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This anthology deals with vocational teacher education in Ukraine, which is a country facing many social and economic challenges. It is a result of the Erasmus+ project "Improving teacher education for applied learning in the field of VET (ITE-VET)", a capacity building project focussing on Ukraine, which lasted from October 2016 until October 2018. The project came up with the following issues which were defined as "working packages" in the context of the EU project guidelines. These issues also represent the major contents and arguments in the chapters of this book: • Ukrainian VET teacher education and VET system and analysis of their needs • Didactical input from EU countries on modern teaching • Revision of course programmes and curricula • Implementation of new forms of practice-orientation. The book compiles contributions from the Ukrainian ITE-VET project partners as well as the ITE-VET partners from the EU and from Switzerland.

VET --- teacher education --- applied learning --- Erasmus+ Project ITE-VET --- Learning Skills --- Business and Economics Education --- Spain --- UVEG --- Austria --- Ukraine --- Vocational Education and Training --- Erwachsenenbildung --- Berufs- und Wirtschaftspädagogik --- Business and Economics Education --- Austria --- VET --- UVEG --- teacher education --- Ukraine --- Erasmus+ Project ITE-VET --- Vocational Education and Training --- Learning Skills --- applied learning --- Spain --- Business and Economics Education --- Austria --- VET --- UVEG --- teacher education --- Ukraine --- Erasmus+ Project ITE-VET --- Vocational Education and Training --- Learning Skills --- applied learning --- Spain

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Die AutorInnen behandeln empirische und theoretische Fragestellungen der aktuellen berufs- und wirtschaftspädagogischen Forschung. Thematisiert werden neben disziplinären Reflexionen und Analysen zur Lehr-/Lernforschung in der beruflichen Bildung auch die Professionalisierung des Personals in der beruflichen Bildung sowie aktuelle Forschungsergebnisse rund um die Thematik berufliche Qualifizierung und Weiterbildung. The authors deal with empirical and theoretical questions of current vocational and business education research. In addition to disciplinary reflections and analyses on teaching/learning research in vocational education and training, the authors also deal with the professionalisation of personnel in vocational education and training as well as current research findings on the subject of vocational qualification and further training.

Adult education, continuous learning --- Occupational training --- Vocational education --- Berufliche Bildung --- berufliche Weiterbildung --- continuing vocational education and training --- Lehr-Lernforschung --- teaching-learning research

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The potential for work-based learning to improve the quality and relevance of vocational education and training is widely recognized. Work-based learning allows students to develop skills and gain experience through practical, real-life experiences in the workplace, complementing what is being learned in the classroom. However, many vocational education and training systems worldwide are still largely school-based and do not incorporate much work-based learning. There are many studies of mature training systems that are already largely employer-driven and firm-based, but less is known about how school-based vocational education and training systems can best transition to including stronger elements of work-based learning. This report takes a region of Poland as a case study to explore the complexities around strengthening work-based learning opportunities as a part of vocational education and training programs. The report focuses on the practical challenges faced by employers and schools in implementing workplace training opportunities and it also draws on international practices for addressing specific constraints. The report highlights that while a conducive policy framework is important, it is not sufficient on its own to improve the incidence, duration, and relevance of work-based learning. Efforts to strengthen work-based learning need to consider the capacity of both firms and training providers, their incentives to take part, and the support they need for their ongoing participation. International practices show that even in vocational education and training systems, where firm-based learning is part and parcel of training provision, significant resources are structurally allocated to support mechanisms to facilitate the process. This report thus recommends investing sufficiently in support mechanisms to firms and schools to facilitate the transition to increased and improved work-based learning. Specific recommendations for Poland's Swietokrzyskie region include piloting different approaches to implementing and facilitating work-based learning. Lessons learned should be incorporated in a subsequent roll-out. The findings and recommendations in this report were developed as part of World Bank assistance provided to Poland's Swietokrzyskie region under the European Union-financed Catching-Up Regions Programme. The analytical framework applied in this report, the findings, and the recommendations will provide knowledge and guidance for stakeholders and practitioners in this field globally.

Apprenticeship --- Demand-Driven VET --- Demand-Responsive --- Employer Engagement --- In-Firm Training --- Labor Market --- Private Sector --- VET --- VET Reform --- Vocational Education And Training --- Work-Based Learning

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This anthology deals with vocational teacher education in Ukraine, which is a country facing many social and economic challenges. It is a result of the Erasmus+ project "Improving teacher education for applied learning in the field of VET (ITE-VET)", a capacity building project focussing on Ukraine, which lasted from October 2016 until October 2018. The project came up with the following issues which were defined as "working packages" in the context of the EU project guidelines. These issues also represent the major contents and arguments in the chapters of this book: • Ukrainian VET teacher education and VET system and analysis of their needs • Didactical input from EU countries on modern teaching • Revision of course programmes and curricula • Implementation of new forms of practice-orientation. The book compiles contributions from the Ukrainian ITE-VET project partners as well as the ITE-VET partners from the EU and from Switzerland.

VET --- teacher education --- applied learning --- Erasmus+ Project ITE-VET --- Learning Skills --- Business and Economics Education --- Spain --- UVEG --- Austria --- Ukraine --- Vocational Education and Training --- Erwachsenenbildung --- Berufs- und Wirtschaftspädagogik

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The effectiveness of a demand-driven vocational-training program for disadvantaged youth in Ulaanbaatar, the capital city of Mongolia is assessed through a randomized controlled trial. Mongolia, a transitional country whose economic structure shifted from a Communist, centrally planned economy to a free-market economy over a relatively short period, offers a new setting in which to test the effectiveness of market-based active-labor-market policies. Results show short-term positive impacts on self-employment and skills match, while positive but uncertain effects emerge for employment and earnings. Substantial heterogeneity emerges as relatively older, richer, and better-educated individuals drive these positive effects. A second intervention, in which participants were randomly assigned to receive newsletters with information on market returns to vocational training, shows statistically meaningful effects on the length of exposure to the program (i.e., number of training days attended). These positive impacts, however, do not lead to higher employment or greater earnings.

Earnings --- Employment --- Job Quality --- Labor Market --- Randomized Control Trials --- Social Protections and Labor --- Vocational Education And Training --- Vocational Training --- Youth Employment