Monitor Impulse Vet arrangement

1

• Monitor Impulse Vet arrangement
• Dr. Wil van Esch
• CINOP Policy Research
• s-Hertogenbosch/The Netherlands
• wesch_at_cinop.nl

2
Overview presentation

• Background
• Arrangement Impulse VET 2002-2005
• Design
• Four perspectives
• Results per perspective
• Comparison with 2001
• Conclusions

3
Background

• Knowledge society requires better and higher
  educated and trained people
• Current route to higher education goes via
  general education. This route has reached its
  limits
• Another route is through vocational education and
  training
• Main obstacles of this route
• a. Career orientation and guidance within VET is
  weak
• b. The linking between VET-programs is missing
• c. Within VET there is no coherent pedagogic and
  didactics
• d. Commitment of trade and industry is low
• e. Prevocational, secondary and higher vocational
  schools are inwardly oriented

4
Arrangement Impulse VET

• Additional money of the central government for
  VET-schools and so-called national bodies
  (addition to lump sum)
• Open arrangement
• 4 global themes
• - more attention for career orientation and
  guidance
• - improvement of the programmatic connection
• - development of a more coherent pedagogic and
  didactics
• - strengthening of the knowledge infrastructure
• Obligation of monitoring quantitative ( mapping
  of qualification profit) and qualitative (
  mapping the activities of schools and national
  bodies to realize the Impulse arrangement)

5
Design of the qualitative monitor

• Sessions ending in a translation of the Impulse
  ideas into concrete points of attention
• Operationalisation of these points of attention
  into a questionnaire and interview schedule
• Data collection
• Education institutions by way of an electronic
  questionnaire
• Lead bodies by way of interviews
• Response
• 56 prevocational schools (27)
• 35 secondary vocational schools (84)
• 23 higher vocational schools (60)
• all lead bodies

6
Main structure of questionnaire

• Policy items closed questions
• Educational activities on four themes
  comparison, tuning and interweaving
• Scoring on in use, stage of innovation,
  education level, way of cooperation, breadth
• Stage of innovation preparing, developing,
  pilot, implementation and incorporation
• Evaluative items a 5 points scale
• Results open questions

7
Four perspectives

• Policy perspective integration of the Impulse
  ideas in the institution, attention for themes
  and policy steering
• Educational perspective realisation of the
  Impulse ideas requires changes in education
  practices and cooperation with other schools and
  trade and industry
• Evaluative perspective evaluation of the Impulse
  arrangement by the persons concerned
• Results perspective results, factors that
  influence the success- or failure of activities

8
Results policy perspective

• Attention for the themes differs between the
  VET-sectors
• Prevocational programmatic connection and
  pedagogic and didactics
• Secondary vocational programmatic connection and
  career orientation and guidance
• Higher vocational programmatic connection
• Impulse ideas are more part of the strategic
  policy of secondary vocational schools
• Two principles for distributing the additional
  funds by way of formulating a central policy
  framework or by way of distributing the funds
  according to principles of justice. Secondary
  vocational schools opt more for the first
  principle, the other more for the second principle

9
Results education perspective

• Career education and guidance mostly traditional
  information, student-centered approach limited.
  Secondary vocational schools more active than
  prevocational schools
• Programmatic connection insight in programs
  reasonable, connection and interweaving are much
  less, if so than it occurs in higher vocational
  schools
• Pedagogic and didactics mostly comparison of
  approaches and practices, prevocational more
  active than secondary vocational
• Knowledge infrastructure secondary/higher
  vocational more progressed than prevocational

10
Results evaluative perspective

• Impulse policy has accelerated the development of
  the VET-connection and the career of students
• Main goal- realisation of qualification profit
  is strongly supported
• For institutions it is difficult to formulate
  concrete targets
• In general cooperation is growing and is judged
  as adequate
• In general teachers see the Impulse ideas as a
  challenge, teachers of higher vocational
  education are less enthusiast

11
Results perspective

• Schools define results in terms of education
  developments and increase of cooperation. Further
  the realisation of facilities and a stronger
  notion of practices
• Most stimulating factor working together on
  education practices
• Most impeding factors education architecture,
  legislation and funding

12
Comparison with the measurement of 2001

• Is only possible for secondary vocational
  education and only in a limited way
• Practices such as portfolio, assessment, apl are
  getting more important and more implemented

13
Conclusions

• Secondary vocational schools have a
  fringe-function
• Secondary vocational schools are directed at
  prevocational schools, higher vocational schools
  at secondary vocational schools
• Mostly Impulse activities are in the beginning of
  development, although sometimes there are good
  examples of implementation and incorporation
  (f.e. integrated, longitudinal learning routes)
• In comparison with 2001 it seems that there is
  progress
• Some schools are in the forefront, there are also
  schools that take a more reserved position. It is
  important not only to concentrate on the
  forefront
• In general one can conclude that schools are
  working on the four themes and that the
  cooperation between the VET-schools has grown, at
  the same time one can conclude that there is
  still a lot of room for realisation of the
  Impulse ideas