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Making skills transparent: Recognising vocational skills acquired through workbased learning

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  • Viktoria Kis
  • Hendrickje Catriona Windisch

Abstract

This paper looks at the importance of mechanisms that give formal recognition to vocational skills acquired through work-based learning and how such mechanisms might be developed. It describes how skill recognition can benefit individuals, employers and society as a whole, and identifies in which contexts skill recognition has the highest potential to bring benefits. The focus is on three tools that are commonly used to shorten the path to a formal qualification: admission into a programme, reduced programme duration and qualification without a mandatory programme. For each of these tools, this paper sets out country approaches, discusses common challenges that arise in their implementation and advances policy messages to support policy design and implementation.

Suggested Citation

  • Viktoria Kis & Hendrickje Catriona Windisch, 2018. "Making skills transparent: Recognising vocational skills acquired through workbased learning," OECD Education Working Papers 180, OECD Publishing.
    • Handle: RePEc:oec:eduaab:180-en
    DOI: 10.1787/5830c400-en
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    Cited by:

    1. Ellen Hazelkorn & John Edwards, 2019. "Skills and Smart Specialisation: The role of Vocational Education and Training in Smart Specialisation Strategies," JRC Research Reports JRC118229, Joint Research Centre.
    2. Esmond, Bill & Atkins, Liz, 2020. "VET realignment and the development of technical elites: Learning at work in England," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 7(2), pages 193-213.

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