Vocational education and training - VET

This practical Guide draws on a survey of practice to date in the design and implementation of NQFs – highlighting both successful features of design and implementation and aspects which may now be considered mistakes. It does not advocate a ‘single best way’ for all countries because there is no approach which is universally applicable. Rather, it sets out key principles, explains the main issues that policy makers will need to consider, and reviews the advantages and disadvantages of the various ways of addressing these. issues.http://www.ilocarib.org.tt/images/stories/contenido/pdf/TechnicalandVocational/nqfframe.pdf

Across Canada, apprenticeship stakeholders are committed to helping Aboriginal learners succeed in their training. Crucial to this success are strong Essential Skills in areas such as reading, communication and math. This guide provides information on how to support the development of Essential Skills interventions in pre-apprenticeship and apprenticeship programs
http://www.caf-fca.org/uploads/documents/13408120372012_CAF_ESGuide.pdf

This publication examines how accreditation systems relate to quality assurance by means of 12 in-depth case studies. The results show that accreditation systems are widely accepted by providers, and deliver vocational education and training to predefined quality standards - with or without the direct involvement of public authorities. Accreditation has a clearing effect:  weak performers disappear from the market and successfully accredited providers become more visible. The use of quality labels could be more widespread. It is mostly found in the sectoral examples, especially where the value of such labels can be clearly defined.  http://www.cedefop.europa.eu/EN/Files/3061_en.pdf

This glossary consists of a non-exhaustive list of terms which are related to international qualifications assessment and recognition. Ce glossaire contient une nomenclature nullement limitative de mots et d’expressions se rapportant à l’évaluation et à la reconnaissance des qualifications internationales. http://www.credentials-competences.gc.ca/CommunityBrowser.aspx?id=14

Competency charts and profiles in the cultural sector. http://www.culturalhrc.ca/hrtools/pdfs/CHRC-HR_Tools-Using_Competency_Charts_and_Profiles-en.pdf

E-assessment is the use of information technology for any assessment-related activity. These guidelines are designed to: - promote quality e-assessment materials and practices that are consistent with the Australian Quality Training Framework (AQTF), - ensure that e-assessment materials are readily accessible across the VET system, and - encourage further innovation in the design and deployment of e-assessment materials and systems. http://www.flexiblelearning.net.au/shared/docs/e_assessment_guidelines_for_the_vet_sector.pdf

The proposed outcome of this review will be a single national set of standards for the regulation of VET that is appropriate for ensuring quality outcomes, clearly documented, capable of being consistently interpreted by registered training organisations (RTOs) and regulators, and effectively implemented through nationally consistent regulation.
http://www.nssc.natese.gov.au/__data/assets/pdf_file/0009/68931/Review_of_the_standards_for_the_regulation_of_VET_-_Consultation_Paper_-_June_2012.pdf

Formative assessment is a potentially powerful instructional process because the practice of sharing assessment information that supports learning is embedded into the instructional process by design. This article therefore reviews the literature on formative assessment in practical settings, and investigates the extent to which teachers perform the basic functions of gathering and using evidence to further learning and development in pursuit of the lifelong learning competencies that are essential in the ‘new economy.’ http://ojs.vre.upei.ca/index.php/cje-rce/article/view/983/1245

15 conditions and measures designed to promote a structured approach to implementation of ECVET, including a bigger role for peer learning. This document is aimed primarily at education policymakers and bodies responsible for developing ECVET in education and training systems. http://www.cedefop.europa.eu/EN/Files/4113_en.pdf

Danish society puts a high value on education which is traditionally seen as a crucial vehicle for development in all spheres of social and economic life. Large sums are spent on work‑related adult learning, an important example being academically based masters programs. Yet, the actual effects of such educational investment in terms of improved workplace efficiency remain obscure both with respect to the organization and the individual.
The article presents, and illustrates with examples, a framework for designing educational programs which can help make academic teaching relevant to production‑oriented life in organizations.
http://www.ejkm.com/issue/download.html?idArticle=282

National Occupational Standards (NOS) are an inventory of the skills, competencies and knowledge that is required to adequately perform a specific job. The Electricity Sector Council has developed the national occupational standards and essential skill profiles for benchmark occupations related to electricity generation, transmission and distributions, as well as renewable energy.
www.brightfutures.ca/en/projects/occupational-standards.shtml

This report examines short and long term demand for skills in: project construction; mining operations; and gas operations. In addition the report examines the extent of existing skill shortages in occupations in demand in the resources sector, recent trends in resources related job vacancies and the likely replacement demand for skills. The report also examines potential skills supply to the resources sector from higher education, vocational education and training (VET) and migration.
The analysis shows that there is potential for increase in supply of some critical skills, for example in mining engineering, but skills supply in other areas, particularly in key trades such as fabrication steel tradespersons and welders is more concerning. 
http://www.awpa.gov.au/publications/documents/Resources%20Sector%20Skill%20Needs%20-%202012.pdf

E-portfolios are becoming increasingly popular in the vocational education and training (VET) sector as a tool to collate and demonstrate evidence of skills and achievements and assist in the RPL (recognition of prior learning) process. In this context, e-portfolios can contribute to personal career development and facilitate learner transitions between education, training and employment. http://www.flexiblelearning.net.au/files/VET_Eportfolios_privacy_guidelines_F.pdf

The apprenticeships programme has been providing a good return for public spending. Nevertheless, the Department should set its sights higher in order to get better value from the £0.5 billion and rising now spent on adult apprenticeships each year. It needs to target resources more effectively; confirm the training provided is in addition to what would have been provided without public support; and make sure that the funding system is informed by robust information on the cost of delivery. http://www.nao.org.uk//idoc.ashx?docId=8fcde563-507c-4829-8de6-baf77933efc6&version;=-1

See also Estimating economic benefits from apprenticeships – Technical paper http://www.nao.org.uk//idoc.ashx?docId=76bd2da6-6179-47dc-8e54-f2260a149a02&version;=-1

Prior learning assessment (PLA) is a process that involves the identification, documentation, assessment of learning acquired through formal, non-formal and informal study. This may include work and life experience, training, independent study, volunteering, travel, hobbies, and family experiences.  Recognition is the award of academic credits, trade/occupational and/or professional certification, or promotion within the workplace. http://www.nqai.ie/docs/international/LYNNLAKE.PPT

Competency profile enumerating the specific skills or education that all academic credential assessors in Canada are expected to master. The overall goal is to increase the visibility of the profession of academic credential assessors and to serve as a foundation to develop formal academic training. http://cicic.ca/docs/2012/Competency_Profile_Volume_1_EN.pdf http://cicic.ca/docs/2012/Competency_Profile_Volume_2_EN.pdf http://cicic.ca/docs/2012/Competency_Profile_Volume_3_EN.pdf

Policymakers are increasingly interested in what education delivers and hence, in what education research can tell us about it. The need for such information is even more acute in countries in transition, where donor-financed VET reforms have radically changed systems. Given the scarce resources for education reform, the importance it holds for national policymakers and the diversity of opinions and approaches within the technical assistance community, the ability to assess what works in VET is critical. As a result, policy analysis and policy research are increasingly prioritised.
http://www.etf.europa.eu/webatt.nsf/0/93FF9A0E437F7794C1257A560053A2EA/$file/ETF%20Yearbook%202012.pdf

The Workplace Skills Assessment and Development process focuses on skills identification by looking to an individual’s past and present learning, and on skills development which has a focus on future career goals and future learning. This intervention is delivered by a trained professional career counsellor. http://www.crwg-gdrc.ca/crwg/index.php/resources/bilan

The overall aim of these Guidelines is to propose principles and mechanisms that can assist Member States in developing or improving structures and procedures to recognise all forms of learning, particularly the outcomes of non-formal and informal learning. While the Guidelines are not legally binding, Member States’ authorities are expected to make efforts to implement the Guidelines as appropriate to their specific national context. http://unesdoc.unesco.org/images/0021/002163/216360e.pdf