Why returning to VET? Results of a qualitative comparative study about English and German car mechatronics
Educational choices, especially the influence of class on these choices have been a subject of lively international debate. However, thus far, there has been little international and comparative research with respect to vocational and education training (VET) decision making from a subject-oriented perspective. This paper considers occupational-biographical orientations of English and German car mechatronics and focuses on the roles of learning and gaining vocational qualifications. Drawing on the concept of occupational-biographical orientations, the paper describes three types of orientations based on analyses of findings from 11 autobiographical-narrative interviews with English and German car mechatronics. The interviews clearly showed that occupational-biographical orientations explained different views on the necessity of returning to (continuous) vocational education and training. They also demonstrated that subjective perceptions of the national VET system fostered particular occupational-biographical challenges, which supported or hindered existing learning attitudes. Overall, the findings suggested that occupational-biographical orientations exerted the most important influence on learning biographies and decisions to return to (continuous) VET.
Year of publication: |
2017
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Authors: | Gericke, Erika Edith |
Published in: |
International Journal for Research in Vocational Education and Training (IJRVET). - Bremen : European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, ISSN 2197-8646. - Vol. 4.2017, 3, p. 206-225
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Publisher: |
Bremen : European Research Network in Vocational Education and Training (VETNET), European Educational Research Association |
Subject: | VET | Vocational Education and Training | Comparative Qualitative Research | Lifelong Learning | Return on Education and Training | England | Germany |
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