Student resources, sources of inequity and (new) vulnerabilities
Student resources, sources of inequity and (new) vulnerabilities (WP5) of the VETPrep project is dedicated to identifying and addressing the current vulnerabilities faced by European students transitioning to vocational education and training (VET) programs. This work package recognizes that while VET plays a crucial role in equipping individuals with the skills and knowledge needed to succeed in the workforce, certain groups of students may face unique challenges and barriers that hinder their ability to access and thrive in these programs.
The overall objective of WP5 is to track down and explain current vulnerabilities among European students transitioning to VET education. By examining the resources available to students, as well as the sources of inequity and new vulnerabilities that may emerge in the post-pandemic context, we aim to develop targeted strategies and interventions that promote inclusivity and equity in VET.
To achieve this objective, WP5 will employ a mixed-methods approach that combines quantitative and qualitative data collection and analysis. This will involve a comprehensive review of existing literature on vulnerabilities in VET, as well as the collection of new data through surveys, interviews, and focus groups with VET students, teachers, and stakeholders across the five participating countries.
The specific objectives of WP5 are threefold. First, we aim to identify the resources available to students transitioning to VET education, including financial support, guidance and counseling services, and access to technology and learning materials. By understanding the resources that are currently available, we can identify gaps and areas where additional support may be needed. Second, we will examine the sources of inequity in VET, including socioeconomic status, gender, ethnicity, and disability. By understanding how these factors intersect and impact students’ experiences in VET, we can develop targeted interventions that address specific vulnerabilities. Finally, we will explore the new vulnerabilities that may emerge in the post-pandemic context, such as increased financial instability, mental health challenges, and disruptions to traditional learning environments.
The findings from WP5 will provide a comprehensive understanding of the current vulnerabilities faced by European students transitioning to VET education. These insights will directly inform the development of evidence-based strategies and interventions designed to promote inclusivity and equity in VET programs. By addressing the specific challenges and barriers faced by vulnerable student populations, we can ensure that all individuals have the opportunity to access and succeed in VET, regardless of their background or circumstances.
Moreover, the findings from WP5 will contribute to a broader understanding of the role of VET in promoting social mobility and inclusion. By identifying and addressing the sources of inequity in VET, we can work towards creating a more just and equitable society, where all individuals have the opportunity to acquire the skills and knowledge needed to succeed in the workforce and beyond.
Lead Partner
