and 1990s, the Conservative Government promoted the Youth Training Scheme, the National Vocational Qualification and the National General Vocational Qualification. Yet, youth training is marginalized as the proportion of young people living in full-time education increases.
In 1994, the publicly funded Modern Apprenticeship Program was introduced to provide "quality training on the work route (education)". The number of interns has increased in recent years and the Department for Children, Schools and Families has declared its intention to make internships a "major" part of the British education system.
In the UK some positions of higher technicians requiring a 4-5 year apprenticeship require academic studies for HNC/HND or City & amp; higher. Gang level. Internships are increasingly recognized as the gold standard for work-based training. There are four levels of apprentices available for those ages 16 and over:
- 1 - Mid-level apprentices
Internships work towards job-based learning qualifications such as Level 2 Qualification Competencies, Functional Skills and, in most cases, relevant knowledge-based qualifications.
- 2 - Advanced app
Internships work towards work-based learning such as Level 3 Competency Qualification, Functional Skills and, in most cases, relevant knowledge-based knowledge qualifications. They can take four years to complete.
- 3 - Higher Apprentices
Internships work towards job-based learning qualifications such as Level 4 and 5 Qualification Competencies, Functional Skills and, in some cases, knowledge-based qualifications such as the Foundation Degree. They can take between four and five years to complete, depending on the level at which an apprentice student enrolls.
- 4 - Bachelor and professional internship
They are similar to higher apprentices, but different because they provide an opportunity to earn a full degree (Level 6) or a master's degree (Level 7). The course is designed in partnership with employers, with part-time studies taking place at universities. They can take between four and six years to complete, depending on the course level, and entry level.
"There is also a perception, derived from centuries of social stratification and selectivity in the status and provision of various types of education in England, that vocational education is inevitably more utilitarian, less influential and less important than its more academic cousin: advanced (A ' This divides between 'vocational' and 'higher' education sectors, in many instances typical of English, also reflected in higher education and employment institutions (regarding academic credentials and some related provisions).distribution in the 'English model', together with perceptions social and political negativity, to some extent has impeded the debate on the meaning and relevance of providing vocational education for learning, work and economics "(Loo and Jameson, 2017, p.Ã, 1).The authors argue that the split between the secondary education and education high in the UK reconsidered.They (Loo and Jameson, 2017) called for the opening of the track new 'job-related provisions' that offer greater parity, development, and social mobility improvement in vocational education at the academic level than English education provisions.
Loo (2018) uses the terms, education and technical and vocational training (TVET) by UNESCO (2012) as in the section below, to offer more rational rather than 'vocational' terms in the UK, and to reach like-minded users. in the global education community. He offers insight into the study of teacher pedagogy of work-related programs. In particular, it investigates the complex issues of how teachers use their knowledge in the delivery of work-related programs. This complexity surrounds the need for these senders to have broader disciplines and elements related to knowledge of relevant work practices, involving learning about the types of knowledge and their application in their work practices. This combination of working knowledge (eg knowledge, experience, disposition, and value) is then used to enable them to convey to the participants. This pedagogical activity depends on different types of knowledge and experience - pedagogic and work-related.
The theoretical framework uses, initially, the concept of dual professionalism to review the sources of the knowledge literature on pedagogy of teacher educators. From the pedagogical delineation of knowledge, teaching knowledge can include knowledge of the relevant disciplines (Becher 1994; Bernstein 1996; Smeby 1996) such as psychology and sociology (eg learning theories) for education. The teaching of knowledge may be explicit or tacit (Shulman 1987; Polanyi 1966; Nonaka and Takeuchi 1995; Verloop et al. 2001; Loughran et al. 2003; Collins 2010), and may include a wider life experience of a teacher (Clandinin 1985) and work or work related practices (Loo 2012).
Knowledge of work practices (ie non-teaching) also requires a possible explicit discipline or theoretical knowledge base and the application process for the particular work context and the environment it is doing (Bernstein 1996; Loo 2012). The knowledge base of this work also includes knowledge of procedures, skills (eg normally silent interpersonal and intrapersonal relationships), techniques, transversal abilities, project management skills, personal abilities and capacity/awareness (Eraut 2004; Winch 2014). This knowledge base is a broader spectrum than the pedagogic.
Both forms of knowledge - pedagogy and work - can be applied through the process of recontextualization (Bernstein 1996; van Oers 1998; Barnett 2006, Evans et al. 2010, Loo 2012, 2014). The form of knowledge can be changed through selection, relocation and refocusing aspects when used in other settings. In particular, the process of recontextualizing the content (related to program specifications), pedagogic (related to teaching activities), work (related to work activities), and work (related to systems and processes specific to the workplace or organization). From the beginning of teaching and job dimensions, modified end-knowledge from Occupational Pedagogical Knowledge or Occupational Teacher Capacity is established through content recontextualization, pedagogical recontextualization, job recontextualization, and integrated applied recontextualization (IAR). There is also a relevant concept that offers insights for the application of teaching and working knowledge. These include knowledge practices (Evans 2016), practical architecture (Kemmis and Green 2013), and Systems 1 and 2 (Kahneman 2012). For a detailed explanation of the theoretical framework, please see Chapter 4 in Teaching and Teaching in Vocational and Professional Education (Loo, 2018). The conceptual framework of teacher work educators is illustrated on page 50 (Loo 2018).
Empirical data analyzed are discussed in separate sections of TVET, higher education and professional programs, five case studies of fashion and textiles, aviation industry, dental hygiene, clinical training in emergency medicine and physicians, and comparison chapters. These chapters offer a critical understanding of how pedagogy and work knowledge are acquired and applied in highly contextual pedagogical and job contexts culminating in the use of teaching strategies/approaches in teaching sessions.
Observations of this investigation include (Loo 2018): 1. there is a program path for job work 2. a more direct line of work for work-related provisions at a higher academic level than at TVET level 3. two strands of practice are at the beginning: teaching and work in which 'basic' discipline or theoretical knowledge is used to provide work relevance for pedagogy and occupational fields. The IAR process provides a critical understanding of how modified teaching, occupations and work capacity are combined to inform the application of appropriate teaching strategies for specific pedagogical settings. 5. Users gain job capacity during the duration of the course, and they include the ability, ability, disposition, experience, knowledge, protocols, expertise and techniques 6. the sender requires relevant work experience to teach on job-related programs, and continuous professional development is n submitted to the sender to maintain their ongoing professionalism in two courses of teaching and work practices
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