Lennart Svensson, Hanne Randle and Maria Bennich
The purpose of this paper is to argue that both the supply‐based model and the demand‐based form of vocational education and training (VET) have their limitations and propose a…
Abstract
Purpose
The purpose of this paper is to argue that both the supply‐based model and the demand‐based form of vocational education and training (VET) have their limitations and propose a “third way” in which reflective learning in the workplace is a central ingredient.
Design/methodology/approach
The data was collected from several studies of VET programmes in Sweden based on individual and group interviews, a survey and continuous participation in developmental work. The paper uses an interactive research approach in the research design.
Findings
The paper proposes a “third way” that tries to overcome the deficiencies of both the supply‐ and demand‐based strategies for VET by developing a more equal balance in the relationship between the education and workplace systems. Collaboration and partnership between education providers and progressive workplaces are core elements.
Research limitations/implications
The paper tries to connect activities and changes at the organisational, inter‐organisational and institutional levels of the VET system. It is argued that changes at different levels are strongly interconnected and necessary to an understanding of the prerequisites for workplace learning. These vertical relationships form the main focus of future research.
Practical implications
It is argued that changes in the VET system should be initiated using a “bottom up” approach, start at the local level, and include change at all levels. The “bottom up” approach should include a combined employer, employee and service‐user perspective. It requires that learning issues are solved in a partnership that represents both the supply side of education and the demand side of working life.
Originality/value
Inter‐organisational relations need to be based on equal, mutual and trustful relationships between the education and workplace systems in order to support a sustainable change process.
Details
Keywords
The purpose of this article is to explore diversity in competence models across Europe and consider the extent to which there is sufficient common ground for a common European…
Abstract
Purpose
The purpose of this article is to explore diversity in competence models across Europe and consider the extent to which there is sufficient common ground for a common European approach to underpin the European Qualifications Framework.
Design/methodology/approach
The paper uses a literature review and interviews with policy makers.
Findings
Despite the central role of competence in policy initiatives, conceptual approaches to competence vary not only between but also within different member states. This diversity embodies not only language issues but also fundamental cultural differences in approaches to skill formation. Whether the models have sufficient common ground to permit a “best‐fit” European‐wide approach is open to question, although this is clearly an essential prerequisite for removing barriers to labour mobility. Despite initiatives like the European Qualifications Framework there is still no consensus for adopting a common competence model and policy discussions continue to reveal confusion.
Research limitations/implications
The focus on policy discussions at the European level may be a limitation, and readers should see this as the introductory scene setting to more detailed discussions in the following papers of important developments within member states. Beyond this, much is happening at the level of sectors and occupations that is the focus for practical implementation.
Practical implications
The paper highlights the urgent need to develop a coherent conceptual underpinning for competence descriptors in qualifications frameworks that will work as a best‐fit approach across Europe. Without this, occupational and inter‐sector mobility will be hindered.
Originality/value
The paper offers the most comprehensive assessment of European approaches to competence to date.