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The Challenges of Work-Based Learning via Systemic Modelling in the European Union: The Potential Failure of Dual Education Due to Social Expectations in Greece

The Challenges of Work-Based Learning via Systemic Modelling in the European Union: The Potential Failure of Dual Education Due to Social Expectations in Greece

Evangelos C. Papakitsos, Evangelos Theologis, Panagiotis S. Makrygiannis
Copyright: © 2022 |Pages: 32
ISBN13: 9781668456965|ISBN10: 1668456966|EISBN13: 9781668456972
DOI: 10.4018/978-1-6684-5696-5.ch043
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MLA

Papakitsos, Evangelos C., et al. "The Challenges of Work-Based Learning via Systemic Modelling in the European Union: The Potential Failure of Dual Education Due to Social Expectations in Greece." Research Anthology on Vocational Education and Preparing Future Workers, edited by Information Resources Management Association, IGI Global, 2022, pp. 762-793. https://doi.org/10.4018/978-1-6684-5696-5.ch043

APA

Papakitsos, E. C., Theologis, E., & Makrygiannis, P. S. (2022). The Challenges of Work-Based Learning via Systemic Modelling in the European Union: The Potential Failure of Dual Education Due to Social Expectations in Greece. In I. Management Association (Ed.), Research Anthology on Vocational Education and Preparing Future Workers (pp. 762-793). IGI Global. https://doi.org/10.4018/978-1-6684-5696-5.ch043

Chicago

Papakitsos, Evangelos C., Evangelos Theologis, and Panagiotis S. Makrygiannis. "The Challenges of Work-Based Learning via Systemic Modelling in the European Union: The Potential Failure of Dual Education Due to Social Expectations in Greece." In Research Anthology on Vocational Education and Preparing Future Workers, edited by Information Resources Management Association, 762-793. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5696-5.ch043

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Abstract

While the skills mismatch is well documented in EU labour market, it renders work-based learning a plausible part of the answer to this problem. Yet, a number of issues demand handling before work-based learning is effectively utilized. Systems inquiry, through systemic modelling, constitutes a proper framework to facilitate a holistic study of such complex social phenomena. From a systemic perception, the complexity of social systems has prevented a holistic study. The descriptive power of systemic modelling allows for such a study that relates labour-market to dual education via apprenticeship. Thus, the respective systems are studied as a whole; the challenges arising are specified and the limitations of the solution are clarified. The application of apprenticeship in heavily industrialized countries can yield results, but it may fail in countries like Greece with a very different socio-economic environment. Still, some recommendations can be formed for a variant of apprenticeship more attuned to such cases.

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