By Elly de Bruijn, Stephen Billett, Jeroen Onstenk
This ebook discusses how the Dutch vocational schooling approach has gone through major waves of reform pushed via worldwide imperatives, nationwide matters and governmental coverage objectives. Like in different places, the impetuses for those reforms are directed to producing a extra industry-responsive, locally-accountable and competence-based vocational schooling process. every one wave of reforms, notwithstanding, has had specific emphases, and directed to accomplish specific coverage results. but, they're greater than mere types of what had or is happening in other places. they're formed by means of particular nationwide imperatives, sentiments and localised matters. hence, while this publication tricky what constitutes the modern provision of vocational schooling within the Netherlands additionally addresses a broader trouble of the way vocational schooling platforms develop into shaped, manifested inside country states, after which are reworked via specific imperatives, institutional association and localised components. So, the readers of this e-book when studying a lot concerning the Dutch vocational schooling approach also will come to spot and have interaction with a range of contributions that tell elements that situate, form and remodel vocational schooling structures. one of these concentration turns out very important given an period while there are issues to standardise and make uniform academic provisions, usually for administrative or political imperatives. As such, this e-book may be of curiosity not just to those that are engaged within the box of vocational schooling, yet people with an curiosity in academic coverage, perform and comparative studies.
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De Bruijn et al. , lasting between 1 and 5 years). This variation might be difficult to comprehend for the outsider, but young people can be certain that programmes will cater for the development of their potential and (future) ambitions. Cooperation with workplaces is firmly embedded in this dual system to assure that young people’s selected pathways are aligned to labour market developments. From a Dutch perspective, the Danish developments imply that the differentiation of qualification levels in MBO would disappear.
Many curricula reflect a conflict of meaning of how to understand vocational competence. , De Bruijn & Bakker, 2016; Wesselink & Zitter, 2016). 5 V ocational Education and Its Contribution to Lifelong Learning2 Dutch vocational education – MBO and HBO – as part of the public education system mainly provides initial vocational education. Although adults are an important target group for the dual and part-time vocational programmes in MBO and HBO, 2 Onstenk (2016a) discusses the issue of lifelong learning and the relation with the provision of vocational education in more detail.
The turbulent process of developing a qualification structure for MBO might be better understandable through this conception. The struggle between stakeholders on who is to decide was mingled with the debate on the distinction between what should be learned and how this is organised. Ultimately, as government has to decide about educational goals and provisions, but should constitutionally offer maximum freedom for schools in how to organise education, the educational logic can prevail in such circumstances.