Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/337401 
Year of Publication: 
2025
Series/Report no.: 
Cedefop working paper series No. 26
Publisher: 
Publications Office of the European Union, Luxembourg
Abstract: 
The purpose of this working paper is to examine the use of gendered language and socio-pragmatic strategies which appear in the Greek Ministry of Education's promotional VET material encouraging young people to take up an IVET course. It is related to Cedefop's research on the Future of VET which aims to deepen its understanding of the interaction between the broad objectives of excellence and inclusion in the 21st century. By using methods from sociolinguistic ethnography and discourse analysis, the authors examine the ways in which gendered language and language practices related to the target group are used in the material. Moreover, the attitudes of prospective IVET students at HQF/EQF level 4 are elicited through a semi-structured questionnaire carried out with a Greek secondary education school. Finally, specific recommendations are presented against the background of the EU's commitment to inclusive access to education.
Subjects: 
Access to education and training
Attractiveness of vocational education and training (VET)
Disadvantaged group
Initial education and training
Social inclusion
Vocational education and training
vocational training
vocational guidance
linguistics
gender mainstreaming
information analysis
use of languages
vocational education
Greece
Persistent Identifier of the first edition: 
ISBN: 
978-92-896-3880-7
Creative Commons License: 
cc-by Logo
Document Type: 
Working Paper

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