DOCSLIB.ORG

THE USE of Icts in TECHNICAL and VOCATIONAL EDUCATION and TRAINING

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
THE USE of Icts in TECHNICAL and VOCATIONAL EDUCATION and TRAINING UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION Analytical Survey THE USE OF ICTs IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING UNESCO Institute for Information Technologies in Education MOSCOW 2003 UNESCO UNESCO Institute for Information Technologies in Education (IITE) AUTHOR Chris Chinien (UNEVOC-Canada) IITE PROJECT COORDINATION Boris Kotsik The Use of ICTs in Technical and Vocational Education and Training. Analytical Survey The analytical survey was prepared within the framework of the project Information and Communication Technologies in Technical and Vocational Education and Training launched by the UNESCO Institute for Information Technologies in Education in 2002. The survey provides a comprehensive review of ICT usage in TVET. It focuses on the use of ICTs for administrative purposes, communication, teaching and learning, curriculum development and assessment, career education and guidance, labour market information, job placement, and systems control, displaying specific features of various types of ICTs commonly applied in different spheres of vocational education. A brief survey of the most significant experience of a number of UNESCO Member States as well as several most interesting case studies are provided to give a global perspective of ICT penetration in TVET. The materials presented in the survey will be of interest to a wide range of specialists from high-level policy- and decision-makers to teachers, researchers, programme product developers and evaluators, and in general, to all educators involved in this subject. For further information please contact: UNESCO Institute for Information Technologies in Education 8 Kedrova St. (Bld. 3), Moscow, 117292, Russian Federation Tel.: 7 095 129 2990 Fax: 7 095 129 1225 E-mail: [email protected] Web: www.iite-unesco.org ISBN © UNESCO Institute for Information Technologies in Education, 2003 All rights reserved Printed in the Russian Federation 2 TABLE OF CONTENTS PREFACE ........................................................................................................................ 8 Objectives ........................................................................................................ 8 Target audience ............................................................................................... 8 Process ............................................................................................................. 9 Limitations ...................................................................................................... 9 Acknowledgements ......................................................................................... 9 EXECUTIVE SUMMARY ........................................................................................... 10 SECTION 1 ICTs in TVET – NEW TIMES, NEW CHALLENGES, AND NEW OPPORTUNITIES .......................................................................................................... 12 1.1 The New Economy: Challenges and Opportunities ................................................... 12 1.1.1 Defining What This New Economy Is ................................................................. 12 1.1.2 Structural Economic Features of the New Economy ........................................... 15 1.1.3 Industrial and Occupational Change .................................................................... 15 1.1.4 Globalization ........................................................................................................ 15 1.1.5 Dynamism and Competition ................................................................................ 16 1.1.6 The Information Technology Revolution ............................................................ 16 1.1.7 Climate for Growth .............................................................................................. 17 1.1.8 Knowledge and Brain Power ............................................................................... 17 1.1.9 Human Capital and Knowledge as a Wealth Creator .......................................... 17 1.2 Effects of Globalization and ICTs on Skills ............................................................... 19 1.2.1 Dignity of Work and Fair Pay .............................................................................. 21 1.2.2 Need for Flexible Access to TVET throughout Life ........................................... 22 SECTION 2 ICTs FOR TEACHING AND LEARNING ........................................................... 24 2.1 Role Of ICTs For Teaching And Learning In TVET ................................................. 24 Technology as curriculum ............................................................................. 25 Technology as delivery mechanism .............................................................. 25 Technology as a complement to instruction .................................................. 25 Technology as an instructional tool .............................................................. 25 2.2 Common Types ICTs for Teaching and Learning ...................................................... 27 2.2.1 Audio-Cassette Tapes .......................................................................................... 28 2.2.2 Radio .................................................................................................................... 28 2.2.3 Videotapes............................................................................................................ 29 2.2.4 CD-ROM and DVD ............................................................................................. 31 2.2.5 Internet/Web-Based Training ............................................................................... 32 2.2.6 Web-Based Training (WBT) Programmes .......................................................... 36 2.2.7 Audioconferencing ............................................................................................... 38 2.2.8 Audiographics ...................................................................................................... 38 2.2.9 Interactive Television ........................................................................................... 39 2.2.10 Videoconferencing ............................................................................................... 40 2.3 How and Where ICTs Fit in the Learning Environment ............................................ 41 2.4 Open and Distance Learning in TVET ....................................................................... 46 2.5 ICT-Mediated Learning Environments ...................................................................... 48 SECTION 3 SPECIALIZED USE OF ICT-MEDIATED LEARNING IN TVET ........... 49 3 3.1 Teaching Attitudinal and Practical Skills in TVET using ICTs ................................. 49 3.1.1 Teaching Attitudes Using ICTs ........................................................................... 50 3.1.2 Teaching Practical Skills Using ICTs .................................................................. 50 3.2 Using ICTs for Workplace Training ........................................................................... 52 3.3 Using ICTs for Study-at-Home TVET Programmes .................................................. 54 3.4 Using ICTs for Assessing Teaching and Learning ..................................................... 54 3.5 Using ICTs for Informal Skills Development ............................................................ 56 3.6 Using ICTs for Prior Learning Assessment and Recognition .................................... 57 3.7 Using ICTs for Virtual Internship .............................................................................. 59 3.8 Using Assistive Technologies in TVET ..................................................................... 61 SECTION 4 USING ICTs FOR PROGRAMME SUPPORT IN TVET .............................. 65 4.1 Using ICTs for Administrative Purposes.................................................................... 65 4.2 Using ICTs for Career Education and Guidance in TVET ......................................... 66 4.3 Using ICTs to provide Labour Market information in TVET. ................................... 68 4.4 Using ICTs for Placement of TVET Graduates.......................................................... 72 4.5 Using ICTs for the Control of Technical Systems ..................................................... 72 4.6 Using ICTs for Information Search and Retrieval ...................................................... 74 4.7 Using ICTs for Communication Purposes .................................................................. 77 4.8 The Use of ICTs for TVET Programme Design and Development ........................... 79 4.8.1 Online Occupational Analysis and Essential Skills Profile ................................. 79 4.8.2 Automated Instructional System Design and Development ................................ 81 4.8.3 Learning Objects .................................................................................................. 84 4.8.4 Metadata ............................................................................................................... 85 4.8.5 Learning Object Standards ................................................................................... 87 SECTION 5 THE USE OF ICTs AND TVET: A GLOBAL PERSPECTIVE .................. 91 5.1 Emergent Model for Integrating ICTs in TVET ......................................................... 91 5.2 Usage of ICTs in TVET in UNESCO
Load more

Recommended publications
  • Exploration on the Construction of Preschool Education Major in Private Higher Vocational Colleges
    2019 9th International Conference on Management, Education and Information (MEICI 2019) Exploration on the Construction of Preschool Education Major in Private Higher Vocational Colleges Yalun Qin, and Bin Liu Yunnan College of Foreign Affairs and Foreign Language, Kunming, Yunnan 651700 Keywords: Private higher vocational colleges; Preschool education; Professional construction Abstract: Social development has promoted the development of education. At the same time, people pay more and more attention to preschool education, and put forward higher requirements for the ability and quality of preschool education talents. In order to improve the professionalism and professionalism of talents, private higher vocational colleges should start from the needs of social development, effectively innovate and adjust the construction of preschool professional education, and improve the effectiveness and pertinence of teaching. This paper starts with analyzing the weak links in the construction of preschool education in private higher vocational colleges, and puts forward the ways to build preschool education. 1. Introduction Private higher vocational education is an important part of education work and plays an irreplaceable role in cultivating professional and practical talents. In the construction of preschool education, private higher vocational colleges should start from the actual needs of social development and carry out necessary innovations and reforms in professional teaching to ensure the practicability and reliability of personnel training. Due to the influence of many factors, there are still some problems in the construction of pre-school education in private higher vocational colleges. This affects the professional development and hinders the long-term development of talents. Therefore, it is very necessary and important to strengthen professional construction.
    [Show full text]
  • Vocational Pedagogy What It Is, Why It Matters and What We Can Do About It
    Vocational Pedagogy What it is, why it matters and what we can do about it Bill Lucas1 Background Note for UNESCO-UNEVOC e-Forum May 2014 1 Correspondent – Professor Bill Lucas, Director, Centre for Real-World Learning, University of Winchester, [email protected]. This paper draws substantially on work commissioned by City & Guilds and published as: Lucas, B., Spencer, E., and Claxton, G (2012) How to teach vocational education: a theory of vocational pedagogy. London: City & Guilds. We have subsequently explored some of the leadership implications in: Lucas, B. and Claxton, G. (2013) Pedagogic Leadership: Creating cultures and practices for outstanding vocational learning. London: 157 Group Vocational Pedagogy In this short paper I am hoping to stimulate discussion about five questions: 1. Do certain vocational subjects have ‘signature pedagogies’? 2. What are the desired learning outcomes for TVET? 3. Which learning and teaching methods work best in TVET? 4. How can VET teachers become more confident and competent in vocational pedagogy? 5. What are the leadership implications of a sustained focus on vocational pedagogy? When I use the term ‘vocational pedagogy’ I mean ‘the science, art and craft of teaching and learning vocational education’. Or you could say more simply that vocational pedagogy is the sum total of the many decisions which vocational teachers take as they teach, adjusting their approaches to meet the needs of learners and to match the context in which they find themselves. Vocational pedagogy is under-researched and under-theorised, and our work seeks to redress this fact. Indeed Vocational Education and Training (VET) is all too often seen as the ‘poorer cousin’ of academic education.
    [Show full text]
  • Technical Vocational Education Program Reauthorization 2017
    University of Alaska Technical Vocational Education Program Reauthorization 2017 A report prepared for the Alaska Legislature by the University of Alaska Office of Workforce Programs Contents Letter to Alaska Legislature .......................................................................................................3 Program Overview & Funding Allocations ...............................................................................4 Highlights UAA........................................................................................................................................5 UAF ........................................................................................................................................6 UAS ........................................................................................................................................7 Appendices .................................................................................................................................8 Resolutions Department of Labor & Workforce Development Legislative FY16 TVEP Distributions State of Alaska Tax Flow Chart Fred Villa 202 Butrovich Building Associate Vice President 910 Yukon Drive, Suite 202 Workforce Development PO Box 755010 Phone: (907) 450-8008 Fairbanks, AK 99775-5010 Fax: (907) 450-8002 [email protected] To: Alaska State Legislature From: Fred Villa, AVP in Academic Affairs for Workforce Programs Date: January 9, 2017 Re: TVEP Reauthorization 2017 On behalf of the University of Alaska system, I would like to
    [Show full text]
  • Vocational Pedagogy 7
    1 Published by UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training UN Campus Platz der Vereinten Nationen 1 53113 Bonn Germany Tel: [+49] 228 815 0100 Fax: [+49] 228 815 0199 www.unevoc.unesco.org [email protected] Photo used in Cover Design © Alix Wurdak/UNESCO-UNEVOC All photos are copyright of UNESCO-UNEVOC unless stated otherwise The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. The author is responsible for the choice and the presentation of the facts contained in this publication and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. ISBN 978-92-95071-72-8 © UNESCO 2014 All rights reserved 2 Table of contents Foreword 4 Introduction 5 Scope and objectives of the virtual conference 6 Summary of discussions 7 a) Key aspects of vocational pedagogy 7 b) The concept of signature pedagogies 9 c) Why a broad conception of TVET matters 10 d) The qualities of a great TVET teacher and how these can be cultivated 12 Conclusions and a recommendation 14 Background resources and references 15 Participation 16 Overview 16 Regional distribution of participants 16 List of participants 17 About the Moderator 23 3 Foreword he 2014 Education for All Global Monitoring This virtual conference was the ninth in TReport on teaching and learning reminded a series of moderator-driven discussions us that there is a global learning crisis introduced by UNESCO-UNEVOC in 2011.
    [Show full text]
  • Preschool Language Project. By- Stern, Carolyn Pub Date 4 Jun 67 Edrs Price Mf -$O.25 Hc-S0.24 4P
    REPORT RESUMES ED 015 055 RC 002 020 PRESCHOOL LANGUAGE PROJECT. BY- STERN, CAROLYN PUB DATE 4 JUN 67 EDRS PRICE MF -$O.25 HC-S0.24 4P. DESCRIPTORS- AUDITORY DISCRIMINATION,DISADVANTAGED YOUTH, ENGLISH (SECOND LANGUAGE), INSTRUCTIONALMATERIALS, *LANGUAGE PROGRAMS, MIDDLE CLASS, *PRESCHOOL PROGRAMS,PERSONNEL, PERCEPTION, PROGRAMED INSTRUCTION,RESEARCH, SPEECH, TRAINING, VOCATIONAL EDUCATION, SINCE THE HIGH SCHOOL DROPOUT IS IDENTIFIABLEIN THE PRIMARY GRADES, IT IS NECESSARY TO LAY TIEGROUNDWORK FOR VOCATIONAL TRAINING MUCH EARLIER THAN HIGHSCHOOL. THIS IS THE RATIONALE FOR THE FIVE -YEAR PRESCHOOLLANGUAGE PROJECT FUNDED UNDER THE VOCATIONAL EDUCATION ACT.THE OBJECTIVES OF THIS PROJECT ARE TO PREPARE A SET OFLANGUAGE INSTRUCTIONAL MATERIALS FOR USE IN A DAY CARE PROGRAMAND TO TRAIN EDUCATIONAL RESEARCH PEOPLE. IN DEVELOPINGTHE LANGUAGE MATERIALS THE BASIC PREMISE IS THAT IT ISIMPORTANT FOR DISADVANTAGED CHILDREN TO DEVELOP STANDARD MIDDLECLASS SPEECH. PROGRAMED MATERIALS ARE BEINGPREPARED WHICH CAN BE PRESENTED BY TEACHER AIDES IN A FIFTEENMINUTE SESSION EACH DAY. SPECIAL EVALUATIVE INSTRUMENTS HAVEBEEN DEVELOPED FOR THE PURPOSE OF ASSESSING THE VALUEOF THIS PROJECT. RESULTS OF THE PROGRAM WILL BE AVAILABLE IN ONEYEAR. THIS SPEECH WAS GIVEN AT A WORKING CONFERENCE ON RESEARCHAND ACTIVITY IN THE LANGUAGE ARTS FOR THE PRE-PRIMARY/PRIMARYCULTURALLY DIVERSE NON-ENGLISH SPEAKING CHILD IN ALBUQUERQUE,NEW MEXICO, JUNE 4 -6, 1967. (ES) V Ln PRESCHOOL LANGUAGEPROJECT Ln cm) Dr. Carolyn Stern Director, Preschool Research Projects School of Education University of California at Los Angeles LLJ The preschool language project is a five-year program, and is funded by the U. S. Office of Education under the Vocational Education Ac*. This Act is sort of an innovation, a new concept in thinking.
    [Show full text]
  • Investigating the Preschool Education Specialty in the Higher Vocational
    Journal of Contemporary Educational Research, 2021, Volume 5, Issue 4 http://ojs.bbwpublisher.com/index.php/JCER ISSN Online: 2208-8474 ISSN Print: 2208-8466 Investigating the Preschool education Specialty in the Higher vocational school——An Empirical study of Hengyang City China Wenfang Yuan Hengyang Preschool Education College, Hengyang 421001, China Abstract: Accurate understanding of the demand for talents in higher vocational preschool education majors under the background of the integration of industry and education is helpful to provide a practical theoretical basis for the formulation of five-year preschool education specialty direction and teaching standards. Through questionnaire survey, field interview, literature review and other ways to vocational colleges, kindergartens, preschool field related employers to carry out real-time research. Through the investigation, it is found that the number of graduates majoring in three-year preschool education can not meet the demand of the local market, and the flow of graduates is the key factor that directly leads to the market "short supply". In addition, there are other problems in the demand situation. Combined with the investigation and analysis, measures such as establishing the five-year preschool education major, optimizing the core curriculum system, and strengthening the long-term mechanism of school-enterprise cooperation are proposed. Key words: Preschool education; Pre-school Education Major; Research; Talent Publication date: April, 2021; Publication online: 30 April, 2021
    [Show full text]
  • A/67/310 General Assembly
    United Nations A/67/310 General Assembly Distr.: General 15 August 2012 Original: English Sixty-seventh session Item 70 (b) of the provisional agenda* Promotion and protection of human rights: human rights questions, including alternative approaches for improving the effective enjoyment of human rights and fundamental freedoms The right to education Note by the Secretary-General The Secretary-General has the honour to transmit to the General Assembly, in accordance with Human Rights Council resolution 8/4, the report of the Special Rapporteur on the right to education, Kishore Singh. * A/67/150. 12-46486 (E) 070912 *1246486* A/67/310 Report of the Special Rapporteur on the right to education Summary The present report is submitted pursuant to Human Rights Council resolutions 8/4 and 17/3. It is devoted to technical and vocational education and training from a right to education perspective. It highlights international obligations as well as political commitments to promote technical and vocational education and training. The report analyses norms and standards developed through international instruments, and underlines the importance of national-level normative action to maximize the contribution of technical and vocational education and training to empowerment and social and economic development. The Special Rapporteur stresses specific characteristics of technical and vocational education and training as a right, and analyses evolving national legal and policy frameworks. He underlines the need to ensure quality in such education and training and the responsibilities of various stakeholders involved in its implementation. The report also addresses the importance of technical and vocational education and training in the post-2015 “Education for All” and development agendas and concludes with a set of recommendations.
    [Show full text]
  • Business Education in the 1970S—A Venture Demanding Cooperation, 1969 10
    PCBEE Policy Statements PCBEE - A Journey Through Time with Timely Topics List of Members of the Policies Commission Statements 1. A Proposal for Business-Economic Education for American Secondary Schools, 1961 2. This We Believe About Business Education in the High School, 1961 3. The Counselor and Business Education, 1963 4. The Vocational Education Act of 1963 and Suggested Lines of Action Relating to Vocational Education for Business and Office Occupations, 1964 5. Business Education for the College-Bound Student, 1964 6. Guidelines for Curriculum Planning in Business Education for Secondary Schools, 1964 7. Suggestions for Regional and State Business Education Organizations, 1965 8. The Role of Research in Business and Office Education, 1967 9. Business Education in the 1970s—A Venture Demanding Cooperation, 1969 10. The Role of Business Education in Economic Education, 1969 11. This We Believe About Business Education in the Secondary School, 1970 12. This We Believe About the Expanding Leadership and Planning Role of Business Educators in Developing a Total Vocational Program in Cooperation with Other Vocational Educators and General Educators, 1971 13. This We Believe About the Expanding Leadership and Planning Role of the Business Educator in General Education, 1971 14. This We Believe About the Multiple Roles of the Business Educator, 1972 15. This We Believe About the Preparation and Certification of Business Teachers, 1972 16. This We Believe About the Role of Business Education in Career Education, 1973 17. This We Believe About the Role of Business Education in Consumer Education, 1973 18. This We Believe About the Role of the Business Educator in Public Relations, 1974 19.
    [Show full text]
  • AUTHOR AVAILABLE from EDRS PRICE Principles and a Philosophy
    DOCUMENT RESUME 3D 250 497 CE 040 005 AUTHOR Miller, Melvin D. TITLE Principles and a Philosophy for Vocational Education. Special Publication Series No. 48. INSTITUTION Ohio State Univ., Columbus. National Center for Research in Vocational Education.; Oklahoma State Dept. of Vocational and Technical Education, Stillwater.; Oklahoma State Univ., Stillwater. SPONS AGENCY Office of Vocational and Adult Education (ED), Washington, DC. PUB DATE 84 CONTRACT 300-78-0032 NOTE 247p. AVAILABLE FROMNational Center Publications, National Center for Research in Vocational Education, 1960 Kenny Road, Columbus, OH 41210-1090 (Order No. SN48--$17.U0). PUB TYPE Books (010) -- Viewpoints (120) EDRS PRICE MP01/PC10 Plus-Postage. 21. DESCRIPTORS Adult Vocational Education; Career Educationi--- -- Curriculum; *Educational Philosophy; Educational Policy; *Educational Principles; Postsecondary. Education; Secondary Education; *Vocational Education ABSTRACT This book is directed toward inferring a philosophy for vocational education. The issues and concerns that surrounded the ,early development and expansion of vocational educationare first discussed. The preferred practices--the principles--are then develored in three categories. "Principles and People" includes the topic, f guidaace, lifelong learning, needs, open to all, placement, sex bias/stereotyping, special needs, student organizations, teachers, and work ethic. "Principles and Programs" presents these principles: career education, comprehensive education, curriculum, families of occupations, innovation, job entry, safety, and supervised occupational experience. "Principles and Processes" includes the topics of advice seeking, articulation and coordination, evaluation, followup, legislation, planning, and research. Basic philosophic concepts in education are reviewed and summarized--the essentialist, the pragmatist, and the existentialist viewpoints. Each philosophy provides a generalized'response to four fundamental questions regarding the nature of the learner, teacher's role, curriculum, and role of schooling.
    [Show full text]
  • The Role of Mathematics in Vocational Education Curricula: a Comparative Study Ana Lúcia Braz Dias Central Michigan University [email protected]
    The role of mathematics in vocational education curricula: a comparative study Ana Lúcia Braz Dias Central Michigan University [email protected] Summary In the study reported in this paper, the authors take a comparative framework to study, compare, and contrast legislations, guidelines, and programs of Career and Technical Education in the United States of America and programs of Professional and Technological Education in Brazil. The study seeks to answer the question: How do the educational goals and aims of the different curricula shape the role of mathematics education in the curriculum? The main official legislations analyzed were the American Perkins IV and the Brazilian National Guidelines for Technical and Professional Education at the Secondary Level. The methodology used was the development and application of a criterion for comparison, using a four-stage process to produce comparative hypotheses that can be used in future typologies. Preliminary results suggest that, although the American system is concerned with preparing students for postsecondary education as well as career, this emphasis is not found in the Brazilian case. Key Words: education, mathematics, vocational education, curriculum integration, comparative education. Introduction Vocational education has been defined differently in different countries. The legislations governing such segment of education are diverse, as are the social, economic, and cultural factors that affect them. Nonetheless, in today’s globalized world vocational education systems face many of the same challenges in different countries, and have the general mission of preparing students careers and jobs, by focusing on the development of occupation-specific knowledge and skills. In the context of mathematics education, the contextualization of mathematics in realistic situations (realistic mathematics education), the use of mathematical modeling as a teaching Indicate type here: Communication or Workshop XIV CIAEM-IACME, Chiapas, México, 2015.
    [Show full text]
  • Technology and Vocational Education for Sustainable
    TECHNOLOGY AND VOCATIONAL EDUCATION FOR SUSTAINABLE DEVELOPMENT UNESCO-UNEVOC Book Series Technical and Vocational Education and Training: Issues, Concerns and Prospects Volume 10 Series Editor-in-Chief : Dr Rupert Maclean, UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, Bonn, Germany Associate Editors: Professor Felix Rauner, Institute Technology and Education, University of Bremen, Germany Professor Karen Evans, Institute of Education, University of London, United Kingdom Editorial Advisory Board: Professor Munther Wassef Masri, National Centre for Human Resources Development, Amman, Jordan Dr David Atchoarena, UNESCO International Institute for Educational Planning, Paris, France Dr Andras´ Benedek, Ministry of Employment and Labour, Budapest, Hungary Dr Paul Benteler, Stahlwerke Bremen, Germany Ms Diane Booker, TAFESA, Adelaide, Australia Mr John Budu-Smith, formerly Ministry of Education, Accra, Ghana Professor Michel Carton, NORRAG c/o Graduate Institute of International and Development Studies, Geneva, Switzerland Dr Chris Chinien, Workforce Development Consulting, Montreal, Canada Dr Claudio De Moura Castro, Faculade Pitagoras,´ Belo Horizonte, Brazil Dr Michael Frearson, SQW Consulting, Cambridge, United Kingdom Dr Lavinia Gasperini, Natural Resources Management and Environment Department, Food and Agriculture Organization, Rome, Italy Dr Peter Grootings, European Training Foundation, Turin, Italy Professor W. Norton Grubb, Graduate School of Education, University of California, Berkeley, United States of America Dr Dennis R. Herschbach, Faculty of Education Policy and Leadership, University of Maryland, College Park, United States of America Dr Oriol Homs, Centre for European Investigation and Research in the Mediterranean Region, Barcelona, Spain Professor Phillip Hughes, Centre for UNESCO, Australian National University, Canberra, Australia Professor Moo-Sub Kang, Korea Research Institute for Vocational Education and Training, Seoul, Republic of Korea Dr Bonaventure W.
    [Show full text]
  • Costa Rica Participation and Outcomes of Vocational Education
    Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in OECD and partner countries. Costa Rica Participation and outcomes of vocational education and training • Vocational education and training (VET) programmes attract a diverse range of students, including those seeking qualifications and technical skills to enter the labour market, adults wishing to increase their employability by developing their skills further, and students who may seek entry into higher education later on. • About one in three students from lower secondary to short-cycle tertiary level are enrolled in a VET programme on average across OECD countries. However, there are wide variations across countries, ranging from less than 20% of students enrolled in vocational education to more than 45% in a few countries. In Costa Rica, 22% of students are enrolled in vocational programmes, lower than the OECD average (32%), with the majority of lower secondary to short-cycle tertiary VET students (53%) found in upper secondary education (Figure 1). Figure 1. Snapshot of vocational education Note: Only countries and economies with available data are shown. The years shown in parentheses is the most common year of reference for OECD and partner countries. Refer to the source table for more details. Source: OECD (2020), indicator A3 and B7. See Education at a Glance Database. http://stats.oecd.org/ for more information and Annex 3 for notes (https://doi.org/10.1787/69096873-en). 2 | Costa Rica - Country Note • VET is an important part of upper secondary education in most OECD countries.
    [Show full text]