Vocational education and training: European development context

- Радкевич, В.О. (2017) Vocational education and training: European development context Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, 14. pp. 5-14. ISSN 2223-5752

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Abstract

The article substantiates the necessity to conduct systematic changes in the educational sphere in Ukraine taking into account the progressive experience of foreign VET systems development, in particular the European Union (EU) countries. The peculiarities of young students’ training concerning the choice of their future vocational direction by way of profile training, visits to vocational guidance centers (the Netherlands), and the provision of career guidance services at employment agencies (Germany) are revealed. The methodological foundations of vocational training for school and gymnasiums leavers in the dual system are described. Within that system the training is provided simultaneously both in industry and in professional schools in Germany. The criteria of enterprises’ engagement in professional training (clearly defined profile, availability of necessary equipment, tools, masters of industrial training with appropriate education, qualifications, personal qualities, etc.) are envisaged. The content of professional education is substantiated, modem approaches to curricula and programs design in vocational schools and at enterprises are substantiated. The attention is focused on content practical orientation of VET in the dual system. It widens VET graduates’ employment opportunities in the EU countries, even those that have recently joined the EU (Slovenia, Hungary, Romania, Czech Republic, Poland, Estonia, Latvia. Lithuania, etc.). The teachers’ and of industrial training masters’ organizing role in VET for skilled workers and specialists in vocational schools and at work is characterized. Their interaction approaches for ensuring VET quality (Germany) are highlighted. The analysis of VET and adults’ education sectors legislation in the Netherlands has been carried out thus the "school-based", "work-based" training models that are used in regional vocational education centers are grounded. The Denmark’s VET system’s flexibility, specific features of training programs design and development under the dual principle are revealed. The implementation approaches of apprenticeship programs in Austria, Great Britain, Poland, etc. are highlighted. Learning outcomes of evaluation forms for VET students in Denmark, as well as peculiarities of conducting examinations by German commercial and industrial Chambers are substantiated. The conclusion is made that it is necessary to introduce a dual form for future specialists training in Ukraine on the basis of ensuring interaction with social partners, using the EU countries’ progressive experience in VET field.

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