Acta Marisiensis.
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Year 2024
Volume 21 (XXXVIII), no 1 Year 2023 Volume 20 (XXXVII), no 1 Volume 20 (XXXVII), no 2 Year 2022 Volume 19 (XXXVI), no 1 Volume 19 (XXXVI), no 2 Year 2021 Volume 18 (XXXV), no 1 Volume 18 (XXXV), no 2 Year 2020 Volume 17 (XXXIV), no 1 Volume 17 (XXXIV), no 2 Year 2019 Volume 16 (XXXIII), no 1 Volume 16 (XXXIII), no 2 Year 2018 Volume 15 (XXXII), no 1 Volume 15 (XXXII), no 2 Year 2017 Volume 14 (XXXI), no 1 Volume 14 (XXXI), no 2 Year 2016 Volume 13 (XXX), no 1 Volume 13 (XXX), no 2 Year 2015 Volume 12 (XXIX), no 1 Volume 12 (XXIX), no 2 Year 2014 Volume 11 (XXVIII), no 1 Volume 11 (XXVIII), no 2 Year 2013 Volume 10 (XXVII), no 1 Volume 10 (XXVII), no 2 Year 2012 Volume 9 (XXVI), no 1 Volume 9 (XXVI), no 2 Year 2011 Volume 8 (XXV), no 1 Volume 8 (XXV), no 2 Year 2010 Volume 7 (XXIV), no 1 Volume 7 (XXIV), no 2 Year 2009 Volume 6 (XXIII) |
2024, Volume 21 (XXXVIII), no 1
Veres Miklos-Marius, Technical University of Cluj-Napoca, Romania Veres Cristina, Albu Sorin Cristian, University of Medicine, Pharmacy, Science and Technology ”G.E. Palade” of Târgu Mureș, Romania Abstract: The European vocational education and training system exhibits significant diversity, with each country implementing its unique approach. While a unified European solution is desirable, a lack of comprehensive knowledge in this area hinders the development of policies that could establish a basic model applicable to all countries, albeit with necessary variations due to socio-economic nuances. European policymakers and stakeholders recognize the importance of vocational education and training, including formats like Dual School and Work-based Learning. Nations have committed to common targets in their education and training strategies, driven by globalized competition and the need for professional workers skilled in new technologies. Nevertheless, with the support of established systems, this European solution shows great potential for seamless operation and effectiveness. A successful European strategy would take into account the advancements in technology, the unique regional and national characteristics of the workforce in terms of traditional skills and competencies, and notably, the available natural resources. These resources have become a crucial factor in industrial efficiency and competitiveness. Implementation of dual school models varies at the European level, influenced by national strategies shaped by local factors. Some countries prioritize collaboration with stakeholders and regulatory frameworks to optimize professional training, while others, like Romania and Bulgaria, are just beginning to adopt dual school laws, with emerging examples of best practices. Romania, in particular, has largely followed the German model due to economic influences. In 2006, the European Council recognized vocational training through dual schools as an excellent investment, yielding high returns, surpassing initial costs, and delivering long-term efficiency and productivity benefits. DOI: https://doi.org/10.62838/amset-2024-0005 Pages: 27-33 View full article |
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Update: 19-Jun-2024 | © Published by University Press |