Abstract
This paper sets the parameters delineating the socio-economic context of today characterized by continuous changes and uncertainty. Thus, the traditional approach to VET suggesting specific skills for existing jobs in the labour market is limiting and may be trapping individuals. In the paper emphasis is upon ‘Transition’ as the most important aim for VET. Transition and its relation to self-esteem is analyzed.
It is supported that transition from school or studies to work will not be a safe passage in the future where the person will be faced with multiple work transitions.
Therefore, the author’s position is that instead of supporting the development of narrowly defined skills, what is needed for the present and the future is general education and knowledge which can be transferred, through a variety of skills, in different, changing work situations. This can be implemented based on a Critical Developmental Model the author has developed.
Emphasis is given to the fact that this general knowledge should be particularly needed for VET and Technical Education, agreeing with Antonio Gramsci that:
….Proletarian children should have all possibilities open in front of them. They should be able to develop themselves in the best and, therefore, the most productive way both for the personal and the social good. Technical Schools should not be allowed to become incubators for little monsters who receive a dry training for a single profession, without having general knowledge, general education, no intellectual stimulation, only an unerring eye and a steady hand.
Thus, technical education helps a child flourish and become an adult: as long as it is educational and not just informative, aiming at the simple transmission of manual techniques. (Forgacs, 1988, p.64).