Across the developed countries today, educators, policy makers, and economists recognize that the new “knowledge economy” demands new and higher levels of skills than the twentieth-century high school or upper secondary school provided. Young people with aspirations to white-collar, “middle-skill” jobs in high-growth areas such as health care, high tech, engineering, and finance, as well as those choosing the old trades, need more sophisticated skills and knowledge than ever before, ranging from the ability to problem solve in messy situations to statistics to technical reading and writing. Countries that are doing much better by their young people—supporting them to achieve academically at higher levels, keeping them in school, and, most importantly, structuring the transition from school to work so that almost everyone has training for an initial career and enters the workforce smoothly—share two characteristics: they see the younger generations as important to support, protect, and engage with as an investment in future prosperity. And, in partnership with employers and unions, they educate from 40% to 75% of their young people in a vocational education system that links education and labor market needs and includes substantial learning in the workplace.
"In her new book, Nancy Hoffman explores best practice examples vocational education practices around the world that the United States could learn, adopt and adapt from. Throughout the book, Hoffman outlines programs the integrate work and learning, therefore developing 21st century skills."- Getting Smart
" As Hoffman explains, unemployment rates currently soar, even as employers complain of difficulty finding candidates with the right skill set. Americans have often shied away from promoting Vocational Education and Training (VET) programming, viewing it as classist, even elitist—a system that perpetuates social and fiscal disparities." - Thomas B. Fordham Institute
We increasingly treat education as though its primary goal were to teach students to be economically productive rather than to think critically and become knowledgeable and empathetic citizens. This shortsighted focus on profitable skills has eroded our ability to criticize authority, reduced our sympathy with the marginalized and different, and damaged
In this book, nine authors from three continents, ranging from academics to business leaders, share their visions for the future of learning and work. Educational and organizational implications are uncovered, experiences are shared, and the contributors explore what it's going to take for individuals, organizations, and nations to succeed in Knowmad
No generation can escape the responsibility of deciding what students should learn by analyzing what adults are called upon to do. In the old days, people were taught to do simple calculations, write letters, and read. As farming grew in complexity, schools in rural areas began teaching vocational agriculture. With the
Who refers to the people you put in place to make the what decisions. Who is running your sales force? Who is occupying the corner office? Who is where the magic begins, or where the problems start. We have identified four parts of the hiring process where failure typically occurs. It
There is near-universal agreement that schools must find ways to transform older teaching practices in order to harness the tools that students have at their disposal today. This book introduces you to many of the most useful tools and concepts for an education setting so that you can decide, along with
Germany and Switzerland provide upper secondary vocational learning largely through apprenticeships.
Norway and Australia separate their school-based and workplace components. Norway provides two years of school followed by two years of apprenticeship.
The Dutch VET system is multifaceted, with early tracking (eighth grade) and many decision points along the way.
Vocational education and training (VET) helps prepare people for work, develops their skills while at work and changes what they are doing so that they can work in new or different occupations.
The key to maintaining a focus on the parts and the whole together appears in the manner by which skills and knowledge are assessed.