Vocational education and training - VET

Links to communication skills, workplace skills, life skills, literacy skills.
http://www.khake.com/page3.html

The report shows how education and training for prisoners help reduce the social costs of crime and support the rehabilitation of prisoners and their reintegration into society. It further provides an overview of key European policies and funding programmes related to prison education and training, highlighting their added value and contribution to the development of innovative and new approaches to education provision in prisons. It then looks into the current ‘state-of-play’ with regard to provision in prisons across Europe, providing some concrete examples from individual Member States.
http://ec.europa.eu/education/library/study/2013/prison_en.pdf

Adults have an active role in their own learning and training. Non formal and informal education is the cornerstone for a lifelong learning and career development. But related knowledge and skills, derived from several years of professional experience, personal development, or continuous vocational training, are hardly recognized in the formal education arena. Candidates for a diploma or qualification have to confront more or less referenced educational syllabus. For a better classification and promotion of individual knowledge and skills, and a more effective definition of associated competency proficiency levels, this paper investigates two approaches, supported with tools, so as to guide candidates in self-assessment and as such facilitate knowledge and skills validation by examination boards.
http://hal.archives-ouvertes.fr/docs/00/79/75/29/PDF/EDUCON2012_Rouvrais-ShortPaperFebruary2.pdf

Survey of recruitment firms to look at how Russian firms perceive the supply of skills in the labour market and how well those skills match to their demand for labour.
http://ftp.iza.org/dp7041.pdf

This paper refers to an analysis of matching processes in occupational labour markets in terms of classes of jobs that share extensive commonalities in their required qualifications and tasks. The findings of this study strongly suggest the use of an augmented matching function that considers job and worker searches across occupational labour markets.
http://doku.iab.de/discussionpapers/2012/dp2712.pdf

Program helps immigrants adjust to culture and find relevant employment.
http://www.thestar.com/life/continuingeducation/2013/08/15/
building_a_bridge_to_canadian_career.html
List of Ontario bridging programs, visit ontarioimmigration.ca

In English http://cva-acfp.org/a/2014-06-en.html

In French http://cva-acfp.org/a/2014-06-fr.html

Each month, the Canadian Vocational Association presents a survey of relevant links and documents on various specializations and topics related to the field of professional training

The Newsletter is in English and French.

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Tous les mois, l'Association canadienne de la formation professionnelle vous présente une compilation de documents et de liens pertinents sur différentes spécialités et thématiques liés au domaine de la formation professionnelle.
Le bulletin est en anglais et en français.
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This study aimed at assessing skills deficits in developing country contexts on the basis of firm data from World Bank Enterprise Surveys. A precise definition of skills deficit was used – employers’ perceptions of inadequate workforce a educational levels as a relative and absolute constraint to firm growth and performance - to assess the relevance of skills deficits in a set of 25 low- and middle-income countries. Although limited to the formal sector and to employer perceptions, the study nonetheless highlights a number of patterns concerning skills deficits in the development world of relevance for policy.
http://unesdoc.unesco.org/images/0021/002178/217890e.pdf

This paper relies on randomized assignment of the entrepreneurship track to identify impacts on labor market outcomes one year after graduation. The analysis finds that the entrepreneurship track was effective in increasing self-employment among applicants, but that the effects are small in absolute terms. In addition, the employment rate among participants remains unchanged, pointing to a partial substitution from wage employment to self-employment. The evidence shows that the program fostered business skills, expanded networks, and affected a range of behavioral skills. Participation in the entrepreneurship track also heightened graduates' optimism toward the future shortly after the Tunisian revolution.
http://ftp.iza.org/dp7079.pdf

This paper focuses on the determinants of the labor market situation of young people in developed countries and the developing world, with a special emphasis on the role of vocational training and education policies. We highlight the role of demographic factors, economic growth and labor market institutions in explaining young people's transition into work. We then assess differences in the setup and functioning of the vocational education and training policies in major world regions, as an important driver of differential labor market situation of youth. Based on our analysis we argue in favor of vocational education and training systems combining work experience and general education and give some policy recommendations regarding the implementation of education and training systems adapted to a country's economic and institutional context.