Literaturnachweis - Detailanzeige
| Autor/in | de Bruijn, Elly |
|---|---|
| Titel | Changing Pedagogic and Didactic Approaches in Vocational Education in the Netherlands: From Institutional Interests to the Ambitions of Students |
| Quelle | In: European Journal: Vocational Training, (2004) 31, S.27-36 (10 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0378-5068 |
| Schlagwörter | Foreign Countries; Vocational Education; Higher Education; Public Policy; Learning Processes; Secondary Education; Dropout Rate; Constructivism (Learning); Teacher Role; Educational Cooperation; Teaching Methods; Netherlands |
| Abstract | At the Lisbon summit in 2000 the European Council set the strategic goal of becoming the most dynamic and competitive region in the world within 10 years. One of the responses of the Dutch government to this ambition is to invest in vocational education. Strengthening vocational education in the Netherlands must result in a second main route into higher education. According to national government policy, a cohesive, vocationally oriented pedagogic-didactic approach is one of the foundations of such a route. This new approach must unite two basic assumptions. The various standards in vocational education must jointly form an institutionalised stream or "column" (1) and, at the same time, the career of the student must be central to the pedagogic-didactic organisation of this column. This article will present a number of building blocks for outlining such a new approach. The confrontation between vocational images and the wishes of students, on the one hand, and formal qualifications and profiles that are provided by institutions, on the other, would have to be an important guideline for the objective and organisation of learning paths. A "community of practice" is an essential learning arrangement in a programme that is aimed at developing competences and self-regulation of learning and career development. At the same time, the boundaries of institutions for organised learning are no longer relatively stable, but are constantly shifting and regrouping around the careers of their students. The assumption is that by implementing such a radical approach within vocational education, more students will find learning a highly relevant and attractive experience. This might lower dropout rates and lead to a higher qualification level for the total population. (Contains 1 figure and 2 footnotes.) (Author). |
| Anmerkungen | Cedefop - European Centre for the Development of Vocational Training. Web site: http://www.cedefop.europa.eu. Available from: Office for Official Publication of the European Communities. Fax: +35-229-29-42758; Web site: http://publications.eu.int/others/sales_agents_en.html. Available in English, French, German, Portuguese and Spanish. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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