By Jim Allen, Yuki Inenaga, Rolf van der Velden, Keiichi Yoshimoto
This booklet investigates how social and cultural elements impact the schooling, education and profession improvement of graduates of upper schooling in Japan and the Netherlands. regardless of their diverse ancient paths, either nations are actually topic to the typical strain of globalization. accordingly, the better schooling zone in either international locations is turning into extra common and on hand to a bigger inhabitants, and the financial system and society have gotten more and more knowledge-intensive. the purpose of this publication is to discover how Dutch and eastern graduates pick out and increase their careers in connection with the above-mentioned demanding situations. it truly is according to a different information set together with surveys held between graduates three and eight years after leaving greater education.
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Extra resources for Competencies, Higher Education and Career in Japan and the Netherlands
Vocational education has been placed high on the political agenda and the general goal is to strengthen vocational education as an equal learning path beside general (liberal) education at all educational levels. The government has launched two papers (Ministry of Education, 2001 and 2002) that address the principal question of how educational institutions can prepare students for their professional work, in society and for lifelong learning. One of the central policies is to improve the connection between the various professional educational streams, both vertically within the vocational sector as well as between vocational and general education.
3. The policy focus on generic skills and key competencies is to be found in both countries, although the emphasis seems to differ. The notion of competence-based learning is more pronounced in the Netherlands and competencies are more deduced from the perspective of the work tasks that students are supposed to perform after their graduation. The proposals of the UC and CEC in Japan emphasise multipurpose abilities and competencies based on fundamental skills and liberal education. Moreover, the training in ‘problem solving competence’, as advocated in the UC report, illustrates the emphasis on generic skills.
The second point is that the integrated positioning of employment guidance in the curriculum has not yet been appropriately implemented, and therefore still remains an important issue among state, public and private universities alike. Among the many other points related to the provision of an employment guidance system, an apparent disparity still exists in comparison with typical types of employment guidance offered by private universities. To promote the conversion to employment guidance system as implemented by private universities, a “university-wide system” will be important above all.