Vocational education and training - VET

Kazakhstan TVET Reform & Modernization aims to:
- Match the supply to demand by industry led skills development,
- Use market information to steer and guide skills delivery,
- Assure quality of all providers through an independent QA system,
- Strengthen accountability for result via governance & financing reforms,
- Implement CBT and tap the technology for expanding delivery.http://siteresources.worldbank.org/KAZAKHSTANEXTN/Resources/TVEM_Launch_Astana_eng_final.pdf

This report offers a comprehensive set of recommendations for strategically revamping the Massachusetts community college system to better align it with the needs of a 21st-century workforce.
http://www.tbf.org/uploadedFiles/tbforg/Utility_Navigation/Multimedia_Library/Reports/CommunityCollege_Nov2011.pdf

There should be a clear mission and vision in articulating the role of TVET within the national education and training system. A key challenge today is remaining true to its mission in staying focused on vocational and technical skills. The real tests of success are the employability of the graduates, career development, upgrading in the educational system, public acceptance and image. Ultimately, the effectiveness and responsiveness of a TVET system would be measured by its impact on the social and economic development of the nation.
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/gmr2012-ED-EFA-MRT-PI-07.pdf

Reaction of the Australian Workforce and Productivity Agency to the Consultation Paper written by the National Skills Standards Council (NSSC).
http://www.awpa.gov.au/publications/documents/NSSC-Review_of_standards_for_VET_regulation.pdf

Maintaining high education standards can directly affect a country's standing in the global economy. For example, in the USA, 4 out of 5 people who are unemployed only have primary or secondary levels of education. Students are staying in education longer to gain an advantage in the workplace, with emerging markets such as Brazil and India providing a surge of applications. Some countries, such as Norway, are spending taxpayer money on higher education, while advanced economies such as the UK, are cutting education spending as part of austerity measures.
http://blog.euromonitor.com/2012/08/does-higher-education-lead-to-employment.html

The research shows a strong correlation between business success in and with Asia, and a set of critical individual and organisational capabilities. The strategy to develop an Asia capable workforce in Australia describes the changes individual businesses need to make, as well as how they should work together to support the Asia agenda. It also describes the roles for governments, schools, Training and Further Education (TAFE) and universities in building success.
http://www.asialink.unimelb.edu.au/__data/assets/pdf_file/0008/619793/Developing_an_Asia_Capable_Workforce.pdf

The purpose of this study is to theorize self-directed learning (SDL) in the workplace from the perspectives of human resource development (HRD), adult education (AdEd), and lifelong learning in order to suggest the implications for the legislation of trade union education (TUE) in South Korea. Since legislation at the national level can promote workers‘ participation in TUE in the context of SDL for industrial democracy through humanization of education, the South Korean government should provide trade unions with appropriate legislative, financial, and administrative support. http://www.adulterc.org/Proceedings/2012/papers/rok_oh.pdf

Review of the standards for the regulation of vocational education and training (VET) in Australia. http://www.nssc.natese.gov.au/__data/assets/pdf_file/0006/71646/NSSC_-_Review_of_Standards_for_the_Regulation_of_VET_-_Analysis_of_Submissions.pdf

This paper will focus on four discreet but integrated aspects of the broader education and training system, within the broader context of sustainable development in Africa. It examines generic understandings of validation, recognition and accrediting non-formal and informal learning, the facilitating role that [National Qualification Frameworks] NQFs can and are playing in recognition, the analysis and conclusions from case studies from six African countries, and it concludes with suggestions about how validation and recognition policies and practices of non-formal and informal learning can be key building blocks towards lifelong learning and sustainable skills development in Africa. http://www.adeanet.org/triennale/Triennalestudies/subtheme1/1_3_04_Shirley_STEENEKAMP_en.pdf

This study determined the impact of the Cluster in-service training programme on the teaching skills of Electrical/Electronics teachers that participated in the training scheme in Niger State, Nigeria. Specifically, the study determined the impact of the programme on the teaching skills of the Electrical/Electronics teachers; how well the programme components were being implemented; and ascertained the constraints of the programme.  https://docs.google.com/document/d/1bPszk2KnhdbqwbRJ3gAJXeUD_Dlr012nRy6atZumUdg/edit Contribution of Adamu M. Jebba, Lecturer Niger state college of education in Minna, Nigeria Email: adamujebba@gmail.com

The sector studies reveal the increasing polarization of the demand for skills and competencies. All economic sectors report a need for continuous up skilling of the labour force among others driven by internationalisation, specialisation, rising climate concerns, ICT and new technological possibilities. To deepen the challenges for Europe even further, most sectors also forecast a shrinking supply of labour available due to the ageing of the European labour force.
http://ec.europa.eu/social/BlobServlet?docId=4687&langId;=en

This project was intended to enhance understanding of employer engagement in career development practices.
http://www.flmm-fmmt.ca/CMFiles/FLMM%20Archive%20-%20Document%20Archive/Employer%20Engagement%20and%20Needs/Employer%20Engagement%202011%2001%2017%20Final%20Report.pdf

There are two big questions to consider. First, what are the critical 21st century skills that the workforce of tomorrow needs to develop and master today? Secondly, how can we improve our learning methods to enable the self-directed learner to thrive in this new environment?
http://bigthink.com/experts-corner/transforming-the-workplace-critical-skills-and-learning-methods-for-the-successful-21st-century-worker

In education and vocational training policy, decision-making is done by the ordinary legislative procedure. According to the principle of subsidiarity, education and training policies as such are decided by each European Union (EU) Member State. Therefore, the role of the EU is a supporting one. However, some challenges are common to all Member States — such as agein g societies, skills deficits of the workforce and global competition— and thus needs joint responses and countries working together and learning from each other.
http://www.europarl.europa.eu/ftu/pdf/en/FTU_4.17.1.pdf

Emergency Medical Service (EMS) educators are faced with the daunting task of providing prehospital care providers with quality continuing professional education (CPE) while meeting the needs of various stakeholders. This study sought to find how EMS educators make CPE offering decisions by examining three primary areas: the sources of information used to generate CPE topic ideas, factors that influence decision making, and strategies used to collect and analyze data. Additionally, a comprehensive list of CPE offered by study participants from the last two years was generated, which demonstrates how these three areas drive EMS CPE.
http://www.adulterc.org/Proceedings/2012/papers/frasard.pdf

Nine studies based on the 2007 National Apprenticeship Survey (NAS). - Motivation to Enter Apprenticeship - Perceptions of the Quality of Training - The Impact of Compulsory Certification on Apprenticeship in Canada - Interprovincial Mobility - Participation of Women, Immigrants and Aboriginal People in Apprenticeship Program - Profile of Participants - Factors Influencing Completion of Apprenticeship - Influence of Labour Market and Economic Conditions on Completion and Long-Term Continuation of Apprenticeship Programs in Canada - Labour Market Outcomes of Canadian Apprentices http://www.red-seal.ca/images/NAS-Reports-eng.html

http://www.cva-acfp.org/en/newsletter/2013-02.php

PDF www.cva-acfp.org/en/newsletter/2013-02.pdf

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.

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.

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Five years after the outbreak of the global financial crisis, the study offers the latest global and regional information and projections on several indicators of the labour market, including employment, unemployment, working poverty and vulnerable employment. It also presents a number of policy considerations in light of the new challenges facing policy makers in the coming year. http://www.ilo.org/wcmsp5/groups/public/---dgreports/---dcomm/---publ/documents/publication/wcms_202326.pdf