 Your new post is loading...
Your new post is loading...
 Calendrier DACUM 2022 ACUM I : Facilitateur d’analyses DACUM
DACUM I Training Module : DACUM Analysis Facilitator
14 au 18 novembre, à Toronto, Ontario, en anglais
DACUM II : Facilitateur de développement de programmes
de formation par compétence
DACUM II Training Module: DACUM and CBT Programme Development Facilitator
 21 au 25 novembre à  MontrĂ©al, QuĂ©bec, en français Pour plus d'information sur DACUM ici Â
This report explores the opportunities presented by Educational Technology (EdTech) for technical and vocational education and training (TVET) systems worldwide, with particular emphasis on developing countries. The report discusses how digitization is transforming the role of EdTech in TVET and skills development
Motivated by discussions of skill mismatches on local German vocational educational and training (VET) markets, this paper analyses how occupational segments of VET entry of individuals with lower and intermediate secondary school degree relate to local labor market characteristics.
This paper argues that the lack of a regulatory framework presents a difficult challenge to secondary vocational schools. Similarly, there are no official arrangements with the private sector and, most importantly, there is a dearth of efficient WBL practices that link students with the market to provide students not only with professional competencies, but also with social and personal competencies.Â
The need for investment and for a holistic approach to VET teachers’ and trainers’ professional development is at the heart of high-quality and inclusive VET.
Building on the findings of Cedefop/ReferNet thematic perspectives for EU Member States, Norway and Iceland, this synthesis report identifies recent trends and policy developments in Europe on the initial and continuous professional development of VET teachers and trainers.
The report points to the different types of VET teachers and trainers in Europe; their evolving and complex role in mastering new technologies, supporting the integration of refugees, identifying and supporting learners at risk of early leaving, and understanding changing labour market needs, to empower and equip students with skills for the future.
Their qualifications and opportunities for continuous professional development vary across countries but the challenges policy-makers face in supporting them are shared. The report concludes with key messages for designing effective policies in Europe.
Skills development must be a shared purpose, embraced and supported by employers, employees and society at large.
This handbook provides information, evidence and basic conceptual models to facilitate the adoption of lllin national and local settings. It provides evidence from diverse initiatives and describes some of the contemporary issues to which lifelong learning responds – including how it shapes the 2030 agenda for Sustainable development.Â
Teachers and in-company trainers are central to vocational education and training (VET), as they support the school-to-work transitions of learners from diverse backgrounds. VET teachers develop learners’ skills in school-based settings, while in-company trainers support learners during their time in work-based learning. Countries use different strategies to ensure an adequate supply of well-prepared VET teachers and trainers. This report focuses on two aspects: entry requirements for the VET teaching and training profession to ensure quality and consistency; and initial education and training for VET teachers and trainers to ensure that they are well-prepared when taking up their role. It draws lessons from policies and practices in Canada, Denmark, Germany, the Netherlands and Norway for developing a skilled teaching and training workforce through entry requirements and training, while maintaining sufficient flexibility.
This online platform was launched in 2022 to provide TVET stakeholders and practitioners with information on, and access to, online toolkits. Multiple toolkits for TVET providers/practitioners have been, and continue to be, created. The purpose of such toolkits ranges from facilitating TVET providers' 'self-reflection' on aspects of their provision to quantitative performance assessments.
|
The paper aims to better understand the importance of emerging sectors within the ILO’s Future of Work initiative in the transition to the formalization of informal workers (including informal units). It analyses the potential and the limitations of emerging sectors with potential for formal jobs creation, the opportunities within them to support transition to the formalization of workers and economic units and recommends types of policies that could support their potential for T2F based on recent countries’ experience. The paper pays particular attention to the structural challenges that women and youth face in transitioning from the informal to the formal economy. It also addresses the potential opportunities and synergies of formalization in the context of the transition to a green economy (GE)
What are skills vacancies?
When an employer wants to fill a vacant job, they are really looking for a set of skills to help them complete specific tasks. Until that employer can recruit a new employee, they don’t have access to the skills they need. So job vacancies can actually be thought of as skill-set vacancies: an unmet need for particular skills.
Right now in Canada, skills vacancies represent $25 billion in unrealized economic value, an increase from $15 billion in 2015. Rising job vacancy numbers, higher wages, and changes in the types of available jobs have all contributed to this increase.
Our research examines skill deficiencies in the workforce, what those skills are worth, and how much economic value is being lost, to help illuminate the needs and requirements for Canadian labour, education, and immigration policy-makers.
Africa. The#FutureofWork in Africa : Harnessing the Potential of Digital Technologies for All The book focuses on the key themes of creating productive jobs and addressing the needs of those left behind. It highlights how global trends, especially the adoption of digital technologies, may change the nature of work in Sub-Saharan Africa by creating new opportunities and challenges. En français. Afrique. L’#avenirdutravail en Afrique : Exploiter le potentiel des technologies numĂ©riques pour un monde du travail plus inclusif Le document se penche sur deux questions fondamentales : comment crĂ©er des emplois productifs et comment subvenir aux besoins des laissĂ©s-pour-compte. Le rapport met en lumière comment l’adoption des technologies numĂ©riques, conjuguĂ©e Ă d’autres phĂ©nomènes mondiaux, transforme la nature du travail en Afrique subsaharienne et pose un dĂ©fi en mĂŞme temps qu’elle crĂ©e de nouvelles possibilitĂ©s.Â
Africa. Digital transformation of TVET and skills development systems in Africa: state of play and prospects The study takes stock of the state of play in the digitalization of #technicalandvocationaleducationandtraining (#TVET), the demand for which has, until now, largely concerned manufacturing labour, but which is becoming pressing in the field of high digitalization. En français. Afrique. Transformation digitale de l'EFTP et des systèmes de développement des compétences en Afrique : état des lieux et perspectives L’étude fait le point sur cet état des lieux en matière de digitalisation de l’#enseignementetdelaformationtechniquesetprofessionnels (#EFTP) dont la demande, jusque-là en main-d’œuvre manufacturière, devient pressante dans le domaine de la numérisation. https://unesdoc.unesco.org/ark:/48223/pf0000383057
To access and complete VET, refugees depend on supporting measures to overcome a variety of barriers, e.g. regarding language training and access to apprenticeships. Overall, reforms in Germany demonstrate promising initiatives to overcome the barriers to the integration of refugees in VET, while reforms in Austria and Denmark have limited refugees’ opportunities to access and complete VET.
This paper aims to inform the next steps in VET policy-making at EU level. It puts forward key challenges and opportunities for VET which have emerged from the intelligence, research and evidence collected over the years by the two agencies, each within its own remit and geographic scope.Click here to edit the content
Tertiary education rates have reached a record high as labour markets drive the growing need for advanced skills, but much more needs to be done to expand vocational education and training (VET) and tackle low completion rates on degree courses, particularly among male students, according to the 2022 Education at a Glance global survey.
While slightly over half of 18- to 24-year-olds in the Organisation for Economic Co-operation and Development (OECD) countries were in education or training when the international policy forum took its snapshot of the state of global education early last year, that still left huge numbers of young people neither employed, nor in formal education or training (NEET).
The paper analyses the potential and the limitations of emerging sectors with potential for formal jobs creation, the opportunities within them to support transition to the formalization of workers and economic units and recommends types of policies that could support their potential for T2F based on recent countries’ experience.Â
Vocational Education and Training (VET) policies are paying increasing attention towards the need to develop quality career guidance processes. Career guidance plays an essential role in this challenge by enabling people to develop the career management skills that allow them to become aware of their full potential and to construct life projects that facilitate the emotional management of uncertainty and complexity, participating as responsible agents in their environment. After conducting a literature review on each of these key elements, we set out to identify best practices in VET as “building blocks” for the construction of an integrated career guidance plan in VET. This study adopts an approach based on qualitative methodology, specifically a documentary type of research has been carried out. The documents analysed correspond to 88 best practices identified in Andalusia (Spain). The analysis strategy used was a content analysis. For this purpose, a system of categories has been designed, from a deductive perspective, which has contributed to a systematic analysis of them. One of the first conclusions of the study is the uneven development o best practices in the different VET professional pathways. The practices carried out in the centres begin to incorporate different elements and thus facilitate the creation of a suitable context for the development of comprehensive career guidance plans in VET. The article closes by offering implications for the development of guidance in the education system (at VET level) and discusses lines of future research.
|
