Agenda-Setting for VET Policy in the Western Balkans: Employability versus Social Inclusion

Autor/inn/en	Bartlett, Will; Pagliarello, Marina Cino
Titel	Agenda-Setting for VET Policy in the Western Balkans: Employability versus Social Inclusion
Quelle	In: European Journal of Education, 51 (2016) 3, S.305-319 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12182
Schlagwörter	Foreign Countries; Agenda Setting; Vocational Education; Educational Policy; Employment Potential; Inclusion; Public Policy; Labor Market; Social Discrimination; Entrepreneurship; International Cooperation; Donors; Albania; Bosnia and Herzegovina; Croatia; Kosovo; Macedonia; Montenegro; Serbia + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Politics of education; Bildungspolitik; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Inklusion; Öffentliche Ordnung; Labour market; Arbeitsmarkt; Soziale Benachteiligung; Soziale Schließung; Unternehmungsgeist; Internationale Kooperation; Internationale Zusammenarbeit; Albanien; Bosnia-Herzegovina; Bosnien-Herzegowina; Kroatien; Serbien
Abstract	For the last decade, the Western Balkan countries have sought to modernise their vocational education and training (VET) systems, adapting them to the needs of their emerging market economies. Within the framework of the EU accession process, the policy agenda for VET policies has been strongly influenced by a range of international and domestic policy entrepreneurs. This complex policy process has given rise to tension between policies that seek to frame the problem as one of employability and skill mismatch on the one hand and those that frame the problem as a challenge of social inclusion on the other. By examining the VET policy process in the Western Balkans, we show that national policies have been more strongly oriented towards the promotion of employability and the adaptation of VET systems to labour market needs, rather than to policies designed to overcome social exclusion and discrimination. Among the factors driving this economistic view of VET, we underscore the roles of various domestic and international policy entrepreneurs, including ministries in charge of education, employment and social policy, social partners, the European Commission, and bilateral and multilateral donors. We conclude that increased cooperation is needed between international and domestic policy entrepreneurs who favour inclusive education systems in order to place social inclusion higher up on the VET policy agenda. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01