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Since the early 2000s, the EU has a clear public policy of developing the knowledge society. Education and training would be the two essential drivers of this aspiration, with them conducive to economic growth, sustainable development, research and development, innovation, productivity and competitiveness. This training perspective was initiated by the Copenhagen process in 2002 (started in Bruges in 2001), confirmed in Riga in 2015, with its targets to be achieved by 2020. To do this, programs such as “A new start for Europe: My agenda for Jobs, Growth, Fairness and Democratic Change” are implementing actions to promote vocational education and training (VET) in Europe, such as promoting vocational training in all its forms, developing quality assurances in VET, improving access to VET and qualifications for all, strengthening key skills in VET programs and allowing systematic access to initial and ongoing vocational training programs for VET teachers, trainers and mentors ( Journal officiel de l’Union européenne, 2015). NO-GLUE ASSEMBLY: This airplane model kit features an easy to assemble DIY design and includes a clear-cut instructions manual, requiring no glue or tools. Enjoy a smooth, frustration-free experience with this 100% safe 3D puzzle toy! The self-image of a person corresponds to the representation and evaluation that the individual makes of himself at different stages of his development and in different situations in which he finds himself ( Doron and Parot, 1991). Early research related to vocational choice focused on the concept of “personality”. Holland (1966) created a theory of vocational choice which identifies interests that characterize different occupational profiles, but also explicitly recognizes the personality profiles of individuals who move toward a particular occupational/professional activity. He thus proposed six categories of vocational interests in his theory: “Realistic,”“Investigative,”“Artistic,”“Social,”“Enterprising,” and “Conventional,” each one corresponding to different personality profiles. While the concept of “self-image” as described by Doron and Parot (1991) and Brillet and Gavoille (2016) certainly echoes this typology, its focus lies on self-awareness and self-perception, and englobes thus the whole personality. This may also include gender or social class stereotypes.
EXTRA FEATURES: The Veter Models model airplane kits to build for adults are capable of running up to 1 meter, open all doors and run the engine. You can even see the engine pistons move, while the propeller and flaps spin for a spectacular effect! The sociological arguments presented in this section have shown the importance of the context to explain how differences in VET participation and organization emerge on the European level, and how the students are impacted by them on their individual level. The next part will focus on the individual mental aspects guiding the students in their decisions. Psychological Aspects of Professional Choice Building a Professional Identity A PERFECT CHOICE : Whether you’re a classic toy collector, you enjoy DIY arts and crafts or handmade projects or you want to impress a friend with a special present, the Veter Models Speedster mechanical puzzle car will surely impress you!The finished product can run up to 3 meters and has a scale of 1:87. With 442 pieces and a medium difficulty level, approximate assembly time is 9 hours. Suitable for ages 14+. Show off your impressive mechanical skills and impress your friends and guests with the stunning Speedster-V2 Sport car 3D puzzle by Viter Models. The Speedster-V2 Sport car 3D puzzle by Viter Models is a must-have for any car enthusiast or collector . This DIY mechanical model features a stunning Cobra sports car design, complete with functional motor, gearbox, steering wheel, and suspension. Alongside sociological and organizational aspects, young people’s educational choice is above all an individual process guided by psychological mechanisms. Research has shown that the level of planning for the future increases with age ( Nurmi, 1991). The development of future orientations is not only related to individuals’ development of cognitive abilities, but also strongly linked to the motivational system, for which future representations of the self are important. In adolescence, social pressure regarding future orientation comes from the different life environments experienced by young people; mainly the family and school ( Klineberg, 1967). Adolescents are pushed, explicitly or not, to define and commit to personal career plans. The development of future orientation can be influenced by social conditions, specifically by positive relationships with adults ( Aronowitz, 2005; Kerpelman et al., 2008), but also discouraged by negative life conditions such as violence and poverty ( McGee, 1984). Fusco et al. (2019) consider that the construction of a professional identity and professional self-definition is a major task in adolescence. It is initially based on childhood images of occupations that are stereotyped and idealized. These images are further anchored by more concrete experiences in the adult world. Occupational experiences and exploration of career possibilities during adolescence increase knowledge acquisition ( Fusco et al., 2019). This 3D puzzle will surely surprise you not only with its gorgeous finishes, but also with its versatility and functionality. With long-lasting materials, genuine replica design and enhanced durability, this pyramid model will complete your collection, being a nice décor to your bedroom or living room!
A PERFECT CHOICE : Whether you’re a classic model builder, you enjoy DIY arts and crafts or handmade projects or you want to impress a friend with a special gift, the Veter Models Speedster mechanical puzzle car will surely impress you! In countries or regions where the public image of VET may be unfavorable, a first concrete step would be to conduct a detailed analysis of this situation by carrying out studies on the public image of VET and of the concerned occupations. This can bring a better understanding of why there are discrepancies between different sectors of activity. Such studies may reveal organizational problems requiring a policy response. They may also show that the image of VET and of certain occupations is more negative than the reality faced by students and graduates of these schemes, either due to prejudiced or no-longer relevant preconceptions. Market realities and practical, technical realities of certain trades can change rapidly, often with these changes not being perceived by the general public. A high quality, regularly updated information system on VET can help to build realistic perceptions.
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Many people in eastern European countries recommend vocational education, while respondents in Ireland, Luxembourg and Sweden are the most likely to recommend general secondary education. Germany and Britain are among the countries where VET is not likely to be recommended a lot, but where many people say that it depends on the individual student. These findings allow many interpretations. Countries where VET is highly recommended are in many cases formerly socialist states. One obvious explanation would then be a traditional value for practical and professional training. At the same time, some of these countries’ economies are heavily focused on the production of goods rather than on services, which fosters opportunities in crafts and industry. Conversely, countries where respondents value general secondary education are often countries where employment in the tertiary sector is important. Social stratification is a major reality in the educational field and it can have an important impact on student’s educational career and the decisions that they take. Since the post-war years, sociology has demonstrated the reproduction of social inequalities through school systems, which, far from keeping their promises of equal opportunities, sometimes contribute to cement established social structures ( Bourdieu and Passeron, 1964, 1970; Boudon, 1973; Bowles and Gintis, 1976). Despite political awareness of the phenomenon and efforts to counter it, this phenomenon has proven to be persistent, albeit more so in some countries than in others. PISA 2 studies show that social inequality remains an important factor in educational achievement: “Long-standing research finds that the most reliable predictor of a child’s future success at school – and, in many cases, of access to well-paid and high-status occupations – is his or her family. Children from low-income and low-educated families usually face many barriers to learning.” ( OECD, 2019, p.50). In France, the National Centre for the Study of School Systems (CNESCO) considers that although French schools segregate students less blatantly than they did 50 years ago, they nevertheless tend to maintain many social and migratory inequalities within them, which are more hidden, less observable, but nonetheless very much present ( CNESCO, 2016). By applying the idea of labor cultures to the organization of VET, Greinert (2005) argues that Britain has set up a model based on liberal economy (market model), France a model based on state bureaucracy, translating in practice into a school-based model and Germany a dualistic corporatist model where state and companies meet and resulting in the dual system of apprenticeship. In this view, the British market model is a model that trusts the regulating power of the markets to ensure the provision of VET. The state has very little involvement in the operation of the system. The characteristics of the market-based model are: (a) the quantitative relationship between training needs and available coverage is market-regulated (b) the nature of professional skills is determined by their usefulness in the labor market; (c) there are few standards for training. They can be purely school-based, very practical or alternating between school and business. There are few generally accepted certificates; (d) the costs of vocational training are borne by learners or by companies; (e) in countries applying the market-based model, an important distinction is made between general education and specific VET. The first takes place in state schools and the second on the basis of an agreement between market players. More and more customers are looking for authentic, wholesome pastimes that don’t involve digital devices and Veter mechanical model puzzle kits allow vendors to tap into this growing trend. Offering much more of a hands-on, mess-free, three-dimensional experience than traditional plastic models, these products are sure to give a boost to your store’s bottom line. Vocational education and training, and education in general, are not taking place in a neutral surrounding. The national contexts mentioned above differ in terms of the social conditions in which the school systems are embedded. The general public image of VET within society can be a good measure of acceptance of VET in a given country and an explanatory element of participation in VET across Europe.
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