Objective

The aim of this panel discussion is two-fold. First, it is to discuss what and how to learn from the experiences of other countries (Germany, Spain, Sweden, Switzerland and UK) in developing formal and informal research agendas on Initial VET (similarities, differences, innovations, etc.). Second, it seeks to expand this discussion on how to transfer such knowledge internationally, and how these ideas can help in current or future agenda-setting processes.

To what extent is it feasible to learn from the processes of defining IVET research agendas in other countries (processes, challenges and trends) and to transfer the resulting key ideas to both academic debate and research development?

Rationale

In the last two decades there has been a rise in policy and programmatic interest in VET at multilateral level (EU, UN, OECD, etc.). However, this interest has been less intense in terms of the promotion of research policy and of academic enquiry. Some researchers (Mulder, M. & Roelofs, E., 2012, 2013; Descy, Tchibozo and Tessaring, 2008; 2009a; 2009b; Rauner & Maclean, 2008; Echeverría, McGrath, 2012; etc.) have pointed out that research in VET is diverse and fragmented and often lacks theoretical and empirical foundations. Moreover, both grounded research and a multidisciplinary and interdisciplinary approach seem to be needed in order to address existing challenges.

The Panel addresses the current need to analyse and reflect on research in the field of Initial VET (and Dual VET) given the model’s complexity and uniqueness, the need for more quantitative and qualitative evidence concerning its implementation that would provide for a thorough understanding of its impact, and the absence of a reference framework for research on IVET and Dual VET in many countries

Although most European countries lack a specific agenda for VET research, it is carried out in a more or less articulated way in a number of research areas or topics. Some countries have made further progress through the definition of formal (explicit) or informal (tacit) agendas that set research priorities, as well as resources and key actors. This is why the ability to discuss in a comparative way developments in different countries (Germany, Spain, Sweden, Switzerland and UK) offers an opportunity for useful and relevant transfer and learning.

Method

This Panel discussion is part of the development of a project to define a proposal for the development of a research and innovation agenda in Initial VET in Spain. This project was launched in November 2017, where different universities, researchers and experts are collaborating in Spain and in an international context.  

The project consists of three phases:

1)     Critical, evidence-based analysis of research on Initial VET in Spain (2005-2017), taking a multi- and inter-disciplinary approach (University of Murcia and University of Barcelona).

2)     Expert advice on how to formulate a proposal for a consensus-based IVET and Dual VET Research and Innovation Agenda. This agenda will be the result of a joint effort by Spanish researchers and will be validated by both key stakeholders in the Spanish VET system and international experts.

3)     Support with transferring the findings.

The panel discussion aims to learn how formal and informal research agendas are defined in the 5 countries, and how we can collaborate to transfer key and useful knowledge. We believe the panel, which is multi-disciplinary and action-oriented, can be a useful contribution to provide comparative contributions on the process of formulating a proposal for a research agenda in IVET.

Billet, S. et al. (2014). International Handbook of Research in Professional and Practice-Based Learning. Heidelberg: Springer. COM/2017/0244 (2017) Proposal for a Council Recommendation on a European Framework for Quality and Effective Apprenticeships, Brussels: European Council. Mulder, M. & E. Roelofs (2013). Review of Vocational Education and Training Research Revisited: Key Findings and Research Agenda. Paper presented at the European Conference of Educational Research, September, Istanbul Descy, P., G Tchibozo and M. Tessaring (Eds.). 2009a. Modernising vocational education and training. Fourth report on vocational training research in Europe: background report Volume 2. Luxembourg: Office for Official Publications of the European Communities. Descy, P., G Tchibozo and M. Tessaring (Eds.). 2009b. Modernising vocational education and training. Fourth report on vocational training research in Europe: background report Volume 3. Luxembourg: Office for Official Publications of the European Communities. McGrath, S. (2012). Vocational education and training for development: a policy in need of a theory? International Journal of Educational Development, 32 (5). pp. 623-631.