Pub Date : 2023-01-01DOI: 10.1080/13636820.2023.2156660
J. Avis, K. Orr, J. Papier, Paul Warmington
The papers in this special issue (SI) comprise a range of scholarship, illustrating divergent approaches to examining technical and voactional education and training (TVET), race and ethnicity in the global south and north. In a number of respects, this SI follows on from an earlier issue, ‘VET, Race and Ethnicity’ 69(3) published in 2017. While much has changed since 2017, many of the themes and concerns expressed remain current. These have been brought into starker relief by the Black Lives Matter and Rhodes must fall protests, by campaigns to decolonise the curriculum and challenges to white supremacy as well as the crisis of care engendered by Covid-19 (Avis et al. 2021; Bathmaker and Pennacchia 2022 SI; Elias 2021 SI; Joncas et al. 2022 SI). In short, our concern was – and remains – racialisation rather than ethnicity. By this, we have in mind the process whereby black and minority ethnic groups become racialised and othered, which in turn is reflected in institutional racism and structural relations. The salience of race and ethnicity is apparent in ongoing research taking place in secondary schooling and in particular in analyses of higher education. In the latter, questions of white supremacy, de-colonisation, neo-colonialism, as well as indigenous knowledge and the lived experience of race and racialisation, are pivotal. However, as far as TVET is concerned, there is a limited and uneven discussion taking place in both the global north and south that focuses on race and ethnicity. Frequently, race and ethnicity are treated as subordinate or secondary within the political economy of TVET. Narrow definitions can tie TVET to an instrumentalism that places employers’ interests centre stage, limiting engagement with questions of social justice, at best, to social democratic sensibilities or, at worst, dominant neo-liberal discourses. This is not, however, to gainsay TVET as a site of struggle in which participants seek to move beyond social democratic tropes. While this SI foregrounds race and ethnicity, it seeks to go beyond the rhetorical call for an acknowledgement of the interrelationship of race, ethnicity, class and gender, seeking to foreground critical race approaches to studying race and education. In short, the papers in this SI, while theoretically diverse, avoid equating issues of race and education with superficial notions of diversity and inclusion that are liable to be co-opted by neo-liberal interests. Can TVET address a social justice agenda while attending to technical and vocational education and remain TVET? Or do we need to re-imagine TVET so that it can seriously address questions of well-being, social and reparative JOURNAL OF VOCATIONAL EDUCATION & TRAINING 2023, VOL. 75, NO. 1, 1–5 https://doi.org/10.1080/13636820.2023.2156660
本期特刊(SI)的论文包含了一系列的学术研究，说明了在全球南方和北方研究技术和职业教育与培训(TVET)、种族和民族的不同方法。在许多方面，本期《职业教育、种族和民族》延续了2017年出版的一期《职业教育、种族和民族》69(3)。虽然自2017年以来发生了很大变化，但所表达的许多主题和关切仍然是当前的。“黑人的命也是命”(Black Lives Matter)和“罗德岛必须落”(Rhodes must fall)抗议活动、课程非殖民化运动、对白人至上主义的挑战，以及Covid-19造成的护理危机(Avis et al. 2021;Bathmaker and pennachia 2022 SI;Elias 2021 SI;Joncas et al. 2022 SI)。简而言之，我们关注的是——现在仍然是——种族化，而不是民族化。由此，我们指的是黑人和少数民族群体被种族化和其他化的过程，这反过来又反映在体制性种族主义和结构性关系中。在中学教育中正在进行的研究中，特别是在对高等教育的分析中，种族和族裔的突出性是显而易见的。在后一种情况下，白人至上、去殖民化、新殖民主义以及土著知识和种族和种族化的生活经验等问题是关键。然而，就职业技术教育而言，在全球南北双方都有一个有限的、不平衡的讨论，主要集中在种族和民族上。通常，种族和民族在职业技术教育教育的政治经济学中被视为从属或次要的。狭隘的定义会将职业技术教育与一种工具主义联系在一起，这种工具主义将雇主的利益置于中心位置，限制了对社会正义问题的参与，往好了说，限制了对社会民主主义敏感性的参与，往坏了说，限制了对新自由主义话语的主导。然而，这并不是说TVET是一个参与者寻求超越社会民主主义的斗争场所。虽然这个SI强调种族和民族，但它寻求超越承认种族、民族、阶级和性别之间相互关系的修辞呼吁，寻求在研究种族和教育方面突出关键的种族方法。简而言之，本SI中的论文虽然在理论上是多样化的，但避免将种族和教育问题与肤浅的多样性和包容性概念等同起来，这些概念很容易被新自由主义利益所利用。职业技术教育能否在关注技术和职业教育的同时解决社会正义议程，并保持职业技术教育?或者我们是否需要重新设想职业技术教育，以便它能够认真地解决福祉、社会和修复问题。1,1 - 5 https://doi.org/10.1080/13636820.2023.2156660
{"title":"Editorial: special issue TVET race and ethnicity in the global south and north","authors":"J. Avis, K. Orr, J. Papier, Paul Warmington","doi":"10.1080/13636820.2023.2156660","DOIUrl":"https://doi.org/10.1080/13636820.2023.2156660","url":null,"abstract":"The papers in this special issue (SI) comprise a range of scholarship, illustrating divergent approaches to examining technical and voactional education and training (TVET), race and ethnicity in the global south and north. In a number of respects, this SI follows on from an earlier issue, ‘VET, Race and Ethnicity’ 69(3) published in 2017. While much has changed since 2017, many of the themes and concerns expressed remain current. These have been brought into starker relief by the Black Lives Matter and Rhodes must fall protests, by campaigns to decolonise the curriculum and challenges to white supremacy as well as the crisis of care engendered by Covid-19 (Avis et al. 2021; Bathmaker and Pennacchia 2022 SI; Elias 2021 SI; Joncas et al. 2022 SI). In short, our concern was – and remains – racialisation rather than ethnicity. By this, we have in mind the process whereby black and minority ethnic groups become racialised and othered, which in turn is reflected in institutional racism and structural relations. The salience of race and ethnicity is apparent in ongoing research taking place in secondary schooling and in particular in analyses of higher education. In the latter, questions of white supremacy, de-colonisation, neo-colonialism, as well as indigenous knowledge and the lived experience of race and racialisation, are pivotal. However, as far as TVET is concerned, there is a limited and uneven discussion taking place in both the global north and south that focuses on race and ethnicity. Frequently, race and ethnicity are treated as subordinate or secondary within the political economy of TVET. Narrow definitions can tie TVET to an instrumentalism that places employers’ interests centre stage, limiting engagement with questions of social justice, at best, to social democratic sensibilities or, at worst, dominant neo-liberal discourses. This is not, however, to gainsay TVET as a site of struggle in which participants seek to move beyond social democratic tropes. While this SI foregrounds race and ethnicity, it seeks to go beyond the rhetorical call for an acknowledgement of the interrelationship of race, ethnicity, class and gender, seeking to foreground critical race approaches to studying race and education. In short, the papers in this SI, while theoretically diverse, avoid equating issues of race and education with superficial notions of diversity and inclusion that are liable to be co-opted by neo-liberal interests. Can TVET address a social justice agenda while attending to technical and vocational education and remain TVET? Or do we need to re-imagine TVET so that it can seriously address questions of well-being, social and reparative JOURNAL OF VOCATIONAL EDUCATION & TRAINING 2023, VOL. 75, NO. 1, 1–5 https://doi.org/10.1080/13636820.2023.2156660","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"7 1","pages":"1 - 5"},"PeriodicalIF":1.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78521867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-22DOI: 10.1080/13636820.2022.2161168
Cyrille Gaudin
The book presents a comprehensive account of the various ways in which the analysis of experience and activity in the context of simulation training (i) helps identify learning affordances and obstacles, (ii) provides a detailed description of the learning process and outcomes, (iii) points towards promising design orientations for simulation-based vocational education and training. A particular feature of this book is that it adopts a Francophone approach that engages the readership in a consideration of ergonomics from a cognitive and activity perspective. This approach appears particularly useful in the field of simulation training, especially when achieving high standards of operational performance is complicated by critical issues (e.g. health, safety, security, protection) and difficult working environments (e.g. dynamic, uncertain, high-risk).
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Pub Date : 2022-12-19DOI: 10.1080/13636820.2022.2159861
Paula V. Elias
ABSTRACT I argue that local adult literacy programming involves consciousness and praxis that obscures and renders invisible the social relations of race and ethnicity, and a key mechanism that enacts these processes in Canada are the Essential Skills Framework. Race and ethnicity, as social relations, have both a muted and active presence in the experiences of learners and adult literacy workers engaged in transitions to further education and work. However, the ideology within local program activities like registration, assessment, and goal development show the treatment of race and ethnicity as separate from issues of work and economy, giving it an invisible presence that can reproduce racialised divisions of labour. The Essential Skills are an important tool in these local processes that impact racialised, ethnic, and migrant communities. Ultimately, adult learners build a praxis of self-identifying with the same racialised division of labour that organises their arrival and participation in Essential Skills-based training and vocational learning.
{"title":"Race, ethnicity, and literacy and Essential Skills in Canada","authors":"Paula V. Elias","doi":"10.1080/13636820.2022.2159861","DOIUrl":"https://doi.org/10.1080/13636820.2022.2159861","url":null,"abstract":"ABSTRACT I argue that local adult literacy programming involves consciousness and praxis that obscures and renders invisible the social relations of race and ethnicity, and a key mechanism that enacts these processes in Canada are the Essential Skills Framework. Race and ethnicity, as social relations, have both a muted and active presence in the experiences of learners and adult literacy workers engaged in transitions to further education and work. However, the ideology within local program activities like registration, assessment, and goal development show the treatment of race and ethnicity as separate from issues of work and economy, giving it an invisible presence that can reproduce racialised divisions of labour. The Essential Skills are an important tool in these local processes that impact racialised, ethnic, and migrant communities. Ultimately, adult learners build a praxis of self-identifying with the same racialised division of labour that organises their arrival and participation in Essential Skills-based training and vocational learning.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"10 1","pages":"43 - 62"},"PeriodicalIF":1.9,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86311754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.1080/13636820.2022.2158360
J. Avis
ABSTRACT The special issue (SI) TVET race and ethnicity in the global south and north closes with a critical review of debates that address race/ethnicity and TVET’. These debates focus on the crisis of care, decolonisation and whiteness as well as the manner in which we conceptualise TVET. The paper was developed in response to the special issue but also by wider debates about race, ethnicity and TVET. In a short review paper, such as this it is only feasible to signal and touch on a number of debates that could contribute towards re-thinking TVET and its wider social purposes.
{"title":"A critical review of debates surrounding race/ethnicity and TVET","authors":"J. Avis","doi":"10.1080/13636820.2022.2158360","DOIUrl":"https://doi.org/10.1080/13636820.2022.2158360","url":null,"abstract":"ABSTRACT The special issue (SI) TVET race and ethnicity in the global south and north closes with a critical review of debates that address race/ethnicity and TVET’. These debates focus on the crisis of care, decolonisation and whiteness as well as the manner in which we conceptualise TVET. The paper was developed in response to the special issue but also by wider debates about race, ethnicity and TVET. In a short review paper, such as this it is only feasible to signal and touch on a number of debates that could contribute towards re-thinking TVET and its wider social purposes.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"88 1","pages":"175 - 184"},"PeriodicalIF":1.9,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90609875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.1080/13636820.2022.2153975
A. Bathmaker
{"title":"Education, skills and social justice in a polarising world. Between technical elites and welfare vocationalism","authors":"A. Bathmaker","doi":"10.1080/13636820.2022.2153975","DOIUrl":"https://doi.org/10.1080/13636820.2022.2153975","url":null,"abstract":"","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"7 1","pages":"416 - 418"},"PeriodicalIF":1.9,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77733922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-17DOI: 10.1080/13636820.2022.2148118
Kirsten Rusert, Margit Stein
ABSTRACT This article depicts the obstacles within the vocational education for trainees with escape and migration experience in Germany. The structure of the highly formalised vocational training system in Germany is based on the assumption of a ‘normal case’ of an educational biography. However, this neither applies to the often-broken educational pathways of refugees and immigrants, nor to an increasing number of young people without migration experience. Access to training is largely organised by the private sector, and so, applicants outside the classic profile are often disadvantaged both in access and in the learning processes within the training. The article focuses on the challenges of trainees with escape and migration experience in vocational schools as part of dual vocational training, and discusses the extent to which these schooling structures are inclusive or discriminating. For this purpose, the results from interviews with young immigrants in training are evaluated.
{"title":"Chances and discrimination in dual vocational training of refugees and immigrants in Germany","authors":"Kirsten Rusert, Margit Stein","doi":"10.1080/13636820.2022.2148118","DOIUrl":"https://doi.org/10.1080/13636820.2022.2148118","url":null,"abstract":"ABSTRACT This article depicts the obstacles within the vocational education for trainees with escape and migration experience in Germany. The structure of the highly formalised vocational training system in Germany is based on the assumption of a ‘normal case’ of an educational biography. However, this neither applies to the often-broken educational pathways of refugees and immigrants, nor to an increasing number of young people without migration experience. Access to training is largely organised by the private sector, and so, applicants outside the classic profile are often disadvantaged both in access and in the learning processes within the training. The article focuses on the challenges of trainees with escape and migration experience in vocational schools as part of dual vocational training, and discusses the extent to which these schooling structures are inclusive or discriminating. For this purpose, the results from interviews with young immigrants in training are evaluated.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"32 1","pages":"109 - 129"},"PeriodicalIF":1.9,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89148700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-30DOI: 10.1080/13636820.2022.2139746
Chantal Kamm, A. Gomensoro, M. Heers, Sandra Hupka-Brunner
ABSTRACT Often second generation young adults and their immigrant parents aspire high and towards general education despite a modest socioeconomic background. Little is known about the interrelation between educational aspirations and institutionally co-structured educational pathways. These interrelations are particularly important in an early tracking and a highly segregated education system like Switzerland, where – in contrast to many other countries – vocational education and training is highly valued and frequently attended. We evaluate how educational aspirations amongst young adults of the second generation and Swiss natives change as young people move through the education system – and thus through different educational contexts. We analyse how these changes interfere with group-specific reference systems, educational pathways and structure.
{"title":"Aspiring High in the Swiss VET-Dominated Education System: Second Generation Young Adults and Their Immigrant Parents","authors":"Chantal Kamm, A. Gomensoro, M. Heers, Sandra Hupka-Brunner","doi":"10.1080/13636820.2022.2139746","DOIUrl":"https://doi.org/10.1080/13636820.2022.2139746","url":null,"abstract":"ABSTRACT Often second generation young adults and their immigrant parents aspire high and towards general education despite a modest socioeconomic background. Little is known about the interrelation between educational aspirations and institutionally co-structured educational pathways. These interrelations are particularly important in an early tracking and a highly segregated education system like Switzerland, where – in contrast to many other countries – vocational education and training is highly valued and frequently attended. We evaluate how educational aspirations amongst young adults of the second generation and Swiss natives change as young people move through the education system – and thus through different educational contexts. We analyse how these changes interfere with group-specific reference systems, educational pathways and structure.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"5 1","pages":"155 - 174"},"PeriodicalIF":1.9,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86090474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-25DOI: 10.1080/13636820.2022.2139747
Balwant Kaur
ABSTRACT The VET sector can be located as one that sits within the intersections of the racial and spatial in addition to the classed; the traditional focus of research concerns. There is a direct correlation between towns and cities with high levels of deprivation and the recruitment of racialised and other marginalised groups into general further education colleges. This paper considers the intertwined nature of the racial and spatial and its implications for South Asian Muslim women students in VET spaces in terms of identity construction and possible futures. This paper critiques how geographical location and educational settings highlight the complex factors encountered by diasporic communities; patterns of historical migration; the educational space as a third space); the role of teachers as mentors. These factors contributed to students developing fluid and dynamic identities rooted in a critical self-awareness whilst resisting Western-centric notions of success. Whilst this created a self-realised agency in the narratives of South Asian Muslim women, it also created a cultural hauntology in the absence of a third space. This has various implications for future VET research in terms of how students from ethnically diverse groups, create or engage with a third space.
{"title":"Connecting the racial to the spatial; migration, identity and educational settings as a third space","authors":"Balwant Kaur","doi":"10.1080/13636820.2022.2139747","DOIUrl":"https://doi.org/10.1080/13636820.2022.2139747","url":null,"abstract":"ABSTRACT The VET sector can be located as one that sits within the intersections of the racial and spatial in addition to the classed; the traditional focus of research concerns. There is a direct correlation between towns and cities with high levels of deprivation and the recruitment of racialised and other marginalised groups into general further education colleges. This paper considers the intertwined nature of the racial and spatial and its implications for South Asian Muslim women students in VET spaces in terms of identity construction and possible futures. This paper critiques how geographical location and educational settings highlight the complex factors encountered by diasporic communities; patterns of historical migration; the educational space as a third space); the role of teachers as mentors. These factors contributed to students developing fluid and dynamic identities rooted in a critical self-awareness whilst resisting Western-centric notions of success. Whilst this created a self-realised agency in the narratives of South Asian Muslim women, it also created a cultural hauntology in the absence of a third space. This has various implications for future VET research in terms of how students from ethnically diverse groups, create or engage with a third space.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"7 1","pages":"6 - 23"},"PeriodicalIF":1.9,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86741742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/13636820.2022.2118957
Zoe Lewis
ABSTRACT This study explores how young people in England make choices about the qualifications they study at the age of 16, when they move to post-compulsory education, and the impact on further progression. Given the potential impact on students’ lives, it seems vital to understand how they make their choices, and whether the current decision-making process could be improved. There is increasing research into the provision of career guidance, on how students are making choices about higher education (Diamond et al., 2014). However, the majority of research into qualification choice has been about progression to Higher Education or choices made about GCSEs, leaving a gap in the literature relating to vocational education and training. It has been argued that some students are poorly prepared when it comes to choices about the qualifications after 16 (Leatherwood, 2015). This is still true for young people today. Using a mixed methods approach involving questionnaires (n = 50); 35 student interviews; 2 focus group discussions, and 4 staff interviews, the study found five main influences on choice. They included peer influence, career aspirations, parental or family influence, advice from careers officers and media influences. The role played by schools in shaping qualification choice is considerable: young people need both good impartial information as well as good advice and guidance in how to use this information. However, these structural factors can play a significant role in the choice of qualifications, to the point where it is effectively a ‘non-choice’.
本研究探讨了英国的年轻人在16岁时如何选择他们在义务教育后学习的资格，以及对进一步发展的影响。考虑到对学生生活的潜在影响，了解他们是如何做出选择的，以及目前的决策过程是否可以改进，似乎至关重要。有越来越多的研究提供职业指导，关于学生如何选择高等教育(Diamond et al.， 2014)。然而，大多数关于资格选择的研究都是关于高等教育的进展或gcse的选择，留下了与职业教育和培训相关的文献空白。有人认为，一些学生在16岁以后的资格选择方面准备不足(Leatherwood, 2015)。对于今天的年轻人来说，这仍然是正确的。采用问卷调查的混合方法(n = 50);35个学生访谈;2个焦点小组讨论和4个员工访谈，研究发现了5个主要影响选择的因素。这些因素包括同伴影响、职业抱负、父母或家庭影响、职业指导官的建议和媒体影响。学校在形成资格选择方面发挥的作用是相当大的:年轻人既需要良好的公正信息，也需要如何使用这些信息的良好建议和指导。然而，这些结构性因素可能在资格选择中发挥重要作用，以至于它实际上是一种“无选择”。
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Pub Date : 2022-10-02DOI: 10.1080/13636820.2022.2118946
Jane Pither
ABSTRACT In this study I explored the complex relationships developed during vocational education and training (VET) policy making by the European Union (EU), three member states (Denmark, Finland and the United Kingdom) and a region, Scotland, between 2000 and 2019. Discourse and thematic analyses of EU and national VET policy documents were used to compare the distinctive nature of VET policy making in the four countries. Illustrative thematic case studies were then compared with selected policy change theories of convergence, Europeanisation, Europeification and policy drift. Using a critical realism framework to support analyses of different layers of discourse, it was found that there was no consistent understanding of the purpose of VET between the EU and its member states, or, indeed, within the nations of the UK. The purpose of VET policy was varyingly perceived as either social, economic, educational or political between 2000 and 2019. This led me to the conceptualisation of a VET policy making gyre, developed as an alternative to the policy making cycle. The gyre was found to represent more fully the ebb and flow of aspects of policy purposes and goals over time as well as the dynamics of structure and agent relationships in policy formulation.
{"title":"From Lisbon to Copenhagen, London, Helsinki and Edinburgh - a study of vocational education and training (VET) policy making in four European countries (Denmark, England, Finland and Scotland)","authors":"Jane Pither","doi":"10.1080/13636820.2022.2118946","DOIUrl":"https://doi.org/10.1080/13636820.2022.2118946","url":null,"abstract":"ABSTRACT In this study I explored the complex relationships developed during vocational education and training (VET) policy making by the European Union (EU), three member states (Denmark, Finland and the United Kingdom) and a region, Scotland, between 2000 and 2019. Discourse and thematic analyses of EU and national VET policy documents were used to compare the distinctive nature of VET policy making in the four countries. Illustrative thematic case studies were then compared with selected policy change theories of convergence, Europeanisation, Europeification and policy drift. Using a critical realism framework to support analyses of different layers of discourse, it was found that there was no consistent understanding of the purpose of VET between the EU and its member states, or, indeed, within the nations of the UK. The purpose of VET policy was varyingly perceived as either social, economic, educational or political between 2000 and 2019. This led me to the conceptualisation of a VET policy making gyre, developed as an alternative to the policy making cycle. The gyre was found to represent more fully the ebb and flow of aspects of policy purposes and goals over time as well as the dynamics of structure and agent relationships in policy formulation.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"20 1","pages":"710 - 710"},"PeriodicalIF":1.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82758262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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