Advertisement

Introduction

  • Maria-Carmen Pantea
Chapter

Abstract

This chapter presents the general policy context that legitimizes a focus on vocational education and training (VET). It makes a case for a focus on Romania, by looking at the changing economic and social context and also at the particularities of the cohort included in the qualitative research. The Introduction argues that the book proposes a youth-centred view on the VET project and on the world of work. The structure and the organization of the book by chapters are briefly presented.

Keywords

Young people Romania Vocational education and training Policy Work Precarious work Vocation Communism 

References

  1. Beck, V., Brook, P., Carter, B., Clark, I., Danford, A., Hammer, N., Kanji, S., & Simms, M. (2016). Work, Employment and Society sans frontières: Extending and Deepening Our Reach. Work, Employment and Society, 30(2), 211–219.CrossRefGoogle Scholar
  2. Billett, S. (2011). Vocational Education. Purposes, Traditions and Prospects. Dordrecht: Springer.CrossRefGoogle Scholar
  3. Cărtărescu, M. (2017). Interview. Mic dejun cu un campion. TVR 2.Google Scholar
  4. Cedefop. (2011). Vocational Education and Training Is Good for You the Social Benefits of VET for Individuals (Research paper No. 17). Luxembourg: Publications Office. Retrieved from http://www.cedefop.europa.eu/files/5517_en.pdf
  5. Cuervo, H., & Wyn, J. (2012). Young People Making It Work: Continuity and Change in Rural Places. Melbourne: Melbourne University Press.Google Scholar
  6. Edgell, S., Gottfried, H., & Granter, E. (Eds.). (2016). The SAGE Handbook of the Sociology of Work and Employment. London: SAGE.Google Scholar
  7. Eichhorst, W., Rodríguez-Planas, N., Schmidl, R., & Zimmermann, K. F. (2015). A Road Map to Vocational Education and Training in Industrialized Countries. ILR Review, 68(2), 314–337.CrossRefGoogle Scholar
  8. Eurofound. (2007). Measuring Job Satisfaction in Surveys – Comparative Analytical Report. Retrieved from https://www.eurofound.europa.eu/sites/default/files/ef_files/ewco/reports/TN0608TR01/TN0608TR01.pdf
  9. European Commission. (2016). Education and Training Monitor 2016. Romania. https://ec.europa.eu/education/sites/education/files/monitor2016-ro_en.pdf
  10. Farrugia, D., & Wood, B. E. (2017). Youth and Spatiality Towards Interdisciplinarity. Youth Studies, 25(3), 209–218.Google Scholar
  11. Foster, K. R., & Spencer, D. (2011). At Risk of What? Possibilities over Probabilities in the Study of Young Lives. Journal of Youth Studies, 14(1), 125–143.CrossRefGoogle Scholar
  12. Frayne, D. (2016). Critiques of Work. In S. Edgell, H. Gottfried, & E. Granter (Eds.), The SAGE Handbook of the Sociology of Work and Employment (pp. 616–633). London: SAGE.Google Scholar
  13. Grubb, N. W. (2001). From Isolation to Integration: ‘Postsecondary Vocational Education and Emerging Systems of Workforce Development’. New Directions for Community Colleges: The New Vocationalism in American Community Colleges, 2001(115), 27–37.CrossRefGoogle Scholar
  14. Hansen, D. T. (1994). Teaching and the Sense of Vocation. Educational Theory, 44(3), 259–275.CrossRefGoogle Scholar
  15. Koeber, C. (2002). Corporate Restructuring, Downsizing, and the Middle Class: The Process and Meaning of Worker Displacement in the ‘New’ Economy. Qualitative Sociology, 25(2), 217–246.CrossRefGoogle Scholar
  16. OECD. (2014, February). PISA 2012 Results: What Students Know and Can Do – Student Performance in Mathematics, Reading and Science (Vol. 1, Rev. ed.), Paris: PISA, OECD Publishing. https://doi.org/10.1787/9789264201118-en
  17. McGrath, S. (2012). Vocational Education and Training for Development: A Policy in Need of a Theory? International Journal of Educational Development, 32(5), 623–631.CrossRefGoogle Scholar
  18. Ministry of Education. (2016). Strategia Educaţiei si Formării Profesionale din România pentru Perioada 2016–2020. Retrieved from https://www.edu.ro/sites/default/files/_fișiere/Minister/2016/strategii/Strategia_VET%2027%2004%202016.pdf
  19. Ministry of Education [rom. Ministerul Educației Naționale și Cercetării Stiințifice] and CNDIPT [rom. Centrul Național de Dezvoltare a Învățământului Profesional și Tehnic]. (2016). Opțiunile de educație și formare profesională ale absolvenților de clasa a VIII-a. Document concept. Retrieved from https://www.edu.ro/sites/default/files/optiuni%20document%20concept.pdf
  20. Nielsen, S. P., & Le Steen Hansen, A. (1999). Final Evaluation of RO9405 Phare VET Reform Programme Ministry of National Education Bucharest, Romania. Retrieved from http://www.tvet.ro/Anexe/6.Anexe/PhareRO9405.pdf
  21. Phoenix, A. (2004). Neoliberalism and Masculinity: Racialization and the Contradictions of Schooling for 11 to 14-year-olds. Youth and Society, 36(2), 227–246.CrossRefGoogle Scholar
  22. Potter, M., & Louth, J. (2017). Edges of Identity: The Production of Neoliberal Subjectivities. Issues in the Social Sciences, 10. Chester: University of Chester Press.Google Scholar
  23. Powell, L. (2012). Reimagining the Purpose of VET – Expanding the Capability to Aspire in South African Further Education and Training Students. International Journal of Educational Development, 32(5), 643–653.CrossRefGoogle Scholar
  24. Powell, L. (2015). Towards a Transformed but also Transformative Vocational Education and Training. CIER Seminar – Towards a Transformed but also Transformative Vocational Education and Training. Retrieved from https://www.youtube.com/watch?v=5mVwD7Ixrws
  25. Roberts, S. (2011). Beyond ‘NEET’ and ‘Tidy’ Pathways: Considering the ‘Missing Middle’ of Youth Transition Studies. Journal of Youth Studies, 14(1), 21–39.CrossRefGoogle Scholar
  26. Roberts, S. (2015). Ordinary Working Lives and the “Missing Middle”. In J. Wyn & H. Cahill (Eds.), Youth Studies in Handbook of Children and Youth Studies (pp. 569–581). Singapore: Springer.CrossRefGoogle Scholar
  27. Sennett, R. (2006). The Culture of the New Capitalism. New Haven: Yale University Press.Google Scholar
  28. Sennett, R. (2008). The Craftsman. New Haven: Yale University Press.Google Scholar
  29. Standing, G. (2011). The Precariat: The New Dangerous Class. London: Bloomsbury.Google Scholar
  30. Standing, G. (2014). Why the Precariat Is Not a “Bogus Concept”. Retrieved from https://www.opendemocracy.net/guy-standing/why-precariat-is-not-“bogus-concept”
  31. Thompson, J. F. (1973). Foundations of Vocational Education: Social and Philosophical Concepts. Englewood Cliffs: Prentice-Hall.Google Scholar
  32. Thompson, P., & Smith, C. (2009). Labour Power and Labour Process: Contesting the Marginality of the Sociology of Work. Sociology, 43(5), 913–930.CrossRefGoogle Scholar
  33. Tyler, I. (2013). Revolving Subjects: Social Abjection and Resistance in Neoliberal Britain. London/New York: Zed Books.Google Scholar
  34. Wieland, C. (2015). Germany’s Dual Vocational-Training System: Possibilities for and Limitations to Transferability. Local Economy, 30(5), 577–583.CrossRefGoogle Scholar
  35. Wolf, A. (2002). Does Education Matter? London: Penguin Books Limited.Google Scholar
  36. Wolf, A. (2011). Review of Vocational Education – The Wolf Report. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/180504/DFE-00031-2011.pdf

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Maria-Carmen Pantea
    • 1
  1. 1.Faculty of Sociology and Social WorkBabeș-Bolyai UniversityCluj-NapocaRomania

Personalised recommendations