07 août 2008

Congrès international de l’IFFP sur la recherche en formation professionnelle

VET Congress 2009, Berne/Zollikofen, 25-27 mars 2009
The 1 st Interdisciplinary Congress on Research in Vocational Education and Training in Switzerland.
This congress will be an opportunity not only to present your own research work but also to communicate and discuss research issues with other colleagues in the field.
Within the last 10 years, Vocational Education and Training (VET) became for many countries an increasingly important issue in policy making in upper secondary education. VET systems and their functions are closely linked to the political, social and economic context of a society. The organisation and the performance of VET systems give rise to discussions and debates about social integration and access of young people to the labour market, which in turn lead to questions about heterogeneity, quality of educational systems, efficiency, equity, skills needs, etc., all of which are important aspects of VET policy.
In many European countries VET has a long tradition and a huge impact on the educational system. In Switzerland more than two third of the young people enter the labour market by going through a VET program providing best opportunities for an excellent professional career.
For the congress we invite researchers working on central topics in VET to present and discuss their research findings with international experts and to contribute to a VET-related network of scholars and researchers. Policy makers are given the opportunity to learn more about current research questions and findings with respect to VET in other countries. 

Posté par pcassuto à 23:11 - - Permalien [#]
Tags :


06 août 2008

Hungary : Lifelong Learning 2010

LLL2010 LogoTowards a Lifelong Learning Society in Europe: The Contribution of the Education System
The project focuses on the contribution of the education system to the implementation of lifelong learning and its role as a potential agent of social integration in Europe. Its aims and objectives are to study the effect of country-specific institutions on access of adults to the education system and to assess the effectiveness of access policies and practices in different EU member, as well as in associated countries and their implications for the creation of European knowledge society.
The project suggests a new evolutionary approach. Country-specific institutional systems are closely interrelated and complementary. These country-specific institutional 'packages' should shape the opportunities for lifelong learning and yield different outcomes of analogous political reforms. Thus, the development of lifelong learning policies and education systems can only be properly analysed by taking into account the mutual interdependence of institutional settings as well as different policies connected with lifelong learning within the country.

Posté par pcassuto à 13:49 - - Permalien [#]
Tags :

05 août 2008

Pan-European System of Lifelong Learning Validation for Sustainable Rural Development

Review of policies and systems of validation of non-formal learning at European level In-depth study of the validation/ accreditation needs in six activity sectors in rural areas. Formulation of proposals for a flexible system of qualifications, addressing all forms of learning.

Posté par pcassuto à 16:45 - - Permalien [#]
Tags :

04 août 2008

Financement de la formation professionnelle : pourquoi il faut tout changer

La formation professionnelle continue est sans doute le principal outil permettant de maintenir ou de développer ses compétences et de préserver ainsi son employabilité. L’enjeu qu’elle constitue est donc majeur pour les salariés. Mais il l’est également pour les entreprises qui doivent valoriser leur capital humain pour maintenir leur compétitivité et assurer ainsi leur pérennité. À partir d’un diagnostic sur les performances du système français de formation professionnelle continue, le présent document, qui s’inscrit dans le prolongement du rapport « De la formation professionnelle tout au long de la vie à l’employabilité », souhaite aller plus loin en proposant trois mesures tendant à réformer radicalement son financement dans le sens d’une plus grande efficacité. Nicolas Colin et Henri Lachmann, AMICUS CURIAE
Financing of vocational training: why we must change everything? Continuing vocational training is probably the most important tool to maintain or develop their skills and thus their employability. The challenge is that it is important for employees.  AMICUS CURIAE. More...

Posté par pcassuto à 13:50 - - Permalien [#]
Tags :

03 août 2008

Le Glossaire de la Commission Nationale de la Certification Professionnelle

Logo CNCPCe glossaire est à destination du plus large public. D'autres définitions que celles qui sont proposées existent. Ce glossaire définit le sens des mots et des concepts utilisés par les acteurs de la CNCP. http://www.cncp.gouv.fr/.
Γλωσσάριο της Επιτροπής Nationale de la Πιστοποίηση Professionnelle. Αυτό το γλωσσάριο αυτό προορίζεται για το ευρύ κοινό. Άλλοι ορισμοί, όπως αυτές που προτείνονται υπάρχουν. http://www.cncp.gouv.fr/ . Αυτό το γλωσσάριο ορίζει την έννοια των λέξεων και εννοιών που χρησιμοποιούνται από τους φορείς της CNCP. Περισσότερα...

Posté par pcassuto à 11:11 - - Permalien [#]


02 août 2008

La CGPME lance un blog interactif sur le contrat de professionnalisation

Entrepreneurs, ce blog est le vôtre. Vous cherchez à recruter des personnes motivées et qualifiées ? Vous ne trouvez pas de main d’œuvre adaptée à vos besoins ? Avez-vous pensé au contrat de professionnalisation ?
Vous trouverez ici tout pour le mettre en œuvre : des témoignages d’entreprises qui vous exposeront ce que leur a apporté ce contrat, et toutes les informations pratiques nécessaires : avantages financiers, formalités administratives… N’hésitez pas à nous faire partager vous aussi votre témoignage, n’hésitez pas à vous exprimer, n’hésitez pas à nous poser vos questions : un expert Agefos PME, partenaire de la CGPME sur cette opération, est à votre disposition. http://www.contrat-pro.org/.
Uzņēmējiem, šis emuārs ir jūsu. Jūs vēlaties pieņemt darbā kvalificētus un motivētus cilvēkus, jums nav darba jums? Vai jums ir domas par professionalization līgumu? http://www.contrat-pro.org/. Vairāk...

Posté par pcassuto à 14:20 - - Permalien [#]

01 août 2008

Contrat de professionalisation pour les détenus : Signature convention Justice - MEDEF

Signature convention Justice - MedefProtocole d'accord national entre le Ministère de la justice - Direction de l'administration pénitentiaire - et le MEDEF
Crédits Photos Caroline Montagne
Dans le cadre d'une intervention volontariste, les signataires s'engagent notamment à favoriser la préparation à la sortie des personnes placées sous main de justice qui bénéficient d'un aménagement de peine par la mise en œuvre de contrats de professionnalisation, dont l'objectif est de favoriser l'insertion ou la réinsertion professionnelle des jeunes et des demandeurs d'emploi en leur permettant d'acquérir une qualification professionnelle.
En ce qui concerne les expérimentations sur les contrats de professionnalisation, les signataires, sur la base de leurs compétences respectives. http://www.presse.justice.gouv.fr/.
Nacionalni Memoranduma o razumijevanju između Ministarstva pravosuđa - Direkcija zatvora - i MEDEF. Http://www.presse.justice.gouv.fr/. Više...

 

 

 

Posté par pcassuto à 10:19 - - Permalien [#]
Tags :

31 juillet 2008

Licence Professionnelle de « coordonnateur référent secteur gérontologie »

La licence professionnelle Coordonnateur - Référent secteur gérontologique a pour vocation de former des personnes dans l’animation et l’encadrement d’établissement d’hébergement pour personnes âgées dépendantes (EHPAD). Il est possible de l'intégrer par la VAE. Si vous êtes salarié, vous pouvez faire financer votre temps de formation par le plan de formation ou par le CIF, voire par le DIF. Elle peut être suivie en partie ou totalement à distance grâce au CTEL suite à une VAE ou non.
Le secteur de l’emploi :
Le titulaire de la licence sera à même d’animer et d’encadrer les secteurs d’unités d’Alzheimer, d’accueil de jour, d’animation, d’hébergement, de service à la personne. Ces secteurs existent dans presque toutes les EHPAD ou les collectivités. Les métiers formés par la licence professionnelle existent mais ne sont pas encadrés par une formation qualifiante et sont donc occupés par des personnes issues de milieux extrêmement divers. Ces métiers ont des dénominations multiples : « maîtresse » de maison, gouvernante, aide hôtelière, responsable d‘animation, de service à domicile. Ce déficit de formation nuit à la qualité des prestations données (actuelles et futures), aux clients, et à leurs entourages. Les prises en charges des personnes atteintes de maladie d’Alzheimer (ou apparentées) nécessitent des formations à la relation spécifiques. Public concerné pour la formation continue.
Niveau requis : BAC+ 2 ou VAE
- toutes catégories de professionnels (des secteurs sanitaire et social) intervenant dans le champ de la gérontologie (aide soignante, agent de service hôteliers, auxiliaire de vie,
- tout titulaire d'un Diplôme d'Etat ou d'un BTS dans le secteur sanitaire et social
- titulaire d'un Diplôme d'Etat d'Assistant de Service Social, d'Educateur Spécialisé, de Soins Infirmiers.
Responsable de la Licence: André Quaderi. Réglement: Télécharger. Fiche de candidature: Télécharger.
Professional license Coordinator - Referee gerontological sector aims to train people in leadership and supervision for the establishment of accommodation for dependent elderly people (EHPAD). It is possible to integrate by VAE. If you are employed, you can finance your training time by the training plan or the CIF, even by the DIF. Licenza professionale coordinatore - Arbitro gerontologica settore ha lo scopo di formare persone in guida e la supervisione per la creazione di alloggi per anziani a carico (EHPAD). E 'possibile integrare dalla VAE. Se si sono occupati, è possibile finanziare la vostra formazione da tempo il piano di formazione o il CIF, anche dal DIF.

Deutsch: Professional Lizenz "koordinierende Bezugsperson Bereich Gerontologie".
Espanol: Licencia profesional "del sector de referencia coordinador Gerontología".
Dutch: Professional licentie "referentie coördinator sector Gerontologie".
Catala: Llicència professional "del sector de referència coordinador Gerontologia".
Arabic Hebrew.
Svenska
: Professional-licens "hänvisning samordnare sektorn Gerontology".
Chinese: 专业许可证“参考协调员部门老年学”.
Japanese: プロのライセンス"を参照部門老人総合コーディネーター".
Corean: 프로 라이센스 "를 참조 코디 네이터 분야 노년학".
Hindi: व्यावसायिक लाइसेंस "संदर्भ समन्वयक क्षेत्र Gerontology".
Portuges: Professional License "referência coordenador sector Gerontologia".

Română: Professional License "referinţă coordonator sector gerontologie".
Vietnamian: Chuyên Giấy phép "tham chiếu điều phối viên khu vực Gerontology".
Suomi: Professional License "viite koordinaattori sektorin Gerontologia".
Dansk: Professionel Licens "reference koordinator sektor Gerontologi".
Cesky: Profesionální licence "referenční koordinátor sektoru gerontologie".
Polski: Professional License "odniesienie koordynator sektora Gerontology".
Indonesia: Lisensi Profesional "referensi koordinator sektor gerontologia".
Filipino: Professional License "reference na tagapag-ugnay sektor Gerontology".
Greek: Επαγγελματική Άδεια "αναφορά συντονιστή τομέα Γεροντολογίας".

Posté par pcassuto à 20:24 - - Permalien [#]
Tags :

30 juillet 2008

Teaching, Learning and Assessment for Adults: Improving Foundation Skills

Adults with low skills in language, literacy and numeracy (LLN) are numerous in many OECD countries. They can include early school leavers, older learners who have not used their skills over time, immigrant and refugee learners, or individuals with disabilities. The consequences of these low foundation skills span the economic, health and social well-being of individuals, families and communities. Investment in this sector of adult education is therefore crucial. But what is known about whether and how programmes are meeting the needs of diverse learners?
This study looks specifically inside the programmes for adult LLN learners, with a focus on formative assessment – referring to the frequent assessment of learner understanding and progress to identify needs and shape teaching and learning. Drawing upon evidence gathered in country reports, exemplary case studies and international literature reviews, it examines the impact and implementation of different teaching, learning and assessment practices for adult LLN learners; the way innovative programmes address the very diverse needs and goals of this population; and the policies that support or hinder effective practice.
This book provides a strong foundation for understanding the fundamental issues at stake in the adult LLN education, and can guide future policy, practice and research. It will be of particular interest to policy makers, teachers and instructors, researchers, and students.
A companion report which studies formative assessment in lower secondary schools was published in 2005 under the title Formative Assessment: Improving Learning in Secondary Classrooms.

Posté par pcassuto à 15:02 - - Permalien [#]
Tags : , ,

29 juillet 2008

Business Responsive Education Sector in the Era of Globalisation*, through Lifelong Learning

International Trade Centre

Globalisation is making the world smaller and interdependent. Globalisation presents promising options for business, citizens and institutions. Cross-border production, international network and strategic alliances are now recognised as preconditions for growth. International competition is increasing and mobility of international labour will increase. This is also the trend on education markets – the number of students studying abroad will rise in the years to come and so will the collaborations between the national and foreign education institutions.
What are the main links between economic globalisation processes and education?**
 

  1. The quantity and quality of education and training determine whether and how countries can participate in the processes of globalisation – such as global value chains, fragmentation, increased trade in final products, and migration
     

  2. On the other side of the coin, the processes of globalisation affect the demand and supply of education and training
     

  3. And arising from these two, the public policies that would reconcile human resource development and processes of globalisation in order to obtain the maximum impact on development. 

Globalisation offers new opportunities for exploiting the personal potential of the individual. The ability to make a successful life in the era of globalisation will depend on the acquisition of relevant competencies – first of all through an initial education, which is to be supplemented through lifelong learning.
Growth at the national level is dependent on the private sectors’ ability to develop, maintain and attract qualified staff. As the so-called “knowledge economy” emerges, a new precondition for sustainable economic development has become evident: the ability to innovate, do research and develop – and apply the results of such processes in businesses and industries. The investments made by India and Ireland in their tertiary education sectors is an important factor in developing outsourcing businesses and retaining the competitive edge by constantly moving into high value added activities.
In the new paradigm, the content of the education is equally important. Initial education must provide a good starting point for all. After completing compulsory education students must have obtained the key competencies needed for success in their next steps into education and work life. Studies have conclusively shown that increased number of years spent in ‘schooling’ raises wages and the ability of workers to adjust to changing requirements. (Ibid)
The role and status of vocational education and training must be recognised. Vocational education and training provide new opportunities to young people with little academic aspiration. Globalisation processes should provide positive incentives to increase vocational facilities for enhancing competitiveness.
The role of tertiary education on economic globalisation processes is far more apparent. Education affects the structure of exports: the more educated and sophisticated the workforce, the more diversified are the exports. Quality of education is important for participating in knowledge intensive services exports. Availability of technical and engineering graduates is an incentive for attracting foreign direct investments.
Viewed from the perspective of globalisation of Education itself, we see that tertiary education services are increasingly traded. Countries like the US, UK, Australia control most of market but other countries are beginning to emerge as well. Foreign provision of education services is good for economic development but presents issues related to access and accreditation.
Thus, quality assurance is a precondition for a vibrant, responsible and sustainable international market for education sector. This will be for the benefit of the students – first and foremost – but certainly also for the businesses and industries that ultimately employ them.
Education reform in the era of globalisation is far more than just about funding or turning educational institutions into businesses. It is about promoting a new compact involving all stakeholders, beyond governments, teachers and students. The private sector enterprises are to be seen as important collaborators.
The following are excerpts from the observations of Thomas R. Vant, Secretary General, Business and Industry Advisory Committee to the OECD, Business: Partners for smarter education:
When a company makes a decision to invest, one of the most important factors is the quality of the workforce. And once in business - education and training of employees remain key to competitiveness. Employees are a company’s most important assets.
Companies need to be able to respond rapidly to change in the global marketplace – this requires employees who are flexible and adaptable to demands for new skills. Firms look for young people who combine good basic training with professional and personal flexibility and scope. As a result, there will be an expanding demand for the continuing and adult education to adjust the skill requirement in constantly changing environment.
The education institutions will be required to prepare students for a future employment landscape that will be continually changing and staying ahead in the technology area. Business can help. Many companies are deeply involved in helping educational institutions with the assessment of attributes that employers will be looking for in their recruits in coming years. They consider the skills that will be in demand and the breadth of education required for different areas of work. It only makes sense for business and educational institutions to share this information, and it certainly makes sense to serve the decision-making process of students.
How can solid, interactive relationships be established involving government, educational institutions and business? How can private financing supplement public expenditure on education? These relationships, of course, take time and hard work. And we must stay with this year after year as confidence is built up in the value of putting in such efforts. While government has the primary responsibility for initial education, business needs to work with governments and educational institutions to assist in providing clear goals for education that prepares students for today’s global market. In secondary and higher education, this includes working together with schools to promote an understanding of the current state of the industry through measures such as internship programmes, teaching exchanges, provision of case materials, opportunities for company visits and engagement in career guidance. From a business perspective, instilling basic skills and competencies, using a modern curriculum and attractive teaching materials is essential.
Important issues***, which arise while discussing the globalisation – education linkages from the policy perspective, are:

  1. Economic liberalisation should be phased to go hand in hand with developments in education sector.
     

  2. Develop accreditation of training courses to ensure full recognition of diplomas and experience.
     

  3. Enhance partnerships between universities across borders.
     

  4. Involve private sector in planning of skills developments and create an environment for public-private collaboration for developing the education sector.

*This report is based on the discussions in the ITC– MGimo seminar on Russia’s accession to WTO: Innovative approach to the educational sector, Moscow 23-24 April 2008
**Source: Dirk Willem te Velde, Globalisation and Education; what to trade, investment and migration literatures tell us? Overseas Development Institute, London; working paper 245, August 2005
***Adapted from: Dirk Willem te Velde, Globalisation and Education; what to trade, investment and migration literatures tell us? Overseas Development Institute, London; working paper 245, August 2005

Posté par pcassuto à 18:43 - - Permalien [#]
Tags :