Abstract
Research on technical and vocational education and training (TVET research) is an established sector of educational research, because TVET is considered as part of the national education system, even if it is often only insufficiently integrated into it. The features of TVET and VET research already become clear, similarly the difference between occupational research and TVET research. The difference is caused by the phenomena of vocation (Petersen 2006; Dostal 2006). The occupational research is different between employment occupation and training occupation. The start point for TVET research is training occupation, while the employment occupation is subject of the labor market research. They are classified internationally by the ILO as the “International Standard Classification of Occupations” (ISCO), thereby the ILO aims to increase the transparency and comparability of the national labor job markets and the national occupation classification systems. In the “Dictionary of Occupational Titles” (the USA) is often distinguished among more than 10,000 employment occupations. The classification and survey of employment occupations is therefore subject of the occupational research with the orientation of the development of labor markets and employment systems. It is different from occupational research as a research field of TVET research, whose concern is development and analysis of training occupations as the start point for shaping and organization of TVET programs. Finally, occupational research is also the subject of labor science and human resources research as subarea of business administration research. The research and development interest here results from the effects of job design and work organization on human resources management and thus on the increasing productivity as well as competitiveness of companies and branches. As a dimension of education, economy, social politic, and labor market politic, TVET is a subject of interdisciplinary education research. On the level of TVET governance system, it becomes clear that it is mostly based on the outside parts instead of TVET governance system itself. Normally not only the educational, labor, and economic departments as well as the sector administration departments in the government but also the organizations in the world of work (such as labor unions and trade associations) are involved in the TVET governance. This applies primarily to all forms of dual vocational education organization. The plurality of governance structures of TVET and TVET systems increases the complexity of research and development tasks for the TVET research. The TVET research is a unique education sector, which is directly related to the shaping of transition from education to the employment system. This characteristic of TVET, which distinguishes it from all the other sectors of education systems, has far-reaching consequences.
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Rauner, F., Zhao, Z. (2014). TVET-Research: An Introduction. In: Zhao, Z., Rauner, F. (eds) Areas of Vocational Education Research. New Frontiers of Educational Research. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-54224-4_1
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