02. Vocational Education and Training (VETNET)
Paper
Exams and certificates in vocational education and training - A comparison between Costa Rica and Germany
Claudia Hunink
Universität Osnabrück, Germany
Presenting Author: Hunink, Claudia
Katz (2023) argues in his article ¿Quo vadis, América Latina? that local universities and vocational schools in Latin American should be particularly supported in order to promote the training of skilled workers such as engineers and technicians. After all, adequately trained specialists in highly technologised industries could help Latin America's economies to take advantage of opportunities in promising market segments. The argument of strengthening the vocational training system is nothing new. The World Bank report from 1990 already recommended investing in specific areas of vocational training. However, this meant less full-time school-based programmes, as these tended to be considered too expensive and inefficient (Haddad et al. 1990). Then and now, the focus is on vocational education and training programmes, which are partly carried out in companies and therefore have a stronger connection to the world of work than full-time school-based programmes (Álvarez-Galván 2015).
In this context, the transfer of dual training modalities from Germany is sometimes at the center of attention (Gessler/Fuchs/Pilz 2019). In the current discourse, these are addressed as a panacea against structural labour market and social problems (Álvarez-Galván 2015). In light of this, a bilateral agreement was concluded between the German and Costa Rican governments in 2016 at the level of international vocational education and training cooperation. Following the successful completion of the pilot phase of dual training programmes and corresponding adaptation measures to the regional characteristics, the so-called Educación y Formación Técnica Profesional Dual (EFTP Dual) was integrated into the existing VET system as a further option (Láscarez Smith/Baumann 2020).
Although, in particular, dual training programmes such as the EFTP Dual are considered to have enormous potential, certificates of initial vocational training - unlike in Germany - appear to have a low exchange value on the Costa Rican labour market. This phenomenon manifests itself particularly in unequally structured societies in the global South with weakened vocational education and training systems (Allais 2020). In view of this, a dichotomy can be observed between higher education and vocational education and training (Reichenbach 2021). On the one hand, there is the area of general and tertiary education. On the other hand, vocational education and training, which is often seen as a second-best choice at best compared to general and tertiary education (Clement 2014) and has always targeted vulnerable social groups in particular (Beirute Brealey 2018). The tendency towards negative social perceptions of vocational education and training and the resulting low exchange value of the corresponding certificates on the labour market are the focus of this study, which is why the following research questions are investigated:
What structures and recognition mechanisms of certification can be identified for Costa Rica and Germany in initial vocational education and training? How is the current examination process organised in Costa Rica and which instruments are used to measure performance? To what extent do Costa Rican stakeholders in initial vocational education and training see a need to reform the examination and certification system?
Methodology, Methods, Research Instruments or Sources UsedA multidimensional methodological approach was chosen for this study. This is divided into different survey methods, such as desk research based on secondary and document analyses. This means that figures from the National Institute for Statistics and Census (INEC), legal texts, reports, articles, studies etc. are included in the comparative context analysis. In addition, cultural artefacts, such as caricatures, literary works, etc., are examined, as these allow an alternative approach to the cultural context of Costa Rica (Hunink 2021; Lueger 2010; Lueger/Froschauer 2018). In addition, empirical data is collected in the form of guideline-based group interviews and participant observations.
The participant observations took place in 2023 as part of three delegation visits to the Ministry of Public Education (MEP), companies, chambers, trade unions, the National Training Institute (INA), etc. in Costa Rica. The group interviews were conducted at the vocational schools CTP San Pedro de Barva and CTP Atenas with the apprentices, teachers and coordinators of the 1st generation of EFTP Dual.
The transcribed audio material was analysed both deductively and inductively using MAXQDA 2020. The coding paradigm, in the sense of open, axial and selective coding, is based on the research style of the Grounded Theory Methodology (GTM) (Strauss/Corbin 1996).
Conclusions, Expected Outcomes or FindingsThe underlying conditions in Costa Rica and Germany differ significantly. This also applies to initial vocational training. Both countries show considerable differences in terms of the structures, logics of action and processes of the qualification system. Furthermore, the empirical material shows that the stakeholders in vocational education and training are not satisfied with the examination instrument currently used (single-choice). This is oriented towards knowledge and does not measure vocational competences. In this context, the desire is expressed for an examination instrument that is orientated towards vocational practice. In addition, it is considered appropriate to involve the social partners in the design of the examination with the aim of ensuring that vocational education and training certificates are collectively recognised in the medium and long term and, as a result, achieve an adequate exchange value on the labour market.
ReferencesAllais, S. (2020): Vocational education and inequalities in transitions from education to work in three African countries. In: Francis, D./Webster, E./Valodia, I. (Hrsg.): Inequality studies from the global South. London, 141–160.
Álvarez-Galván, J.-L. (2015): A Skills beyond School Review of Costa Rica. OECD Reviews of Vocational Education and Training. OECD Reviews of Vocational Education and Training. Paris.
Beirute Brealey, T. (2018): Informe Estado de la Educación. Principales cambios en la oferta de Educación Técnica presentados en el periodo 2006-2018 y su pertinencia para jóvenes en zonas de alta vulnerabilidad. San José.
Clement, U. (2014): Improving the Image of Technical and Vocational Education and Training. Bonn.
Gessler, M./Fuchs, M./Pilz, M. (2019): Der internationale Berufsbildungstransfer im Lichte der deutschen Berufsbildungsforschung. Wie der Geist aus der Flasche. In: Gessler, M./Fuchs, M./Pilz, M. (Hrsg.): Konzepte und Wirkungen des Transfers Dualer Berufsausbildung. Wiesbaden, 3–10.
Haddad, W. D. et al. (1990): Education and development. Evidence for new priorities. World Bank discussion papers 95. Washington, D.C.
Hunink, C. (2021): An Intermediate Conclusion. Potentials of Artefact Analysis for the Field of International VET Research. In: Nägele, C./Kersh, N./Stadler, B. (Hrsg.): Trends in Vocational Education and Training Research. Genf, 108–118.
Katz, J. (2023): ¿Quo vadis, América Latina? Las dos caras del nuevo capitalismo latinoamericano. In: Revista CEPAL, 140, 7-21.
Láscarez Smith, D./Baumann, F.-A. (2020): Costa Rica. Berufsbildung im Wandel. In: Baumann, F.-A. et al. (Hrsg.): Berufliche Bildung in Lateinamerika und Subsahara-Afrika. Entwicklungsstand und Herausforderungen Dualer Strukturansätze. Wiesbaden, 73–109.
Lueger, M. (2010): Interpretative Sozialforschung. Die Methoden. Wien.
Lueger, M./Froschauer, U. (2018): Artefaktanalyse. Grundlagen und Verfahren. Lehrbuch. Wiesbaden.
Reichenbach, R. (2021): Zur Dichotomie von Berufsbildung und Allgemeinbildung. In: Dernbach-Stolz, S. et al. (Hrsg.): Transformationen von Arbeit, Beruf und Bildung in internationaler Betrachtung. Festschrift für Philipp Gonon. Wiesbaden, 355–372.
Strauss, A. L./Corbin, J. M. (1996): Grounded theory. Grundlagen qualitativer Sozialforschung. Weinheim.
02. Vocational Education and Training (VETNET)
Paper
The Role of Vocational Education and Training in Integrating Newly Arrived Immigrants into Working Life in Europe - A Scoping Review
Rønnaug Haugland Lyckander
NIFU Nordic Institute for Studies of Innovation, Research and Education, Norway
Presenting Author: Lyckander, Rønnaug Haugland
Vocational education and training (VET) is conceived by both the EU and OECD as a powerful integration tool to secure immigrants’ permanent work positions (European Commision, 2020; Jeon, 2019). Thus, several European countries have developed policy measures that target newly arrived immigrants’ entry into VET. For example, in Switzerland, access to VET is the main route towards refugees’ labour market integration, and in 2018 a pre-apprenticeship programme was introduced (Aerne & Bonoli, 2023). VET can contribute to labour market integration because it combines practical and work-based forms of learning with language learning, as well as receiving a recognised VET certification after completion that makes it easier to find employment matching the skills developed (Jørgensen, 2022). However, using VET as an integration tool can be challenging. At a system level, state regulations that make VET more inclusive may restrict necessary cooperation between central actors, such as employers and the state (Bonoli & Wilson, 2019). In addition, studies indicate that newly arrived immigrants face several challenges in their process of entering and completing VET. Among these challenges are insufficient information about the education system, problems of fulfilling the prerequisites for entering VET and lack of social networks and ethnic discrimination among employers that make it difficult to secure an apprenticeship contract (Beicht & Walden, 2019; Bonoli & Wilson, 2019; Bredgaard & Thomsen, 2018; Imdorf, 2017; Jeon, 2019).
There is a growing body of studies from various European countries about immigrants’ participation in VET. Within VET research, there has been identified a need for more evidence syntheses as there is a lack of review research (Gessler & Siemer, 2020). To our knowledge, an evidence synthesis about recently arrived immigrants in Europe and VET has not yet been conducted. The aim of this study is to provide an overview of European research literature about this interdisciplinary and dynamically evolving field. For this purpose, we apply a scoping review approach that entails to systematically retrieve and map the breadth of literature on a (particular) topic, field, concept, or issue (Munn et al., 2022). The approach is used to identify research clusters and research gaps that can inform the focus of future research (Levac et al., 2010).
The review will address the following research questions: 1) What are the key characteristics of the existing research? 2) What are the main objectives and challenges reported in the included studies? 3) What are the research gaps identified in the included studies?
Methodology, Methods, Research Instruments or Sources UsedWe conducted systematic searches in three international indexed databases (Web of Science, Scopus and Education Source) and supplementary searches using citation and reference checks. To identify relevant literature, the search strategy was guided by inclusion and exclusion (eligible) criteria, including peer-reviewed studies (journal articles and book chapters) concerning VET programmes and immigrants in Europe published between 2013–2023 in English. Other publication formats, other languages, or studies from non-European countries as well as studies concerning vocational training for immigrants not part of formal VET was excluded. In total, 21 studies were considered eligible for inclusion. These studies were systematically analysed and coded to map the following information: authors and publication year, geography, context, study design, and information about study participants.
The studies were coded thematically to identify main themes and research gaps. The overarching categories in the thematic analysis follows Cross (1981), who distinguishes between dispositional, situational, and institutional barriers to participation in education. Situational barriers concern individuals’ broad circumstantial conditions such as lack of time or of financial resources; institutional barriers concern practices and procedures that exclude or hinder participation and completion. Dispositional barriers concern individual dispositions, like attitudes or motivation to participate. By highlighting situational and institutional barriers, our perspective may reveal structural and systemic barriers, addressing how VET can be made more inclusive and flexible, and adapt to students’ resources.
Conclusions, Expected Outcomes or FindingsSo far, our review finds that research on immigrants and VET has increased in the studied period and that the field is dominated by qualitative studies from Nordic and German-speaking countries. Moreover, the research participants are mainly refugees and/or teachers. The included studies address students’ learning and integration processes; teachers’ practices and perceptions; programme establishment, development and evaluation, and VET and integration at a systemic level. Most studies addressed the interrelated themes of institutional challenges and situational challenges. The situational challenges addressed in the studies include newcomer factors, environmental factors and immigration and integration policies. The addressed institutional challenges relate to information; access; validation of prior learning; course provision and organisational challenges.
In our preliminary analysis, we have identified two main areas where the included studies addressed a need for more research. The first concerns the refugees’ pathway in VET including access to, experience of and completion of VET. The second area consists of teachers’ practices and perspectives in relation to teaching immigrants and refugees. In addition, there seems to be a large literature on this field in German-speaking countries with a long tradition of VET, like Germany, Austria, and Switzerland. However, this review is limited to publications in English, and as a result, the extensive research conducted in the mentioned countries has not been included. Hence, there is a need for research reviews that focus on research literature published in German. We will conduct a comprehensive analysis of research gaps and their implications before the conference begins.
ReferencesAerne, A., & Bonoli, G. (2023). Integration through vocational training. Promoting refugees' access to apprenticeships in a collective skill formation system. Journal of Vocational Education & Training, 75(3), 419-438.
Beicht, U., & Walden, G. (2019). Transition to company-based vocational training in Germany by young people from a migrant background – The influence of region of origin and generation status. International Journal for Research in Vocational Education and Training, 6(1), 20-45.
Bonoli, G., & Wilson, A. (2019). Bringing firms on board. Inclusiveness of the dual apprenticeship systems in Germany, Switzerland and Denmark. International Journal of Social Welfare, 28(4), 369–379. https://doi.org/10.1111/ijsw.12371
Bredgaard, T., & Thomsen, T. L. (2018). Integration of refugees on the Danish labour market. Nordic journal of working life studies, 8(S4), 7–26.
Cross, K. P. (1981). Adults as Learners. Increasing Participation and Facilitating Learning. Jossey-Bass.
European Commision. (2016). Youth report 2015. European Union. https://ec.europa.eu/assets/eac/youth/library/reports/youth-report-2015_en.pdf
Gessler, M., & Siemer, C. (2020). Umbrella review: Methodological review of reviews published in peer-reviewed journals with a substantial focus on vocational education and training research. International Journal for Research in Vocational Education and Training, 7(1), 91–125. https://doi.org/10.13152/IJRVET.7.1.5
Imdorf, C. (2017). Understanding discrimination in hiring apprentices: how training companies use ethnicity to avoid organisational trouble. Journal of Vocational Education & Training, 69(3), 405–423.
Jeon, S. (2019). Unlocking the potential of migrants through vocational education and training. OECD. https://www.oecd-ilibrary.org/education/unlocking-the-potential-of-migrants_1ca47cd9-en
Jørgensen, C. H. (2022). Are apprenticeships inclusive of refugees? Experiences from Denmark In L. M. Herrera, M. Teräs, P. Gougoulakis, & J. Kontio (Eds.), Migration and Inclusion in Work Life: The Role of VET (pp. 342–372). Atlas förlag.
Levac, D., Colquhoun, H., & O'Brien, K. K. (2010). Scoping studies: advancing the methodology. Implementation science, 5, 1–9.
Munn, Z., Pollock, D., Khalil, H., Alexander, L., Mclnerney, P., Godfrey, C. M., Peters, M., & Tricco, A. C. (2022). What are scoping reviews? Providing a formal definition of scoping reviews as a type of evidence synthesis. JBI Evidence Synthesis, 20(4), 950–952. https://doi.org/10.11124/JBIES-21-00483
02. Vocational Education and Training (VETNET)
Poster
Andragogic Questions of Modern Migration
Krisztina Nagy
Eötvös Loránd University, Budapest, Hungary
Presenting Author: Nagy, Krisztina
Authors: Krisztina Nagy – Email: krisztinasari@gmail.com
Maria Kraiciné Dr. Szokoly - Email: szokoly.maria@ppk.elte.hu
Key words are: migrants, refugees, integration, trainings, language classes, good practices
Backround of the research: Modern migration has been a well-known phenomenon across Europe for years. According to Eurostat, 2.3 million immigrants arrived in the European Union from non-EU countries in 2021. This number was 1.5 million in 2013 and 2.5 million in 2018 (Eurostat, 2021).
The wave of migration with its social, economic, political and other consequences places a heavy burden on the affected countries, among other things, it strongly affects the institutions of public education in the case of children, vocational training in the case of adults, and adult education and training. For the time being, humanitarian issues are in the spotlight and little attention is paid to the adult education aspects of migration, to the situations that need to be solved from an andragogical point of view, and andragogical professional problems that arise, and what answers state, civil and church vocational and adult education institutions can give in each country. . How do they cope with the problems arising from language, cultural and religious differences and how, through what kind of training (catch-up, language, professional, etc.) can they integrate migrant workers with different qualifications into the labor market in a short time.
Goals of the research: the aim of the research is to describe, explain and compare the good practices and experiences of different countries heavily affected by migration. These countries are: Germany, Austria and Hungary. We review the migration background of these countries, as well as how various EU and individual country decisions affect the integration of migrants and refugees living in that country.
Target groups: the target groups of my research are refugee/migrant adults between the ages of 18 and 63 who have arrived from any country and have at least a basic education, including groups that are open to retraining and integration from a physical and mental point of view. I paid particular attention to women in this age group, who are usually at a disadvantage compared to men in terms of their integration and adult learning.
Key questions/objectives:
How does migration affect European adult education organizations?
Is there a uniform organizational/content/methodological EU recommendation for catch-up, language, professional and labor market training for immigrants?
Are there professionals prepared to train immigrants in each country?
In researching the topic, I share the results and experiences of german and austrian researchers, and I also talk about the results of the pilot research conducted with professionals dealing with migrant training in practice in Hungary
Hypotheses
1. Hypothesis: Several international organizations were established for the training of immigrants decades ago, and during the activities of these organizations, as well as the national organizations dealing with migration training in individual countries, many good training practices were realized.
2. Hypothesis: In the examined countries, specially trained specialists deal with the training of immigrants.
3. Hypothesis: In Hungary, the majority of specialists dealing with the integration of third-country nationals are unfamiliar with the concept of integration modules, and no domestic professional dialogue has yet started on its contents. Thus, questions related to the European integration modules, the good practices mentioned in them, and their applicability in Hungary have practically not been put on the agenda yet.
Examined organizations and programs:
- Bertelsmann Foundation's leadership training program
- Federal Office for Migration and Refugees
- Artemisszió Foundation
- Menedék Foundation
- Education and Training 2020
- Arrivo Berlin
- IOM- International Organization of Migration
Methodology, Methods, Research Instruments or Sources UsedFor my research, I use desk research and a mixed (qualitative and quantitative) method:
• source and document analysis (international literature, documents and research materials, press materials), documents and research materials, EU committees and the researchers behind them – EU forums, decisions
• online questionnaire
• semi-structured interviews
• I use the SPSS method to process the questionnaire, and the Atlas method to process the interview
The target group of the interview:
• managers and representatives of organizations dealing with the training of immigrants – Hungarian Red Cross, Maltese Charity, LDS Charities
• trainers, andragogical specialists dealing with the training of immigrants – Menédek - Migrants Helping Association
• persons responsible for the training of trainers
• representatives of the organizations supporting the training
Method of sampling
Sampling takes place in 3 countries affected by migration, primarily Germany, Austria and (based on the special situation regarding migration) Hungary. Establishing contact with at least 2 organizations from these countries each and hold interviews with the professionals working there. Also, other researchers cooperate with their professional experiences and research materials on the topic.
Conclusions, Expected Outcomes or FindingsAs a summary, I would like to state that, considering the practices of the past years, the European Union countries found the preparation of the persons training immigrants to be important, as evidenced by the activities of the two organizations I presented. The mentioned two initiatives, the Bertelsmann Foundation and the European Integration Modules, focus purposefully on the development of European trainers and migration organizations, ensuring the appropriate professional knowledge when training immigrants. They are the people who deal with immigrants in practice, and they are trained, prepared persons. However, it would be useful to improve language skills. The opinion of my interviewee also reflects this, so I consider my hypothesis confirmed.
Since European migration is not just a modern phenomenon, there are of course already programs developed to promote the training of incoming people. As we can already see based on the previous interview questions, the legal background that determines the framework of the programs is very important in terms of migration and integration.
Based on the above, it is important to note that the integration difficulties differ from area to area, and the conditions for adult education are not the same. Since we are talking about the member states of the European Union, the decisions and provisions made by the European Commission apply to all member states. However, the local system and way of thinking may change, and thus the agreements will be tailored to the country in question.
ReferencesEurostat (2021): Migration and migrant population statistics
https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Migration_and_migrant_population_statistics
Last download: Jan.24th, 2024
Fons Coomans (2018): UNESCO Chair in Human Rights and Peace, Centre for Human Rights Maastricht University
URL: https://en.unesco.org/node/301084
Last download: Jan.26th, 2024
Adrian Edwards (2015): UNHCR viewpoint: 'Refugee' or 'migrant' - Which is right?
URL: https://unis.unvienna.org/unis/en/pressrels/2015/unisinf513.html
Last download: Jan.21th, 2024
Hungarian Helsinki Committee: The future of refugee protection in Hungary, 2017
URL: https://helsinki.hu/a-menekultvedelem-jovoje/
Last download: Jan.21th, 2024
European Comission-Statistics on migration to Europe, 2021
URL: https://commission.europa.eu/strategy-and-policy/priorities-2019-2024/promoting-our-european-way-life/statistics-migration-europe_en#overall-figures-of-immigrants-in-european-society
Last download: Jan.21th, 2024
IOM – World Migration Report, 2022
URL: https://worldmigrationreport.iom.int/wmr-2022-interactive/
Last download: Jan.21th, 2024
MPI-Migration Policy Institute - Top Statistics on Global Migration and Migrants, 2022
URL: https://www.migrationpolicy.org/article/top-statistics-global-migration-migrants
Last download: Jan.21th, 2024
Linguistic integration of immigrant adults in a German as a foreign language literacy course in Germany
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Last download: Jan.21th, 2024
From radio to artificial intelligence: review of innovative technology in literacy and education for refugees, migrants and internally displaced persons
URL: https://unesdoc.unesco.org/ark:/48223/pf0000382627
Last download: Jan.21th, 2024
A Theory of Migration: Everett S. Lee
URL: https://www.jstor.org/stable/2060063
Last download: Jan.22th, 2024
Berlin Global (2015): Arrivo Berlin- ‘a Project Preparing Immigrants for work’
URL:http://www.berlinglobal.org/index.php?arrivo-berlin-a-project-preparing-immigrants-for-work
Last download: Jan.22th, 2024
BGZ Homepage (2016): Projects and Products
URL:http://www.bgz-berlin.de/en/projects-and-products/project-overview/arrived-welcome-in-the-berlin-skilled-crafts.html
Last download: Jan.22th, 2024
European Comission (2016): Education and Training-Adult Education, Vocational Education and Training
URL: http://ec.europa.eu/education/policy/migration/adult-languages_en.htm
Last download: Jan.22th, 2024
Action Plan on Integration and Inclusion 2021-2027
URL: https://home-affairs.ec.europa.eu/policies/migration-and-asylum/legal-migration-and-integration/integration/action-plan-integration-and-inclusion_en
Last download: Jan.22th, 2024
International Organization for Migration (2016): Migrant Training
https://www.iom.int/migrant-training
Last download: Jan.22th, 2024
Arian Edwards (2015): United Nations Information Service-Newsroom
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Last download: Jan.22th, 2024
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