Se ha puesto en circulación el Informe de la OECD Learning for Jobs. OECD Policy Review of Vocational Education and Training (VET). Initial Report, suscrito por Simon Field, Kathrin Hoeckel, Viktória Kis and Małgorzata Kuczera, de octubre de 2009.
La educación técnico vocacional de nivel ISCED 3, es decir, nuestra EMTP, es uno de los sectores más complejos de los sistemas escolares. El presente informe es parte de los estudios sobre la VET que la OECD realiza en los siguientes países: Australia, Austria, Bélgica (Flanders), R Checa, Alemania, Hungría, Irlanda, Corea, México, Noruega, Suecia, Suiza, Reino Unido y los EE.UU. También participarán Chile y la República Popular Chile.
Bajar el Informe aquí 1,1 MB
Presentación del Capítulo 1
In recent years, vocational education and training (VET) has become a policy priority in OECD countries. There are three main reasons. First, VET has an important economic function, providing trade, technical and professional skills for the workforce. Second, there are signs of emerging strains in VET systems, including a lack of workplace training places and a shortage of vocational trainers and teachers. Third, VET has been neglected in the past, certainly by analysts, but also to some extent in the policy arena. In the light of this strategic priority, the OECD launched the current policy review. It
involves analytic work and 15 country reviews over the period 2007-10, leading in 2009 to this initial report and a final publication in 2010.
Many vocational skills, particularly practical skills, can in principle be learnt on the job by employees. But firms may be unwilling to invest in training for different reasons, because they fear poaching, or are too small and specialised to provide broad enough training to give a young person a good start in working life. High minimum wages and other labour market regulations may make it more attractive for an employer to hire trained workers than to train raw recruits. For these reasons and others, it often makes sense for governments to provide vocational training to young people. This report is
primarily concerned with initial VET, meaning VET programmes designed primarily for young people – but including programmes at both secondary and post-secondary level. It touches less directly on training for employees. Its agreed focus is on how VET systems can respond better to labour market needs.
While countries can learn much from each other in designing their VET systems, lack of data and diversity of VET systems makes international comparison hard. This comparative review therefore aims to enlarge the evidence base on what works in VET. It is designed to help governments shape their policies so that they teach the right mix of skills to meet labour market needs, so that they prepare their teachers and trainers well, and that they make full and effective use of workplace training. In addition, countries need to fully engage employers and trade unions to support policy development and
implementation.
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Tabla de Contenidos
Learning for Jobs: Summary and Policy Messages
Chapter 1. Introduction
1.1 How the OECD review came about
References
Chapter 2. Meeting Labour Market Needs
2.1 Introduction: funding considerations
2.2 Getting the right number of trained persons
2.3 Getting the right mix of skills for each job
2.4 Meeting labour market needs: conclusion
References
Chapter 3. Effective Teachers and Trainers
3.1 Enhancing the VET workforce
3.2 Developing common tools for the assessment of practical skills
3.3 Effective teachers and trainers: conclusion
References
Chapter 4. Taking Advantage of Workplace Training
4.1 The advantages of workplace training
4.2 Ensuring quality in apprenticeships
4.3 Making workplace learning reality: incentives for employers and trainees
4.4 Taking advantage of workplace training: conclusion
References
Chapter 5. Tools to Support Policy
5.1 Strengthening data on labour market outcomes
5.2 Reinforcing career guidance to focus on labour market outcomes
5.3 Using the evidence for policy making: appraisal and evaluation
5.4 Involving the stakeholders
5.5 Tools to support policy: conclusion
References
Glossary