New structures and new contents in Dutch vocational education

Abstract

Jobs are Changing because of the impact of new technology and informatisation, leading to a shift from an emphasis on action centred skill to intellective skills (Zuboff, 1988). Companies have to respond to changing market demands with regard to variety, flexibility and quality. In order to cope with these developments new production and organisational concepts are introduced which increase the autonomy and responsibility of workers by enriching jobs, integrating problem solving and quality care in production jobs and reducing the layers of management. As a result of these changes many firms require a work force with more and different competencies, including an increase in general abilities like numeracy and literacy skills in order to deal with the growing amount of information, in organisational and communicative key qualifications as well as in technical skills. Changing job requirements are a challenge for vocational education and training, which have to respond to both increasing demands with regard to the amount of learning and training needed, as well as to the content of training. Vocational education is increasingly regarded as just the beginning of a learning vocational career, rather than as the end of skill acquisition. During working life workers will have to attend further training and change jobs on a number of occasions. This means that vocational education must afford a broad basis including technical, organisational and communicative as well as learning skills.