Benefits of Skills Competitions: Views and Experiences of World Skills Competitors from the UK
Author(s):
Andrea Laczik (presenting / submitting) Maia Chankseliani (presenting) Susan James
Conference:
ECER 2013
Network:
02. Vocational Education and Training (VETNET)
Format:
Paper

Session Information

02 SES 03 B, Skill Competition and Vocational Excellence

Paper Session

Time:
2013-09-10
17:15-18:45
Room:
A-103
Chair:
Falk Howe

Contribution

World Skills International is 65 years old, and started as a national competition in Spain to solve the problem of the lack of skilled workers. In 2013, more than 50 countries/regions have joined World Skills International with the aim to: 'Fill youth with enthusiasm through special action! Convince young people's parents, trainers and company chiefs that a promising future is possible only through good vocational training.'

There is a scarcity of academic writing related to skills competitions. From what has been written about the benefits of skills competitions (Helakorpi, 2010; Hughes, Smeaton, & Hall, 2004; Nokelainen & Ruohotie, 2009; Nokelainen, Smith, Rahimi, Stasz, & James, 2012; Nokelainen, 2012; Smith & Rahimi, 2011a, 2011b), there is some evidence to argue that competitions develop vocational excellence and carry a number of other benefits and that this topic warrants further investigation.

Vocational education and training in the UK has been struggling to meet the demand of the employers and the needs of young people, and has received much criticism on the weaknesses of VET such as the complexity of the system, the restrictive progression routes, the quality of some courses and their currency (Wolf, 2011).

Rather than continuing to focus on a deficit approach to vocational education and training (VET), this paper presents research identifying positive aspects of vocational education and training that lead to vocational excellence. The study from which this paper stems focuses on the benefits of skills competitions to the competitor, employer, college, industry, and society. More specific research questions include:

  • What benefits does taking part in skills competition offer individuals professionally and personally?
  • How does taking part in skills competition offer individual's professional identity and self efficacy?
  • What benefits do employers see in supporting skills competition?
  • What can further education institutions learn from skills competition?
  • How do skills competitions develop excellence?
  • What benefits does taking part in skills competition offer individuals professionally and personally?

Method

This qualitative study is one of three studies in the 'Developing and Understanding Vocational Excellence' Project. It includes approximately 60 case studies consisting of individuals who competed at World Skills competitions between 2005 and 2013, and those who supported and trained these competitors. A multi-layered approach was used to collect data. Young competitors completed a short survey that offered background information about their qualifications, employment and skills competition participation. This information was followed by an in-person interview during which they were asked to name 3-4 associates who supported them throughout the preparation for the competitions. These associates were the employer at the time of the competition, a Further/Higher Education Lecturer, a family member of the competitor and a Training Manager who was assigned to the competitor by WorldSkills UK. The interviews with associates were conducted over the phone. All interviews are semi-structured and last between 45 and 105 minutes.

Expected Outcomes

This paper demonstrates that those who have been involved in World Skills Competitions as competitors or associates overwhelmingly have a positive experience; however, the competitors are the main beneficiaries. They develop world-class standard vocational skills and personal skills during the 12-18 months of intensive training that prepares the body and the mind of the competitor. Some of the most frequently mentioned skills include becoming more confident (in the workplace and in personal life), working to precision, willing to take on responsibilities, willing to make decisions, planning work etc. The interviews with associates of World Skills competitors have also shown that employers and industry benefit from skills competitions as they raise the profile of industry, help attract new talent and at the same time raise standards. Most interviewees noted that the impact and benefits could be greater if the work of World Skills International would be more widely known.

References

Helakorpi, S. (2010). The Philosophy behind Vocational Skills Competitions. In S. Kaloinen, P. Pynnönen, & H. Saarinen (Eds.), Competitions for Everyone. HAMK University of Applied Sciences Vocational Teacher Education Unit. Retrieved from http://portal.hamk.fi/portal/page/portal/HAMKJulkisetDokumentit/AOKK/skillsin_matskut/Kilpailuja_kaikille_I_eng_uusintap_2010_e.pdf Hughes, M., Smeaton, B., & Hall, G. (2004). A cut above: customising a curriculum for excellence in skills development (Research report). Learning and Skills Development Agency. Nokelainen, P., & Ruohotie, P. (2009). Characteristics that typify a successful world skills competition participant. San Diego. Retrieved from http://www.uta.fi/arkisto/aktk/projects/move/pdf/aera2009_nokelainen_ruohotie.pdf Nokelainen, P., Smith, H., Rahimi, M. ., Stasz, C., & James, S. (2012). What Contributes to Vocational Excellence? Characteristics and experiences of Competitors and Experts in WorldSkills London 2011. Retrieved from http://www.worldskillsfoundation.org/downloads/WSF_MoVE_Global_report_WSC2011_annex.pdf Nokelainen, P. (2012). MoVE International: What contributes to vocational excellence? Overview of research outcomes from a study conducted at WorldSkills London 2011, University of Tampere, Finland. Retrieved from http://www.skillsfinland.fi/julkiset/valmennus/Kilta-hanke/Huippuvalmennuspvat/MoVE_International_What_Contributes_to_Vocational_Excellence_Petri_Nokelainen_07092012.pdf Smith, H., & Rahimi, M. (2011a). MoVE Australia Report. Retrieved from www.dsf.org.au Smith, H., & Rahimi, M. (2011b). Modeling of Vocational Excellence: An International Perspective (pp. 61–61). Presented at the Research in VET: Janus- Reflecting Back, Projecting Forward:, Australian Vocational Education and Training Research Association. Retrieved from http://researchbank.rmit.edu.au/view/rmit:15169

Author Information

Andrea Laczik (presenting / submitting)
Univeristy of Warwick
Centre for Education and Industry
Coventry
Maia Chankseliani (presenting)
University of Oxford, United Kingdom
Susan James
University of Oxford, United Kingdom

Update Modus of this Database

The current conference programme can be browsed in the conference management system (conftool) and, closer to the conference, in the conference app.
This database will be updated with the conference data after ECER. 

Search the ECER Programme

  • Search for keywords and phrases in "Text Search"
  • Restrict in which part of the abstracts to search in "Where to search"
  • Search for authors and in the respective field.
  • For planning your conference attendance, please use the conference app, which will be issued some weeks before the conference and the conference agenda provided in conftool.
  • If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.