Why Is It So Difficult to Contribute to Social Inclusion Through Vocational Education and Training?
This paper compares “recognition of prior learning” (RPL) schemes in four countries, to find out the impact of VET policy reforms on social inclusion. The study finds that RPL schemes have only made limited contributions to social inclusion in these countries, for the following reasons: firstly, th...
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| Format: | Article |
| Language: | English |
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OsloMet — Oslo Metropolitan University
2022-09-01
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| Series: | Nordic Journal of Comparative and International Education |
| Subjects: | |
| Online Access: | https://journals.oslomet.no/index.php/nordiccie/article/view/4855 |
| _version_ | 1797342715157938176 |
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| author | Markus Maurer Mahboob Morshed Ognen Spasovski |
| author_facet | Markus Maurer Mahboob Morshed Ognen Spasovski |
| author_sort | Markus Maurer |
| collection | DOAJ |
| description |
This paper compares “recognition of prior learning” (RPL) schemes in four countries, to find out the impact of VET policy reforms on social inclusion. The study finds that RPL schemes have only made limited contributions to social inclusion in these countries, for the following reasons: firstly, there are challenges in upper secondary VET, which, in all four countries, requires a substantial level of general education and transversal competencies, on which the key educational policy actors are not willing to compromise. Secondly, some countries used RPL to provide access to non-formal qualifications. Still, such schemes were only successful when those non-formal qualifications were already well-established in society and the labour market (prior to having been made accessible through RPL). The article argues that, for RPL to contribute more to social inclusion, schemes need to be less complicated and should also include complementary education and training provisions for all those who lack work experience in sectors where access to employment depends on certain qualifications.
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| first_indexed | 2024-03-08T10:37:18Z |
| format | Article |
| id | doaj.art-46ee5466030e4a46b7fbf473d20bb472 |
| institution | Directory Open Access Journal |
| issn | 2535-4051 |
| language | English |
| last_indexed | 2024-03-08T10:37:18Z |
| publishDate | 2022-09-01 |
| publisher | OsloMet — Oslo Metropolitan University |
| record_format | Article |
| series | Nordic Journal of Comparative and International Education |
| spelling | doaj.art-46ee5466030e4a46b7fbf473d20bb4722024-01-26T18:13:56ZengOsloMet — Oslo Metropolitan UniversityNordic Journal of Comparative and International Education2535-40512022-09-0163-4Why Is It So Difficult to Contribute to Social Inclusion Through Vocational Education and Training?Markus Maurer0Mahboob Morshed1Ognen Spasovski2Zurich University of Teacher EducationBRAC Institute of Educational Development, BRAC University, BangladeshUniversity of Ss. Cyril and Methodius, Trnava, Slovakia This paper compares “recognition of prior learning” (RPL) schemes in four countries, to find out the impact of VET policy reforms on social inclusion. The study finds that RPL schemes have only made limited contributions to social inclusion in these countries, for the following reasons: firstly, there are challenges in upper secondary VET, which, in all four countries, requires a substantial level of general education and transversal competencies, on which the key educational policy actors are not willing to compromise. Secondly, some countries used RPL to provide access to non-formal qualifications. Still, such schemes were only successful when those non-formal qualifications were already well-established in society and the labour market (prior to having been made accessible through RPL). The article argues that, for RPL to contribute more to social inclusion, schemes need to be less complicated and should also include complementary education and training provisions for all those who lack work experience in sectors where access to employment depends on certain qualifications. https://journals.oslomet.no/index.php/nordiccie/article/view/4855recognition of prior learningvocational education and trainingcomparative case studypolicy analysissocial inclusion |
| spellingShingle | Markus Maurer Mahboob Morshed Ognen Spasovski Why Is It So Difficult to Contribute to Social Inclusion Through Vocational Education and Training? Nordic Journal of Comparative and International Education recognition of prior learning vocational education and training comparative case study policy analysis social inclusion |
| title | Why Is It So Difficult to Contribute to Social Inclusion Through Vocational Education and Training? |
| title_full | Why Is It So Difficult to Contribute to Social Inclusion Through Vocational Education and Training? |
| title_fullStr | Why Is It So Difficult to Contribute to Social Inclusion Through Vocational Education and Training? |
| title_full_unstemmed | Why Is It So Difficult to Contribute to Social Inclusion Through Vocational Education and Training? |
| title_short | Why Is It So Difficult to Contribute to Social Inclusion Through Vocational Education and Training? |
| title_sort | why is it so difficult to contribute to social inclusion through vocational education and training |
| topic | recognition of prior learning vocational education and training comparative case study policy analysis social inclusion |
| url | https://journals.oslomet.no/index.php/nordiccie/article/view/4855 |
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