Canalblog
Suivre ce blog Administration + Créer mon blog
Formation Continue du Supérieur
30 juillet 2011

UK and Chinese Governments sign bilateral agreement on vocational education

http://www.freshbusinessthinking.com/newsletters/assets/images/logo_fbt.gifBy Marcus Leach. A groundbreaking agreement outlining how the UK and China will work together to boost vocational learning in both countries has been announced. The Memorandum of Understanding (MoU) was signed during an official visit to Beijing, China, by Further Education, Skills and Lifelong Learning Minister John Hayes. The MoU will provide the basis for deepening our collaborations on vocational education. The agreement will last for the next three years.
“There are already many examples of very productive collaborations across China with UK awarding organisations, colleges and training providers working together with their Chinese counterparts. This MoU builds on this positive foundation with the aim of developing this relationship even more," the Skills Minister said.
“It will open up a fantastic array of valuable and enriching opportunities for vocational education colleges and other organisations in both the UK and China.
“I am particularly pleased with the Chinese interest in our apprenticeship model. Apprenticeships are at the heart of the British Government’s approach to vocational education.”
The five key areas of activity will be:
- Trials of apprenticeships in China drawing on UK models and expertise
Expanding the mutual recognition of qualifications and vocational education providers.
- Support for institutional partnerships including joint course development and student/teacher exchanges.
- Joint development of e-learning and remote learning facilities.
- Sector specialists from the UK and China working together to develop curriculum material and training resources.
The MoU follows detailed discussions between Ministers in both countries. A UK-China Education Summit took place in November 2010 where Education Secretary Michael Gove signed a broad Partnership Agreement on education, including a commitment to explore deeper ties on vocational education with the Chinese. In June this year, Prime Minister welcomed Chinese Premier Wen and his delegation to the UK for the UK-China Summit. Following his stay in Beijing, John Hayes will visit Hong Kong for two days. He will meet Ministers to discuss the educational reforms in Hong Kong and attend a conference on learning in a globalised world. He will also visit the Hospitality Industry Training and Development Centre and Chinese Cuisine Training Institute of Vocational Training Council.
13 février 2011

VET in Europe - Country reports

http://www.cedefop.europa.eu/EN/Images-UserInterface/bg_cedefopLogo.gifCompare and learn more about the European national vocational education and training systems
VET in Europe - Country reports are a product of the VET in Europe project and provide an overview of the vocational education and training systems existing in the Member States, plus Iceland and Norway. They are prepared and updated by ReferNet, according to a common structure provided by Cedefop.
http://www.cedefop.europa.eu/EN/Images-ContentManagement/promo-banner-VET_IN_EUROPE-country_reports.pngWhy VET in Europe - Country reports is value of interest?
Understanding national VET systems, their characteristics, developments and priorities is a key element in the different levels of the VET coordination and development process. It might also bring in additional ideas and examples of good practice.
Hence, visiting the database and downloading the country reports is highly recommended for policy makers, researchers and practitioners participating in VET related activities, including conferences, seminars or projects.
Latest VET in Europe - Country reports
Latest updated information can be downloaded by country in pdf format (for 2009 or 2010) or viewed by theme in html format (for 2010). Previous overviews are also available and can be accessed by country in PDF format.
Download by country

Austria Belgium Cyprus Czech Republic Denmark
Estonia Finland France Germany Greece
Hungary Iceland Ireland Italy Latvia
Lithuania Netherlands Norway Poland Portugal
 Romania  Slovakia Slovenia Spain United Kingdom 
30 janvier 2011

Permeability in Education and Training, a wishful thinking approach?

http://www.cedefop.europa.eu/EN/Images-UserInterface/bg_cedefopLogo.gif27/01/2011 to 28/01/2011 Thessaloniki, Greece. Since 2009 Cedefop has been holding different expert workshops on permeability. The January 2011 workshop continues the dialogue between policy, practice and research.
Under the headline of 'permeability, a wishful thinking approach to education and training?' experts in higher education and vocational training (HE and VET) are invited to consider permeability from three different perspectives:
1. national policies and initiatives: from credit systems to validation;
2. individual perspective and choices;
3. institutional networking within a changing relationship between VET and HE.
We meet to reflect on triggers and hinderers to permeability, and elaborate possible proposals to take forward the issue in policy and practice.
Recent and on-going research studies, European projects (notably related to qualifications frameworks and credits systems), as well as Cedefop studies (such as the studies on vocationally-oriented education and training at higher qualifications levels or on credits and permeability) will provide the basis for discussion.
See also on the blog Worshop ECVET, Linking credit systems and qualifications frameworks and ECVET: European Credit system for Vocational Education and Training.
7 novembre 2010

Which type of VET at upper secondary level?

Data from 2008 confirm that in the EU, upper secondary vocational education and training is mainly school based. But in some countries combined school and work- based programmes continue to play a major role.
The EU Employment Guidelines stress the importance of developing partnerships between the worlds of education/training and work. This can be done, inter alia, via the development of initial vocational education and training programmes that combine school and work environments in the presentation of the curricula.
Key points
* In 16 out of 19 EU countries for which information is available, vocational programmes combining school and workplace account for less than 50% of students in the vocational stream of upper secondary education.
* Combined school and work- based vocational programmes are particularly important in Denmark and Germany. In these 2 countries, such programmes absorb respectively 99% and 74% of all students in vocational upper secondary education.
* But such vocational programmes are scarce in Poland, Belgium, Ireland and Spain. In these countries they absorb less than 12 % of upper secondary students in the vocational stream. Negligible shares are also observed in Estonia, Cyprus, Latvia, Slovenia and Sweden.
* Compared to 2000, the share of students in combined programmes has registered significatnt changes in some countries: increases in Hungary and Poland (+20 and + 12 percentage points respectively) and decreases in Spain, Slovakia and Czech Republic (-13, -11 and -5 percentage points). The number of countries above a 50% threshold has remained stable.
* Data could be complemented with the share of students in upper secondary education that are enrolled in vocational programmes. For the countries considered here, the 2008 share is below 25% of in 2 countries (Hungary and Cyprus), between 25% and 49% in 7 countries (Denmark, Poland, France, Spain, Latvia, Ireland and Estonia), more than 50% in the other 10 countries.
http://www.cedefop.europa.eu/EN/Images-UserInterface/bg_cedefopLogo.gifThe indicator presented here is the percentage of students in vocational upper secondary education by type of programme in which they are enrolled. According to the method adopted in the UOE data collection on education systems, vocational programmes may be defined as: a) school-based programmes (if at least 75% of the programme curriculum is presented in the school environment); b) combined school- and work-based programmes (if less than 75% of the curriculum is presented in the school environment). Data presented here originate from the UOE data collection on education systems and are subject to its methodology.
In interpreting the data, it is necessary to take possible differences in the structure of national VET systems into account.
More information on each country’s VET system can be found in Cedefop’s VET in Europe database.
Links: Council decision on guidelines for the employment policies of the Member States, UOE data collection on Education systems, VET in Europe Database, Statistics and indicators section.

16 octobre 2010

Vocational Education and Training

http://www.consulfrance-newyork.org/IMG/jpg/Logo_be_RGB.jpgTowards a stronger European collaboration on vocational education and training, Informal Council of Ministers for Education and Training.
The Belgian EU Presidency organises this two-yearly Ministerial Council for the Copenhagen Process (European cooperation in the field of vocational education and training). The Ministers of 33 countries (the EU, EEA and candidate Member States) will take note of the evaluation report on the past decade and outline the priorities of the programme of activities for the new decade (2010-2020). The objective is to achieve a reinforced European cooperation in the field of vocational education and training.
The framework for European cooperation on vocational education and training is known as the Copenhagen Process. The Copenhagen Declaration was signed in November 2002 and, on 7 December 2010 at the Provincial Court in Bruges, the Belgian EU Presidency is holding the biennial ministerial conference on the process. The Copenhagen Process originated from agreements reached during the previous Belgian EU Presidency in 2001 in Bruges, which is why this symbolic location was chosen. The ministers from 33 countries (the EU, EEA and candidate Member States) will come together in Bruges to peruse the assessment report on the previous decade and define the work programme for the next decade (2010-2020).
The day before the ministerial conference, a conference will be held, also in Bruges, on topics which are relevant to both the Copenhagen Process and the Bologna process (European cooperation in higher education). This conference will examine how quality assurance and transparency can form a bridge between vocational education and training, compulsory education and higher education, and thus promote mobility and lifelong learning.

19 septembre 2010

National Education and Vocational Education in France

ÉduSCOL pour les professionnels de l'ÉducationNational Education and Vocational Education in France 
Education and life-long learning are a priority for the member-states of the European Union. The European Council in Lisbon in March 2000 declared that Europe must equip itself with « the most competitive and dynamic knowledge-based economy in the world ».

With this European objective in mind, France has made changes to its system of vocational education and qualification.
Hence, the national vocational diplomas, divided into five levels, validate skills and knowledge that can be gained through three routes:
Initial vocational education: it follows on from general education and prepares young people for qualified employment as anything from a blue collar worker to an engineer.
Continuous vocational training: this is aimed at all categories of active adults, employees, job seekers, civil servants, freelance workers, entrepreneurs. It allows them to build on or gain a recognised standard of qualification.
The validation des acquis de l’expérience (VAE) or Accreditation of Life Experience: this allows vocational qualifications to be gained through the recognition of skills and learning obtained through paid or unpaid work.
These different routes make it possible to meet the needs of different people seeking qualifications, whatever their age, educational standard or experience.
They make real life-long learning a possibility. National Education and Vocational Education in France.
L‘Éducation nationale et la formation professionnelle en France

L’éducation et la formation tout au long de la vie constituent une priorité des États membres de l’Union européenne. Le Conseil européen de Lisbonne de mars 2000 a affirmé que l’Europe doit se doter de « l’économie de la connaissance la plus compétitive et la plus dynamique du monde ».
La France a fait évoluer son système de formation et de certification professionnelles dans cette perspective européenne. Les diplômes professionnels de l’éducation nationale, classés en cinq niveaux, valident des compétences et des connaissances qui peuvent s’acquérir selon trois voies.
La formation professionnelle initiale : elle fait suite à la formation générale et prépare les jeunes à s’insérer dans un emploi qualifié, d’ouvrier à ingénieur.
La formation professionnelle continue : elle s’adresse à toutes les catégories d’adultes actifs, salariés, demandeurs d’emploi, fonctionnaires, travailleurs indépendants et chefs d’entreprise. Elle leur permet de renforcer ou d’acquérir un niveau de qualification reconnue.
La validation des acquis de l’expérience (VAE) : elle permet d’obtenir une certification professionnelle par la reconnaissance des compétences et des connaissances acquises dans l’exercice d’une activité salariée ou non.
Ces différentes voies permettent de répondre aux besoins des différents publics en recherche de qualification, quels que soient leur âge, leur niveau scolaire ou leur expérience.
Elles rendent possible une véritable formation tout au long de la vie. Éducation nationale et formation professionnelle en France.

16 décembre 2009

Working Out Change

Working Out Change, Systemic Innovation in Vocational Education and Training. This book analyses systemic innovation in education by looking at the ways in which educational systems encourage innovation, the knowledge base and processes used, and the procedures and criteria used to assess progress and evaluate outcomes. It draws on findings from 14 case studies in Vocational Education and Training in six OECD countries: Australia, Denmark, Germany, Hungary, Mexico and Switzerland. The resulting analysis helps us understand how we can support and sustain innovation in educational systems in the VET sector. Technology is a key driver of educational innovation, and a variety of programmes focusing on investment in infrastructure, equipment, in-service training and digital learning resources have been established to promote its usage in primary and secondary schools. So far, little comparative analytical attention has been devoted to understanding how digital resources improve the quality of learning and to assessing the public policies that support their development and use, and the role played by other stakeholders like publishers, broadcasting companies and increasingly user communities. This publication aims to fill that gap by both reviewing and evaluating the process of systemic innovation. Drawing on case studies from five Nordic countries, the report assembles information on the knowledge bases and policy actors which impact each phase of this innovation process and the main factors which influence its success including governance, financing and user involvement.
7 octobre 2009

The role of speciality in vocational training

http://www.cereq.fr/images/logoducereq.jpgThe role of speciality in vocational training : Evidence from France and Germany (Net.Doc n° 56, septembre 2009, 17 p., Philippe Lemistre, LIHRE - Centre associé de Toulouse).
On considère souvent que seule une équivalence entre la spécialité de formation et la spécialité d'emploi procure un avantage salarial. Les résultats issus d'enquêtes d'insertion auprès des jeunes sortis de formation professionnelle en 1998 et observés et 2001 en France en Allemagne, nuancent ce point de vue. Tout d'abord, il existe une hiérarchie salariale des spécialités même en situation de mismatch (spécialité d'emploi différente de la spécialité de formation). Les spécialités de formation offrent donc des capacités d'adaptation, même si l'emploi occupé est dans une autre spécialité. Ensuite, les jeunes en situation de mismatch retirent un avantage des caractéristiques individuelles inobservées. Ces résultats ne sont pas en contradiction avec la théorie de l'Assignment. Télécharger le document.
http://www.cereq.fr/images/logoducereq.jpgO papel da especialidade na formação profissional: Evidências da França e da Alemanha (NET.doc No. 56 de setembro de 2009, 17 p., Philippe Lemistre, LIHR - Centro Associado de Toulouse).
Muitas vezes considerada apenas uma equivalência entre a formação da especialidade e ao emprego especialidade prevê um prêmio salarial. Os resultados das pesquisas de integração entre os jovens que saem da formação profissional em 1998 e 2001, observado em França e na Alemanha, essa visão matizada. Documento o download. Leia mais...
21 juillet 2009

The role of VET in meeting the challenges of today and tomorrow

se2009.euThe role of vocational education and training (VET) in meeting the challenges of today and tomorrow: 12–13 November 2009, Norra Latin, Stockholm, Sweden.
During the Swedish Presidency, a conference on vocational education and training will be arranged in Stockholm on 12–13 November. The purpose of the conference is to offer an arena for sharing experience, knowledge, ideas and possible solutions related to current issues and challenges in the development of vocational education and training (VET). The conference will focus on VET for adults at both upper secondary and post-secondary levels.
The conference is expected to bring together around 200 participants, representing decision-makers from the countries’ ministries and government agencies, the social partners, the European Commission and EU institutions working with VET, as well as representatives of research institutions in VET and adult education.
The conference will last for one-and-a-half days and will address two main themes:
* The first theme concerns short-term challenges related to the current economic and financial crisis.
* The second theme concerns the challenges of the future and in this perspective issues will be discussed that are shared by the Member States in our common need to develop VET. Under this theme various studies and findings will be presented, with opportunities for discussion and debate.
To help prepare the conference, we have sent a short questionnaire survey to the Member States. The intention was to obtain information about the measures Member States have taken to offer VET and skills development for adults in response to the economic and financial crisis. The questions in the survey were mainly intended to obtain examples of publicly financed measures. During the conference various development measures will be presented and there will be opportunities to share and discuss the various measures taken by the Member States.
29 juin 2009

Le rôle de la formation et de l'enseignement professionnels (VET) dans les défis présents et à venir

Logotype Suéde 09Pendant la Présidence suédoise de l’Union sera organisée, les 12 et 13 novembre à Stockholm, une conférence sur la formation professionnelle.
L’objectif de cette conférence est d’offrir un forum permettant de partager des expériences, des connaissances, des idées et d’éventuelles solutions sur les questions d’actualité et également d’analyser les défis que pose le développement de la formation professionnelle. La conférence sera axée sur la formation professionnelle des adultes, au et après le lycée.
Logotype Ruotsi 09Ruotsin puheenjohtajakauden aikana Euroopan unionin pidetään 12. ja 13. marraskuuta Tukholmassa konferenssi ammatillisen koulutuksen.
Tavoitteena tässä konferenssissa on tarjota foorumi jakaa kokemuksia, tietoa, ideoita ja ratkaisuja ajankohtaisista asioista ja myös analysoida ne haasteet, joita kehittää ammatillista koulutusta. Konferenssissa keskitytään ammatillista koulutusta aikuisille koulussa ja sen jälkeen. Lisää...
<< < 10 20 30 40 50 60 70 80 90 91 92 93 94 > >>
Newsletter
49 abonnés
Visiteurs
Depuis la création 2 783 012
Formation Continue du Supérieur
Archives