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Essay / Research Paper Abstract
A 6 page paper. For years, reports suggested that vocational education in other countries was far better than it was in the United Kingdom. Research studies made this conclusion but by 1995, that opinion was beginning to change. This essay reports and discusses some of the many initiatives that have been implemented in the UK over the last decade or so. The writer concludes that other countries should consider the type of vocational/occupational education training program in the UK because it is more flexible to meet the changing demands in the workplace. Bibliography lists 5 sources.
Page Count:
6 pages (~225 words per page)
File: MM12_PGUKvoed.rtf
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Unformatted sample text from the term paper:
that vocational education in Germany is better than that in the UK" (1995, p. 8). However, vocational education training in the United Kingdom had been improving this study was reported.
In that same article, Merrick stated: "Vocational training in the UK may not be as far behind other major countries as new research appears to suggest" (1995, p. 8). Merrick
commented that the vocational training in the United Kingdom was beginning to be perceived as a better way to create a more adaptable workforce (1995). Although at the time of
that writing, Germany had already achieved national standards and other targets the UK was aiming to fulfill by 2000 (Merrick, 1995). Education and training in Germany is compulsory to the
age of 18 (Merrick, 1995). France levies a vocational training tax on employers to support occupational training, Germany does not do this and neither does the UK (Merrick, 1995). Businesses
in the UK have willingly offered apprenticeship training positions (Merrick, 1995). Germany has a dual system for vocational training that is a partnership between employers and vocational schools (Merrick, 1995).
In the UK, employers are involved in establishing the standards for vocational competence, this is not true in France or Germany (Merrick, 1995). It is only partially true in the
United States where there are regional differences. The major emphasis in the United States is placed on core skills, which are intended to satisfy employers (Merrick, 1995). There is no
"parity of esteem between academic and vocational qualifications" in the United States (Merrick, 1995, p. 8). In reality, there is an attitude that academic skills are superior to vocational skills.
This type of hierarchy of skills with academic at the top of the pyramid, vocational training in the middle level and learning in the workplace at the bottom is something
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