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Amid the many uncertainties that this new year brings, we can make one prediction with confidence: In 2021 – and beyond – many Canadians will need some kind of training to ensure they have the skills needed to succeed in their current job or to find a new one.
However, as of today, Canada has no information system that would help workers in need of reskilling to find suitable education and training options that could provide sought-after skills.
Many companies face large, and growing, skills deficits. A few companies approach skill building in a more integrated way—and are quietly gaining an edge on rivals.
We are looking at the Skills Gap for Infrastructural Development. One huge question is how do we provide human resources for the industry? How can we bridge the skills gap?
We will look at this from the angle of a partnership of the industry, educational organizations, and the Government.
A partnership of the Industry, the Educational Organisations, and the Government to develop TVET
The article focus on three main topics:
firstly, we will frame partnership development in the context of essential requirements for developing an effective TVET system.
Secondly, we will highlight the partnership of the industry, the educational organizations, and the Government.
After that, we will give an example of a way of building the partnership.
While many of the high school career and technical education (CTE) programs of today have evolved since the vocational education “wood shop” classes of the 1970s, some students and their parents remain skeptical of work-oriented education. @MDRC_News
Postpandemic skill gaps need filling, and formal learning alone won’t do the trick. Scaling the lost art of one-on-one learning can make the difference.
Francis Green, Golo Henseke and Ingrid Schoon. With skill shortages widely reported, you may be wondering what’s been happening to the learning of job skills among young people during Covid. It is already obvious that, following Brexit, we in Britain cannot rely as much on the skills of migrants – and this doesn’t just mean [...]
Universities and colleges are hoping to send students from non-traditional backgrounds to work and study abroad.
To future-proof citizens’ ability to work, they will require new skills—but which ones? A survey of 18,000 people in 15 countries suggests those that governments may wish to prioritize.
One of the dominant narratives in the media is that we need to produce more workers now who can do whatever is needed now, using short-term post-secondary certification programs. The focus is typically on “vocational” skills, contrasted with what too often are characterized as relatively useless liberal education outcomes. Of course, short-term vocational skills-based programs are critically important and well suited for many people. But this is not an acceptable policy choice for addressing the demands of the 21st century workplace and fixing the shortcomings of American higher education. Abbreviating post-secondary preparation programs may well reduce short-term costs for students, institutions, and many employers. However, privileging short-term job training over demanding educational experiences associated with high-levels of intellectual, personal, and social development — a foundation for continuous life-long learning — is a bad idea for individuals, for the long-term vitality of the American economy, and for our democracy.
Online learning can help re-energize the workforce, but simply shifting learning online is not enough. The province must plan strategically for it.
Microcredentials are increasingly on offer at Canadian colleges, with short, focused courses that can help give your career a boost
Corporate America wants to frame all this as a “labor shortage.” But that’s not what’s really going on. In reality, there’s a living wage shortage, a hazard pay shortage, a childcare shortage, a paid sick leave shortage, and a health care shortage – and American workers are demanding an end to all these shortages. Or they won’t return to work.
They deserve it.
Roughly 60% of U.S. high school graduates are not fully prepared to take college-level coursework, and racial gaps in college readiness measures have changed little during the past decade. In response, many states have introduced some form of high school-to-college transition interventions. Zeyu Xu, Ben Backes, and Dan Goldhaber review the efficacy of these programs.
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After the global school lockdown due to the COVID-19 pandemic, countries have been exploring a variety of hybrid learning modalities as they re-open schools. But what exactly is Hybrid Learning?
To put it simple, hybrid or blended learning is any combination of in-person and remote learning. By no means is it something new. The approach has been implemented for years in education , especially with the disruption of digital technologies. Given the mounting efforts and interest that countries are devoting to hybrid learning, in this blog (which is part of a series highlighting key lessons from a forthcoming study to understand the perceived effectiveness of remote learning solutions) we examine distinctive features to categorize it, examples from country experiences, and seven enabling factors that should be considered for its effective implementation.
The topic of skills development for working-age adults seems to take centre stage when labour markets face a new “unprecedented challenge” – be it new technologies or changing demographics – only to disappear from media headlines soon after the hype dies down. This time, however, because of the impact of COVID-19, the need for new skills is driven by an ongoing reallocation of labour across economic sectors and jobs, as some sectors lay off thousands of workers while others create new jobs. As many people consider changing careers due to the pandemic, the reallocation trend promises to continue for some time.
The metal, engineering and technology-based [MET] industries are confronted with one of the greatest skills challenges in modern times. Ceemet and industriAll Europe both strongly believe that robust MET industries rely on a skilled workforce and that vocational education and training is a shared responsibility between employers, workers and public authorities. With millions of European MET jobs being about to be transformed and long-standing skills shortages (e.g. engineers, welders, ICT experts, highly skilled experts) still unsolved, the re-and up-skilling of workers through continuing vocational education and training [CVET] all along their career must urgently be stepped up for all.
Nurturing girls’ education at basic and secondary levels of learning, and offering increased support to women already in academia are some of the strategies that will ensure greater inclusivity in the African research sector.
While women were not doing as well as men in research and academia in terms of absolute numbers and in terms of leadership positions, opportunities to thrive in universities were relatively more even.
Professional career service providers have an important role to play as Canadians evaluate the role of work in their post-pandemic lives, but these advisers can only help if people know about them
Now more than ever, HR and talent leaders need real-time information on the growing gap between skills available in their workforce and the competencies needed to perform evolving job roles or to drive shifting business strategies.
Digital technologies are essential in all people’s everyday life. We can see this technology has become a principal driver of economic growth worldwide. It is also a catalyst for change and innovation within established patterns of economic activity.
n this ebook, you'll learn why investing in employee training is a smart move, and you'll get all the facts, figures, and stats you need to convince leadership to invest in employee training.
You'll also learn:
-Why you should invest in training
-What ROI you can expect from training
-How to maximize training effectiveness with online learning
t is hard to overstate the benefits of providing postsecondary education to incarcerated students. The incarcerated population has lower average education levels than the general population, which, coupled with the stigma of a criminal record, makes it difficult for returning citizens to find jobs—especially if they are Black. Individuals who enroll in postsecondary education programs are 48% less likely to be reincarcerated than those who do not, and the odds of being employed post-release are 12% higher for individuals who participate in any type of correctional education. Estimates suggest that for every $1 spent on correctional education, $4 to $5 are saved on reincarceration costs. Additionally, individuals who complete college courses are eligible for higher-paying jobs compared to people without a college education.
The digital world is penetrating the education and skills domain. Technology has gradually delivered to education, knowledge, and skills
The Government of Canada has recently increased investments in skills development to help Canadians prepare for the post-pandemic recovery and the future of work. However, these measures may have little impact without actionable data on the training options that can connect workers to in-demand jobs. To address this issue, Canada needs a comprehensive information system to link training, skills and jobs. This paper is a call to action for employers, training providers and government agencies of all levels to work together to lay the foundation of a robust pan-Canadian mapping of training and employment opportunities.
While the onset of the pandemic challenged many organizations’ learning strategies, many companies have learned the true value of their brick-and-mortar facilities.
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