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The context of the research reported here takes place in the companies which have as their most important aim to facilitate re-entry into the labour market of vulnerable populations (exiting from drug addictions, from prison, or suffering other forms of stigmatisation like immigration or AIDS). Despite the lack of clear regulation, such companies exist in Spain and they used to employ workers who had, as one of their duties, to 'accompany' those other under reintegration processes. Examples and reflections are provided on the training and learning principles behind the relations established in these companies which usually rely on different forms of work-based training and learning. The focus is, therefore, on the educational processes which take place in such companies which have a social as well as educational rationale. The expansion of such companies in Spain is only recent, yet they are organising themselves and demanding regulations which recognise their social role. The theoretical framework underlying these educational processes are those of work-based training and learning, experiential learning and situated learning. Citizenship education also plays an important role, related to the process of becoming an employee and reconstructing one's identity in order to overcome stigmatisation and to get rid of a record of social failure. Case studies from two different companies are used for illustration: a gardening company and a courier company. Analysis of the role of 'accompanying worker' is offered, taking into account its professional, educational and labour profile and the difficulties inherent in such a role. Show less

At the present time, in the prevailing European policy approaches, the vocational education and training (VET) practitioners’ role is increasingly seen through the stereotype of the functionary, committed both to ensuring the regular transfer of standardised bodies of knowledge and, in parallel, to implementing a number of national norms and European orientations like those regarding the ‘transparency of qualifications’, the ‘recognition of non-formal learning’, and ‘credit transfer’. The paper tries to provide a different view, which avoids the bureacratisation risks of the previous approaches, as VET practitioners are seen as acting in a non-linear world where not everything is transparent and rational. The development of non-bureaucratic VET practitioners’ roles can be significantly supported by already available reflective practices which can reinforce self-awareness and cooperation at both the individual and the organisational level. Show less

The European Conference on Educational Research (ECER), organised by the European Educational Research Association (EERA), covers a range of educational disciplines and concerns. The following networks presented papers at the 2001 ECER conference, which was held at the Universite Charles de Gaulle, Lille, France from 5 -8 September, 2001: Continuing Professional Development of Teachers; Communities and their Schools; Vocational Education and Training; Research Partnerships in Education; European Curriculum Research; ICT and Education; Inclusive Education; History of Education Network; Children and Youth at Risk and Urban Education; Comparative Education; Open and Distance Learning; Ethnography; Social Justice and Intercultural Education; Research in Innovative Intercultural Learning Environments; Economics of Education; Postgraduate Research Network; Student Assessment; Research in Higher Education; Teacher Education Research; Quality Assurance and School Effectiveness; Information Centres and Libraries in Educational Research; and Philosophy of Education. Show less

Knowledge is considered the most strategic source of development in the 21st century. Knowledge creation and knowledge transfer is mostly based on local characteristic features, therefore the importance of studying the role of local human resources in local knowledge creation, the utilisation of tacit knowledge and local knowledge transfer are becoming essential. It is important to recognise that we have discovered the lack of knowledge (both explicit and implicit knowledge), or an anachronism of knowledge and the impeding of knowledge-content behind many of the circumstances described in the paper which obstruct the formation of a successful and effective planning process. We also reveal the fact that when qualified labour is leaving the microregion it represents the withdrawal of potential knowledge from the region. As such, the underdeveloped microregions can be characterised by an accumulated knowledge-deficit. Show less

Educational effectiveness research focuses not only on cognitive output but also on affective student outcomes. Student wellbeing has to be addressed as an important output variable of the educational process. The focus of this study is on student wellbeing at the end of Grade 10 and its relationship to current achievement, and pre-measurements of student wellbeing and achievement. Student characteristics and motives for attending school are taken into account. Moreover, within classroom environment research, student perceptions of psychosocial characteristics within the classroom are considered as an important factor in the explanation of student wellbeing. Data from 429 students at 13 different secondary technical and vocational training schools in Flanders (Belgium) are used. The results indicate that pre-measurements of student wellbeing and achievement are positively related to student wellbeing at the end of Grade 10. No relationship is found between student wellbeing and achievement when both are measured at the end of Grade 10. Furthermore, students feel better when they perceive their teacher’s interpersonal behaviour in the classroom as tolerant/authoritative and not as authoritarian.

Available papers from this conference are indexed from TD/TNC 91.451 to TD/TNC 91.476. Show less

Policies and reform initiatives in the areas of accreditation of prior experiential learning (APEL) are considered strategic issues at European Union level and in France. The growing recognition of the need for APEL is an indication of the importance of knowledge gained through experience and is linked to lifelong learning and knowledge society concepts. This article mainly presents and analyses the French case presenting the first results of a research project on the activity of validation of prior learning (VPL) candidates in higher education. The French VPL scheme and the role of mentors in the scheme are examined in detail. The conceptual framework of professional didactics is introduced and the paper concludes by indicating future directions for the research. Show less

This paper investigates the various prerequisites in relation to the self-determined development of competencies based on the results of a survey of companies in North Rhine-Westphalia. It will be shown that the distinction between various organization regimes of HR management enables far-reaching insights into the organization of HR management. We can thereby draw conclusions regarding the development of competencies of the individual agents and of the company itself.

Available papers from this conference are indexed from TD/TNC 91.451 to TD/TNC 91.476. Show less

This paper aims to explore the implementation of vocational qualifications and the reform of the National Core Curricula in Finnish upper secondary vocational education and training (VET) during 2001-2003. The purpose is to analyse the implementation process of local curricula against the changes in national and local governance of education. The analysis is based on a survey carried out by the Finnish National Board of Education, which covered all education providers offering upper secondary VET in 2002. The curricular work of education providers is still an ongoing issue at a local level. According to the survey, reformed upper secondary vocational qualifications are mostly considered by Finnish education providers to be good. Indeed, the national reform had considerably expedited curricular work among education providers and helped to focus local development work. However, one fifth of education providers have not approved their curricula. These results indicate that it is still rather difficult to link local implementation of vocational curricula to larger strategies of education providers. According to the survey, they observed different interpretations and there was some confusion in terms of the concepts of the National Core Curricula. On the other hand, local emphasis on the needs of working life was not very visible in local curricula; in many cases, they were just copies of the National Core Curricula. The analysed local curricula lacked many important components, such as the key values and strategies of education providers. Education providers found that the survey helped them to pinpoint and reflect on the most important things in local curricula. The main result of the survey was that the key goals of the reform had not yet been completed at a local level. Show less

This paper focuses on the present problem: that vocational education and training (VET) does not attract enough students. The research asks: What model would represent the relationship between and interaction of the elements and factors of attractiveness in ways that might help to find strategies to improve VET’s attractiveness to students in global context? Globalisation perspectives in education and global changes are studied as well as internationalisation perspectives. The results of the study show that educational institutions have not yet succeeded in including internationalisation into their curricula as a penetrating and participatory theme. Students realize the importance of good language skills and the familiarity with foreign cultures, although their awareness of intercultural competencies is relatively limited. The model for attractiveness developed from the research originates from a real life problem that VET does not attract young students. The structure of the model in terms of observation levels, elements and detracting and contributing factors provides a construct for further scientific research. Stakeholders can use the model for decision making and also as a framework for mutual development work.

Available papers from this conference are indexed from TD/TNC 91.451 to TD/TNC 91.476. Show less

The Bologna Process (based on the Bologna Declaration from 1999) deals with ‘academic’ higher education in Europe. Quality assurance (QA) and mutual recognition are two essential elements in the success of the Bologna process. In this paper the author suggests that QA in vocational education and training (VET)and higher education (HE) have very different objectives and goals. HE institutions follow a model of autonomy whereas VET institutions are part of a stricter system. Students in both sectors have different approaches and different expectations from their learning. The paper focuses on the development of quality factors for the contact with external labour market stakeholders in professional/vocational HE and looks at which aspects can be taken applied to VET. The author suggests that HE and VET institutions will have to be more flexible and market competitive. They will have to find their position in the educational market and develop connections to other market players.

Available papers from this conference are indexed from TD/TNC 91.451 to TD/TNC 91.476. Show less