ABSTRACT
From a global perspective, vocational education and training (VET) may be seen in general in wider international contexts as a possible educational approach for young people of pre-university age who perhaps lack the educational abilities, motivation, confidence, funding and social capital (or any combination of these) to undertake academic study either immediately or in the longer term. It may also be seen as a possible route into employment in order to improve students’ life chances (Quintini & Martin, 2006). Furthermore, vocational provision may involve older students as well as young adults and existing employees on work-based training schemes. VET provision is also frequently linked to specific national educational policies that aim to improve economic competitiveness, workforce development, skills, entrepreneurship and employability. In some countries, policies for vocational education are also linked to government aims to increase social mobility and social justice, to diversify and equalise workforce achievement and to address specific needs of poorer and marginalised population groups. The manifestations of such aims are embedded within different cultures and societies in varied ways across the world. In many systems, though not all, VET functions as a ‘second-chance’ route of lesser status than academic provision. In many systems, though again, not all, issues of gender, ethnic minority, economic and social class inequalities may underpin VET systems linked to various occupations, while patterns of social and cultural divisions may complicate employment outcomes. VET systems may (or may not) also be aligned to higher education systems, community partnerships and employer training schemes. VET systems are also in various ways linked with national vocational qualifications frameworks and inspection systems.
