Making skills transparent: Recognising vocational skills acquired through workbased learning
This paper looks at the importance of mechanisms that give formal recognition to vocational skills acquired through work-based learning and how such mechanisms might be developed. It describes how skill recognition can benefit individuals, employers and society as a whole, and identifies in which co...
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2018
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| Schriftenreihe: | OECD Education Working Papers
no.180 |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This paper looks at the importance of mechanisms that give formal recognition to vocational skills acquired through work-based learning and how such mechanisms might be developed. It describes how skill recognition can benefit individuals, employers and society as a whole, and identifies in which contexts skill recognition has the highest potential to bring benefits. The focus is on three tools that are commonly used to shorten the path to a formal qualification: admission into a programme, reduced programme duration and qualification without a mandatory programme. For each of these tools, this paper sets out country approaches, discusses common challenges that arise in their implementation and advances policy messages to support policy design and implementation. |
| Beschreibung: | 1 Online-Ressource (78 p.) |
| DOI: | 10.1787/5830c400-en |
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| spelling | Kis, Viktoria VerfasserIn aut Making skills transparent Recognising vocational skills acquired through workbased learning Viktoria, Kis and Hendrickje Catriona, Windisch Paris OECD Publishing 2018 1 Online-Ressource (78 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier OECD Education Working Papers no.180 This paper looks at the importance of mechanisms that give formal recognition to vocational skills acquired through work-based learning and how such mechanisms might be developed. It describes how skill recognition can benefit individuals, employers and society as a whole, and identifies in which contexts skill recognition has the highest potential to bring benefits. The focus is on three tools that are commonly used to shorten the path to a formal qualification: admission into a programme, reduced programme duration and qualification without a mandatory programme. For each of these tools, this paper sets out country approaches, discusses common challenges that arise in their implementation and advances policy messages to support policy design and implementation. Education Windisch, Hendrickje Catriona MitwirkendeR ctb FWS01 ZDB-13-SOC FWS_PDA_SOC https://doi.org/10.1787/5830c400-en Volltext |
| spellingShingle | Kis, Viktoria Making skills transparent Recognising vocational skills acquired through workbased learning Education |
| title | Making skills transparent Recognising vocational skills acquired through workbased learning |
| title_auth | Making skills transparent Recognising vocational skills acquired through workbased learning |
| title_exact_search | Making skills transparent Recognising vocational skills acquired through workbased learning |
| title_full | Making skills transparent Recognising vocational skills acquired through workbased learning Viktoria, Kis and Hendrickje Catriona, Windisch |
| title_fullStr | Making skills transparent Recognising vocational skills acquired through workbased learning Viktoria, Kis and Hendrickje Catriona, Windisch |
| title_full_unstemmed | Making skills transparent Recognising vocational skills acquired through workbased learning Viktoria, Kis and Hendrickje Catriona, Windisch |
| title_short | Making skills transparent |
| title_sort | making skills transparent recognising vocational skills acquired through workbased learning |
| title_sub | Recognising vocational skills acquired through workbased learning |
| topic | Education |
| topic_facet | Education |
| url | https://doi.org/10.1787/5830c400-en |
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