Load unfinished survey Resume later You have completed 0% of this survey 0% default Caution: JavaScript execution is disabled in your browser or for this website. You may not be able to answer all questions in this survey. Please, verify your browser parameters. Section 1: Curriculum Design Phase This survey is about the the linkage between the education and employment systems for the largest upper-secondary VET program in your country. Please answer every question to the best of your knowledge. If you need to, you can approximate or guess. Which country are you reponding for? Please choose... Austria Germany Norway Italy United Kingdom Bulgaria Estonia Korea Which year is this questionnaire referring to? 2000 2024 (present) Overall, how much power do employers have during the process of VET curriculum development? They have no power. They have little power. They have moderate power. They share power equally. They have substantial power. They have most power. They have all power. I don’t know. What is the main goal of VET? Generally prepare students for working life (career readiness) Prepare students to continue working in the firm where they train Prepare students to work in their trained occupation at any firm I don’t know Are employers involved in VET curriculum development? No Yes I don’t know How are employers involved in curriculum development? Individual firms are directly involved in curriculum development. Employer associations represent the interests of individual firms in curriculum development. Firms are involved both directly and through employer associations. I don't know. How many of the employers in your country participate in VET curriculum development? Employers can participate through working groups, consultation, reform commissions, etc. If you choose 'Other:' please also specify your choice in the accompanying text field. A small share of firms. About half of firms. Most firms. All firms. I don’t know. Is employers' role in curriculum development defined by law? No, the law doesn’t specify. Yes, the law requires participation but doesn’t specify how. Yes, the law specifies their participation generally. Yes, the law specifies their participation clearly. I don’t know. Do employers help define qualification standards? Qualification standards describe the content and level of complexity a student should master in order to graduate. For example: being able to machine a part within 0.5mm of its specified dimensions. Employers are not involved. Employers are involved to some extent. Employers are involved as equal partners. Employers are the main actor. Employers are the only actor. I don’t know. Do employers make final decisions on qualification standards? Decision power is the authority to decide what the final curriculum should be when stakeholders disagree. Employers have no power. Employers have some power. Employers share power equally. Employers have most power. Employers have all power. I don’t know. Do employers help define the examination form? Examination form is how the exam works: whether it is given by teachers or external examiners, where it takes place (e.g. school or workplace), and by whom it is written. Employers are not involved. Employers are involved to some extent. Employers are involved as equal partners. Employers are the main actor. Employers are the only actor. I don’t know. Are employers involved in final decisions on the examination form? Decision power is the authority to decide what the final examination form should be when stakeholders disagree. Employers have no power. Employers have some power. Employers share power equally. Employers have most power. Employers have all power. I don’t know. Next Load unfinished survey Resume later Please confirm you want to clear your response? Exit and clear survey
