European Institute of Education and Social Policy
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You can find the  links to the most recent issues here:

Volume 53, No. 4, November 2018
Reconceptualising system transitions in education for marginalised and vulnerable groups
Guest Editors: Paul Downes, Erna Nairz‐Wirth, Jim Anderson

Volume 53, No. 3, September 2018
Learner agency at the confluence between rights-based approaches and well-being
Guest Editor: Jean Gordon

Volume 53, No. 2 June 2018
Special Issue: Are Student Assessments Fit For Their Purposes?
Guest Editor: Janet Looney

Volume 53, No. 1. March 2018
Special Issue: Innovative approaches to Continuous Professional Development in Early Childhood Education and Care. A European perspective.
Guest Editors: Brecht Peleman, Bente Jensen and Jan Peeters

Volume 52, No. 4 December 2017
Special Issue: Education for people, prosperity and planet: Can we meet the sustainability challenges?
Guest Editor: Aaron Benavot

Volume 52, No. 3 September 2017
Title: Participatory Design for (Built) Learning Environments
Guest Editors: Karen D. Könings and Susan McKenney

Volume 52, No. 2 June 2017
Title: The Influence of PISA on Education Policies
Guest Editors: Alain Michel and Xavier Pons

Volume 52, No.1 March 2017
Title : Higher education learning outcomes - transforming higher education ?
Guest Editors : Joakim Caspersen and Nicoline Frolich

Volume 51, No.4 December 2016
Title: Governance Dynamics in Complex Decentralised Education Systems
Guest Editors: Edith Hooge

Volume 51, No 3 September 2016
Title : Vocational Schooling and Social Exclusion in the Western Balkans
Guest Editors : Claire Gordon and Will Bartlett

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Teaching and learning methods in initial vocational education and training: European trends and challenges (2013 - 2014)

Type of project/activity:

This study, which was commissioned by CEDEFOP, provides an exciting opportunity to place teaching and learning at the centre of a comparative study of initial education and training (IVET) in Europe. This approach has helped us to develop a better understanding of the manner in which teaching and learning take place; the way that teachers and learners understand their activities; and how the character of teaching and learning impacts upon outcomes, such as achievement and progression.

Partners:

Coordinators: The study was led by the Centre for Education and Industry of the University of Warwick (UK).
Partners: AMK University of Applied Sciences (Jyväskylä, Finland), ARTES Srl (Italy), University of Deusto (Spain), GHK, European Institute of Education and Social Policy, Institut Technik und Bildung (Bremen), University of Ljubljana (Slovenia), Utrecht University (Netherlands), Vytautas Magnus University (Lithuania) and also Vibe Aakrog, Zoica Elena Vlăduţ, Eva Farkas and Dietmar Frommberger.

Main activities:

Comparative research into pedagogy in vocational education and training (VET) across Europe is less well developed than comparative research into curricula, qualifications or institutions. The study investigated the extent to which different normative or descriptive theories of teaching and learning impact upon teaching and learning in different countries and evaluate the contribution of other factors such as curricula, teacher training, organisational and national cultures. Building on related studies, a key part of this research was to develop and test concepts and methods that permit robust judgements about similarities and differences between teaching and learning practices in IVET across Europe and their impacts.

Cedefop defined the following research questions:

 

1. Teaching and learning methods in initial VET
a. Which are the main motivations and drivers behind changing pedagogies towards learner-centeredness?
b. What is the role of learning outcomes approaches to the use of more learner-centred teaching methods? How (if at all) pedagogies are influenced by the way learning outcomes are conceptualised and defined in VET provision?
c. What are the obstacles for applying and more extensively using learner-centred pedagogies in initial VET?
d. What policies/initiatives are in place to overcome these obstacles?

2. Learning environments and learning materials in initial VET
a. How existing learning environments and learning materials support the use of learner-centred pedagogies?
b. How (if at all) does the focus on learning outcomes in VET provision influence the design of learning environments and learning materials?
c. What are the obstacles for organising effective learning environments and using up-to date and adequate learning materials that support learner-centeredness in teaching methods?
d. What policies/initiatives are in place to overcome these obstacles?

3. Benefits for learners
a. What evidence exists on the benefits of learner-centred pedagogical approaches for learners? For example, how learners benefit in terms of increased motivation and engagement; achievement and progression within the education and training system; transition into the labour market; prevention of early school leaving, etc.
b. Which are the success factors which make these teaching and learning methods effective?
c. How is (if at all) the existing evidence on learners’ benefits used at national, sectoral or school level to inform pedagogical practice and pedagogical change?

Name of programme and funder:

The study has been commissioned by CEDEFOP.

Expected outcomes:

The study was carried out during 2013. The fieldwork was planned for the March to May period for the country reviews, to be followed from May to September by case studies in selected countries. The final report was submitted in January 2014.

For more information contact Mr. Julian Stanley (Project Director) at: J.A.Stanley@warwick.ac.uk