The Selectivity and Vocational Orientation of Education Systems

Chapter
First Online:
Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT, volume 1)

Abstract

Building partly on the indicators that were discussed and reviewed in previous chapters and partly on some additional measures, this chapter focuses on two specific aspects of education quality: selectivity and the extent to which education systems are geared to preparing young people for the labour market. The latter characteristic will be referred to briefly as the vocational orientation (For Dutch-speaking readers: vocational orientation is meant as a translation of beroepsgerichtheid) of education systems. In the Netherlands as well as in a number of nearby countries, selectivity and vocational orientation appear to be closely related. We first address the fundamentally different paradigms that countries in various parts of the western world have adopted when it comes to selection and the importance of vocational learning. We then discuss three ways of measuring these. In the second half of this chapter, the attention shifts to the wider implications of selectivity, showing that despite uncertainties it is clear that countries have much to gain or lose in shaping their education policies.

Keywords

Vocational education  Selectivity  Educational achievement and educational attainment  Social capital  Economic competitiveness 
This is a preview of subscription content, log in to check access.

References

  1. Carnoy, M. (2004). Education for all and the quality of education: A reanalysis. Background paper for EFA Global Monitoring Report 2005.Google Scholar
  2. De la Fuente, A., & Domémech, R. (2006). Human capital in growth regressions: How much difference does data quality make. Journal of the European Economic Association, 4(1), 1–36.CrossRefGoogle Scholar
  3. Eurydice and Eurostat. (2005). Key data on education in Europe 2005. Brussels: Eurydice/Eurostat.Google Scholar
  4. Eurydice and Eurostat. (2009). Key data on education in Europe 2009. Brussels: Eurydice/Eurostat.Google Scholar
  5. Hanushek, E. A. (2004). Economic Analysis of School Quality. Background paper for EFA Global Monitoring Report 2005. Paris: UNESCO.Google Scholar
  6. Hanushek, E. A., & Woessmann, L. (2007). The role of school improvement in economic development. NBER Working Paper, no. 12832. Cambridge, MA: National Bureau of Economic Research.Google Scholar
  7. Hanushek, E. A., & Woessmann, L. (2009). Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation. NBER Working Paper, no. 14633. Cambridge MA: National Bureau of Economic Research.Google Scholar
  8. Ministry of Education, Culture and Science. (2009). Bestel in Beeld 2008. The Hague: Ministry of Education, Culture and Science.Google Scholar
  9. Minne, B., van der Steeg, M., & Webbink, D. (2007). De maatschappelijke opbrengsten van onderwijs. CPB Memorandum. Den Haag: Centraal Planbureau.Google Scholar
  10. OECD. (2005a). Education at a glance. OECD indicators 2005. Paris: OECD.Google Scholar
  11. OECD. (2005b). School factors related to quality and equity. Results from PISA 2000. Paris: OECD.CrossRefGoogle Scholar
  12. OECD. (2006). Education at a glance. OECD indicators 2006. Paris: OECD.CrossRefGoogle Scholar
  13. OECD. (2009). Education at a glance. OECD indicators 2009. Paris: OECD.Google Scholar
  14. OECD. (2010). The high cost of low educational performance. An estimation of the long-run economic impact of improvements in PISA outcomes. Paris: OECD.Google Scholar
  15. Onderwijsraad (2010). Vroeg of laat. Advies over de vroege selectie in het Nederlands onderwijs. The Hague: Onderwijsraad.Google Scholar
  16. Putnam, R. (2000). Bowling alone: The collapse and revival of American community. New York: Simon & Schuster.Google Scholar
  17. Rychen, D., & Salganik, L. (Eds.) (2003). Key competencies for a successful life and a well-functioning society. Göttingen: Hgrefe & Huber Publishers.Google Scholar
  18. Schleicher, A. (2006). The economics of knowledge: Why education is key for Europe’s success. Brussels: The Lisbon Council.Google Scholar
  19. UNESCO. (2004). EFA global monitoring report. The quality imperative. Paris: UNESCO.Google Scholar
  20. UNESCO. (2007). EFA global monitoring report. Education for all by 2015: Will we make it?. Paris: UNESCO.Google Scholar
  21. UNESCO. (2010). EFA global monitoring report. Reaching the marginalized. Paris: UNESCO.Google Scholar
  22. UNESCO Institute for Statistics. (2009). Global education digest 2009. Comparing education statistics across the world. Montreal: UNESCO Institute for Statistics.Google Scholar
  23. UNEVOC. (2007). Participation in formal technical and vocational education and training programmes worldwide. An initial statistical study. Bonn: UNEVOC.Google Scholar
  24. van Ravens, J. (2009). La Niňa. Een koers voor het Nederlands onderwijs. Retrieved from http://beteronderwijsnederland.net/files/La_Nina_2009.pdf
  25. Wisniewski, J. (2010). Tracking in polish education. PowerPoint presentation delivered at a seminar of the Sociaal-Economische Raad in the Hague on 10 February 2010. Retrieved from www.ser.nl > Jubileumreeks Symposia > Onderwijs > Presentaties > Jerzy Wisniewski.
  26. World Economic Forum (2009). Global competitiveness report 2009–2010. Retrieved from www.weforum.org

Copyright information

© Jaap Scheerens 2011

Authors and Affiliations

  1. 1.Department of Educational Organization and ManagementUniversity of TwenteEnschedeThe Netherlands
  2. 2.Edward Zigler Center for Child Development and Social PolicyYale UniversityNew HavenUSA

Personalised recommendations