Abstract

This presentation brings the focus of educational assessment to the technical and vocational education (TVET) context, highlighting the connections between assessment and employment. The presentation is divided into two parts. In the first part, terms relevant to the study such as policy transfer, policy learning, and policy diffusion, are unpacked.

It then briefly outlines the English and German TVET systems in particular and identifies key elements and characteristics of their policy, structure, and assessment practice and cultures, which have been explored in the context of their ability to support policy reforms relating to vocational provision in various other jurisdictions.

The second part is an exploration of the barriers to, and drivers of, successful TVET reform. Consideration is given to barriers such as structure and “scaleability”, progression, effective stakeholder engagement, capacity building for teachers, trainers, and managers, and the role of quality assurance in achieving long-lasting reforms. In the concluding section, the presenters draw upon their experiences of the impact of attempts to implement wholesale an established system from another jurisdiction.

Authors

Assessment Cultures SIG

The Assessment Cultures SIG offers a forum for members to discuss assessment cultures and to examine their own cultures and values through learning about those of others. The SIG’s identity is created by the contributions of its members who bring a wide range of perspectives – historical, educational, psychological, sociological, methodological and more.