Knowledge, Skills, Competence: European Divergences in Vocational Education and Training (VET)--The English, German and Dutch Cases

Autor/inn/en	Brockmann, Michaela; Clarke, Linda; Winch, Christopher
Titel	Knowledge, Skills, Competence: European Divergences in Vocational Education and Training (VET)--The English, German and Dutch Cases
Quelle	In: Oxford Review of Education, 34 (2008) 5, S.547-567 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Lifelong Learning; Foreign Countries; Vocational Education; Employment Potential; Employment Qualifications; Guidelines; Labor Force; Educational Policy; Political Attitudes; International Cooperation; Job Skills; Knowledge Level; Germany; Netherlands; United Kingdom (England) + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Ausland; Ausbildung; Berufsbildung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Richtlinien; Labour force; Arbeitskraft; Erwerbsbevölkerung; Politics of education; Bildungspolitik; Political attitude; Politische Einstellung; Internationale Kooperation; Internationale Zusammenarbeit; Produktive Fertigkeit; Wissensbasis; Deutschland; Niederlande
Abstract	Policy debates on employability, lifelong learning and competence-based approaches suggest a convergence of VET approaches across European countries. Against the background of the creation of a European Qualifications Framework, this paper compares the VET systems of England, Germany and The Netherlands. The analysis reveals the distinct understandings and meanings of outwardly similar terms. These meanings are deeply rooted in the countries' institutional structures and labour processes and still inform national debates and policies today. The paper identifies a major distinction between a "knowledge-based" VET model in Germany and The Netherlands and a "skills-based" model in England. There is a need to develop trans-national categories that take into account the social construction of terms such as "skills" and "qualifications". (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10