EMPLOYMENT SYSTEMS Compare and contrast international and European employment systems



Compare and contrast international and European employment systems

Introduction

Vocational education refers to classes that train people for jobs or careers that do not require a four-year college degree. Vocational education has been specially targeted to people who do not wish to go to college, and who otherwise might be at risk of poverty because of unemployment or a low-wage job. Vocational education, it is argued, can help such people improve their skills and earnings. Vocational education has also been called “industrial” education, “occupational” education, and “technical” education (He, 2007, p.52).

Vocational education was reformed, restructured, and enhanced throughout the 20th century. Starting with agriculture and mechanics as the major areas of concentration, it has grown to 10 key areas. Vocational education has traditionally supported a system that provides authentic learning experiences to prepare students for success in the workforce. As times have changed in the nation, vocational education funding and support have met these changes with expanding services to a wider population base (He, 2007, p.52). Although initially slated to offer education only for those occupations that do not require an advanced degree, there is a push not to limit the scope, but to broaden it to a greater range of careers. Vocational education is now called career and technical education, supporting the point of view that academic and vocational fields should integrate their efforts to provide education that prepares individuals for both the workforce and for attendance in higher education if desired.

In order to materialize the construction and operation of a life-long vocational education and training system that can respond to changes in the economic environment of knowledge-based societies, it is indispensable to secure the necessary financial resources at the right time, and the investment effects through efficient financial management. Seen from this perspective, U.K's financial systems of vocational education and training possess several problems (Hu, 2008, p.45). In seeking a new financial system of vocational education and training that resolves these problems and proactively responds to future economic environment changes, comparative studies of the related policies and systems of the world's major countries can provide meaningful suggestions.

Comparison of vocational education and training of U.K, and Germany

In Great Britain attendance at school is compulsory for children aged between 5 and 16. The publicly financed school system for this age range is organized in two or three tiers: The two-tier system comprises primary schools (age5-11), sometimes subdivided into infant (5-7) and junior (7- 11) school, and selective or nonselective secondary schools (ages 11 to 16 or 18). The three-tier system includes middle schools, and is only to be found in England, where it provides for less than 15% of all pupils. Since 1965, most local education authorities have been reorganizing their secondary school systems, abolishing the selection test at age 11 (the “11-Plus”) and introducing nonselective secondary schools (comprehensive school), catering for all abilities (Hu, 2008, p.45).

The great majority of Children aged 5-16 are educated in comprehensive schools, whereas the Technical Schools ...