02 SES 05 C, Access of the Initial VET and Apprenticeship to Socially Disadvantaged Youth in the Initial VET Systems of Lithuania, France, Italy
Access of the initial VET and apprenticeship to the socially disadvantaged youth is widely considered as one of the crucial factors contributing to the development of social cohesion and prevention of social polarization and poverty. This idea is reflected in the wide range of the EU policies and strategies, including Copenhagen process, New Skills for New Jobs, as well as in the national educational policies and strategies. Accesss of the initial VET and apprenticeship is a complex and multidimensional phenomenon, consisting of the range of objective factors, such as existing institutional settings and legal regulation of the provision of VET and apprenticeship, funding mechanisms, matching of provided skills and competences to the labour market needs, provision of support to learners etc., as well as subjective factors, such as attractiveness of the initial VET and apprenticeship to the youth, individual learning and career pathways. Accessibility of the initial VET and apprenticeship is also structured by the different processes of provision of initial VET starting from the curriculum design (e.g., flexible competence-based modularisation leading to the acqusition of competencies versus strict subject-based curricula oriented to the acquisition of qualification), organisation of provision of training (e.g., different modes of organisation of apprenticeship and work-based learning), provision of support to learners, assessment of learning outcomes and competencies (Brockmann, Clarke, Winch 2010; Biemans et all. 2009). Despite of wide consensus of the importance to ensure and widen access of initial VET and apprenticeship to socially disadavantaged youth, there exists different institutional settings and methodological approaches in this field (Busemeyer, Trampush 2012; Saniter, Tūtlys 2012; Le Deist, Tūtlys 2012). The goal of this workshop is to compare the existing legal and institutional approaches and settings that influence access of initial VET and apprenticeship in Lithuania, France and Italy, as well as to analyse the concrete cases of approaches to increase the access of the initial VET and apprenticeship applied by the training providers in these countries. This comparison will disclose, to what extent and how the practices and approaches of accessibility of initial VET and apprenticeship to socially disadvantaged youth applied by the VET providers correlate and comply with the national strategies and policies in this field. The research consists of two main stages: 1) analysis and comparison of the existing legal and institutional regimes that define accessibility of the initial VET and apprenticeship to the socially disadvantaged youth in Lithuania, France and Italy (national and regional laws and legal regulations, activities of specialised institutions, special funding provisions etc.); 2) case studies of selected approaches applied by the VET and apprenticeship providers to include socially disadvantaged youth in the above metioned countries. There will be analysed the following cases of approaches and measures to increase access of initial VET and apprenticeship to the socially disadvantaged youth: 1) provision of the short-term apprenticeship courses for the unemployed youth in Lithuania organised by the employment training centres in cooperation with enterprises; 2) provision of the VET and apprenticeship to the socially disadvantaged youth in the Salesian VET centres in Italy; 3) accessibility of the apprenticeship training in the initial VET system of France by considering the sectoral perspective.
Barbieri, E. (ed.). (2015). Tutti i numeri della scuola. Rapporto sul sistema educativo italiano. Popolazione, alunni, spesa, risultati: dati nazionali e regionali. Firenze: Giunti. Barone, C. (2013). Disparità sociali a scuola. Cause, processi e politiche di prevenzione. Aggiornamenti sociali, 64 (08-09), 561-568. Biemans, H., Wesselink, R., Gulikers, J., Schaafsma, S., Verstegen, J., Mulder, M. (2009). Towards competence-based VET: dealing with the pitfalls. Journal of Vocational Education and Training, 61 (3), 267–286. Busemeyer, M.R., & Trampush, C. (2012). The Comparative Political Economy of Collective Skill Formation. In Busemeyer, M.R., & Trampush, C. (eds.). The Political Economy of Collective Skill Formation (pp. 3-40). Oxford: Oxford University Press. Capaldo, N., & Rondanini, L. (2013). Il sistema italiano di istruzione e formazione. Memoria, progetto e nuovi compiti. Trento: Erickson. Cart, B. & Toutin-Trelcat, M.-H. (2010). Apprenticeship contracts: why they are breached? Training & Employment, 89, 1-4. CENTRE INFFO (2014). Dispositifs d’apprentissage et apprentissages sur le lieu de travail: France, Centre Inffo. In : http://www.centre-inffo.fr/refernet/IMG/pdf/Dispositifs_d_apprentissage.pdf. CEREQ (2010). Enquête 2010 sur l’Insertion des Jeunes sortant de la Formation initiale en 2010, Enquête Céreq 2010 auprès de Génération 2007, mars – juillet 2010. D’Aniello, F. (2014). Il lavoro che educa. I percorsi di istruzione e formazione professionale. Milano: Franco Angeli. DARES (2015). L’apprentissage en 2014: Une moindre baisse qu'en 2013. Dares Analyse, 57, publication de la Direction de la Recherche, des Études et des Statistiques. In: http://travail-emploi.gouv.fr/IMG/pdf/2015-057.pdf. ISFOL (2015). Istruzione e formazione professionale: una chance vocazionale A.F. 2013-14. XIII rapporto di monitoraggio delle azioni formative realizzate nell’ambito del diritto-dovere. I dati. Roma: Isfol. In http://isfoloa.isfol.it/handle/123456789/1027. Laužackas, R., Tūtlys, V., & Spūdytė, I. (2009). Evolution of competence concept in Lithuania: from the VET reform to the development of National Qualifications System. Journal of European Industrial Training, 33 (8/9), 800-16. Le Deist, F., & Tūtlys, V. (2012), Limits to mobility: competence and qualifications in Europe. European Journal of Training and Development, 36 (2/3), 262-85. Nicoli, D. (ed.) (2014). L’intelligenza nelle mani. Educazione al lavoro nella formazione professionale. Soveria Mannelli: Rubbettino. Saniter, A., & Tūtlys, V. (2012). Implementation and development of apprenticeship in the vocational education and training system of Lithuania. What can be learnt from the experiences of Germany, France, the Netherlands and the United Kingdom? Kaunas: Vytautas Magnus University. Tacconi, G. (2011). La didattica al lavoro. Analisi delle pratiche educative nell’Istruzione e formazione professionale. Milano: Franco Angeli.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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