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Overcoming diverse approaches to vocational education and training to combat climate change: the case of low energy construction in Europe

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Overcoming diverse approaches to vocational education and training to combat climate change : the case of low energy construction in Europe . / Winch, Christopher; Clarke, Linda; Sahin-Dikmen, Melahat.

In: Oxford Review of Education, Vol. 46, No. 5, 02.09.2020, p. 619-636.

Research output: Contribution to journalArticlepeer-review

Harvard

Winch, C, Clarke, L & Sahin-Dikmen, M 2020, 'Overcoming diverse approaches to vocational education and training to combat climate change: the case of low energy construction in Europe ', Oxford Review of Education, vol. 46, no. 5, pp. 619-636. https://doi.org/10.1080/03054985.2020.1745167

APA

Winch, C., Clarke, L., & Sahin-Dikmen, M. (2020). Overcoming diverse approaches to vocational education and training to combat climate change: the case of low energy construction in Europe . Oxford Review of Education, 46(5), 619-636. https://doi.org/10.1080/03054985.2020.1745167

Vancouver

Winch C, Clarke L, Sahin-Dikmen M. Overcoming diverse approaches to vocational education and training to combat climate change: the case of low energy construction in Europe . Oxford Review of Education. 2020 Sep 2;46(5):619-636. https://doi.org/10.1080/03054985.2020.1745167

Author

Winch, Christopher ; Clarke, Linda ; Sahin-Dikmen, Melahat. / Overcoming diverse approaches to vocational education and training to combat climate change : the case of low energy construction in Europe . In: Oxford Review of Education. 2020 ; Vol. 46, No. 5. pp. 619-636.

Bibtex Download

@article{bdaf3bf448f749cc9e50e8d9f7afb97f,
title = "Overcoming diverse approaches to vocational education and training to combat climate change: the case of low energy construction in Europe ",
abstract = "Vocational education and training (VET) can play a transformative role in reducing CO 2 emissions and improving the energy efficiency of buildings across Europe. Nearly zero energy building (NZEB) requires an energy literate workforce, with broader and deeper theoretical knowledge, higher technical and precision skills, interdisciplinary understanding, and a wide range of transversal competences. Through an investigation into VET for low energy construction (LEC) in 10 European countries, the article identifies a range of different strategies advanced under constraints imposed by the VET systems and construction labour markets. At one extreme, representing the {\textquoteleft}high road{\textquoteright}, LEC elements are mainstreamed into broad-based occupational profiles, curricula and qualifications, whilst at the other, the {\textquoteleft}low{\textquoteright} road, short, specific and one-off LEC courses simply aim to plug existing {\textquoteleft}skills{\textquoteright} gaps. It is argued that the {\textquoteleft}high road{\textquoteright} approach, in encompassing a broad concept of agency, successfully addresses NZEB requirements whereas the {\textquoteleft}low road{\textquoteright} represents an instrumentalist approach to labour that jeopardises the achievement of higher energy efficiency standards. The article concludes by presenting a transparency tool set within the European Qualifications Framework, against which different VET for LEC programmes can be assessed. ",
keywords = "European Union, Vocational education and training, climate change, low energy construction, qualification frameworks",
author = "Christopher Winch and Linda Clarke and Melahat Sahin-Dikmen",
year = "2020",
month = sep,
day = "2",
doi = "10.1080/03054985.2020.1745167",
language = "English",
volume = "46",
pages = "619--636",
journal = "Oxford Review of Education",
issn = "0305-4985",
publisher = "Routledge",
number = "5",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - Overcoming diverse approaches to vocational education and training to combat climate change

T2 - the case of low energy construction in Europe

AU - Winch, Christopher

AU - Clarke, Linda

AU - Sahin-Dikmen, Melahat

PY - 2020/9/2

Y1 - 2020/9/2

N2 - Vocational education and training (VET) can play a transformative role in reducing CO 2 emissions and improving the energy efficiency of buildings across Europe. Nearly zero energy building (NZEB) requires an energy literate workforce, with broader and deeper theoretical knowledge, higher technical and precision skills, interdisciplinary understanding, and a wide range of transversal competences. Through an investigation into VET for low energy construction (LEC) in 10 European countries, the article identifies a range of different strategies advanced under constraints imposed by the VET systems and construction labour markets. At one extreme, representing the ‘high road’, LEC elements are mainstreamed into broad-based occupational profiles, curricula and qualifications, whilst at the other, the ‘low’ road, short, specific and one-off LEC courses simply aim to plug existing ‘skills’ gaps. It is argued that the ‘high road’ approach, in encompassing a broad concept of agency, successfully addresses NZEB requirements whereas the ‘low road’ represents an instrumentalist approach to labour that jeopardises the achievement of higher energy efficiency standards. The article concludes by presenting a transparency tool set within the European Qualifications Framework, against which different VET for LEC programmes can be assessed.

AB - Vocational education and training (VET) can play a transformative role in reducing CO 2 emissions and improving the energy efficiency of buildings across Europe. Nearly zero energy building (NZEB) requires an energy literate workforce, with broader and deeper theoretical knowledge, higher technical and precision skills, interdisciplinary understanding, and a wide range of transversal competences. Through an investigation into VET for low energy construction (LEC) in 10 European countries, the article identifies a range of different strategies advanced under constraints imposed by the VET systems and construction labour markets. At one extreme, representing the ‘high road’, LEC elements are mainstreamed into broad-based occupational profiles, curricula and qualifications, whilst at the other, the ‘low’ road, short, specific and one-off LEC courses simply aim to plug existing ‘skills’ gaps. It is argued that the ‘high road’ approach, in encompassing a broad concept of agency, successfully addresses NZEB requirements whereas the ‘low road’ represents an instrumentalist approach to labour that jeopardises the achievement of higher energy efficiency standards. The article concludes by presenting a transparency tool set within the European Qualifications Framework, against which different VET for LEC programmes can be assessed.

KW - European Union

KW - Vocational education and training

KW - climate change

KW - low energy construction

KW - qualification frameworks

UR - http://www.scopus.com/inward/record.url?scp=85087020954&partnerID=8YFLogxK

U2 - 10.1080/03054985.2020.1745167

DO - 10.1080/03054985.2020.1745167

M3 - Article

VL - 46

SP - 619

EP - 636

JO - Oxford Review of Education

JF - Oxford Review of Education

SN - 0305-4985

IS - 5

ER -

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