Vocational education and training - VET

The Indonesian labor force remains poorly educated and ill equipped to tackle the growing challenges of meeting contemporary industry requirements. While many countries aspire to equip future generations with the skills, knowledge and attitudes for a future working life, the relationship between the 'world of work' and the current Indonesian education system remains somewhat elusive. In the words of the Minister of Education and Culture, Nadiem Makarim, 'the biggest problem that we have had in education is we have somehow not found the formulae to entice businesses to participate in educational system (Neumann, 2021)' Over the many decades of Vocational Education and Training (VET) interventions in Indonesia, a series of unsatisfactory attempts to reconcile educational approaches with labour market requirements have left Indonesian civil society ill prepared for the future and uncertain of their next response. Furthermore, the uncritical importation of external foreign VET practices into the cultural milieu of contemporary Indonesian society, in an attempt to resolve these dilemmas, may have problematized and exacerbated these issues (Simanjuntak, 2005). This paper examines the Indonesian Government's educational approaches to human capability development from an historical perspective whilst seeking to contribute to an understanding of this complex situation.

Despite the fact that the Swiss VET system has been regulated by federal laws since 1930, the 26 cantons that make up the Swiss Confederation enjoy a certain room for maneuver when implementing federal provisions at the regional level. This is reflected in sometimes significant differences between the cantons, particularly with regard to participation in dual VET. Based on a historical reconstruction of the institutionalization process of the Swiss VET system, our contribution first explains the institutional conditions under which cantonal differences are possible; secondly describes their evolution; and finally identifies the main factors which influence their appearance. In more detail, our contribution begins with a reconstruction of the development of VET in Switzerland and in three cantons (ZH, GE, TI) during the decisive period for the Swiss VET system from 1950 to 1970. This reconstruction is based firstly on a historical analysis of sources (laws, messages, statistical data, reports, brochures, press articles, etc.) published from 1880 to the present day, with particular attention to the period 1950–1970. This analysis allows us to reconstruct the process of institutionalization of the field, with emphasis on the constant tension between federal regulation and cantonal autonomy, as well as the statistical evolution of cantonal differences. In a second step, we subject the same set of sources to a discourse analysis allowing us to identify the main arguments accompanying the decision-making process in our three cantons. This latter analysis enables us to show the sometimes-subtle differences between cantonal policies and their respective conceptions of VET.

t is likely that by placing VET subjects alongside other subjects of the school curriculum, VET will no longer be associated with students who did perform well academically. Added to this, the government’s on-going investment in VET, the constant expansion and development of VET at MCAST and ITS, and the provision of VET subjects at secondary school level, are likely to lead a positive transformation that will have a lasting impact both on today’s students and on the generations to come.

En Argentina, el origen de la educación técnica se remonta a 1899, momento en el que se abrió la primera Escuela Industrial de la Nación, actualmente conocida como la Escuela Técnica Nº 1 Otto Krause.

This paper considers the funding of vocational education and training (VET). It looks at public and private funding and its distribution among public and private providers, employers, and students. It considers some evidence on the effects of funding in relation to the goals of the system. It draws on the VOCEDplus landmark reports, other reports and reviews, statistical collections and research studies.