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Kenneth Biddington [ken.biddington@gmail.com]
Sent: 2016-02-01
Subject: Re: Embedding Entrepreneurship Learning in TVET?

Dear Emmanuel (Jambo),

I fully agree with what you’ve just stated.  Entrepreneurship can be taught
in a classroom setting, but it can only be learned in real-life setting.
I’ve been teaching business for a few years and I’ve seen this in my
students.

I also work in Haiti as a consultant for the OIF. I’ve been inspired by the
Foundation Paraguay model (see below for the link). They give students real
life experience to learn entrepreneurship.

LINKS:

http://www.fundacionparaguaya.org.py/?lang=en
http://www.teachamantofish.org.uk/es/

Kenneth Biddington


e-Forum Moderator: please note that the Fundacion Paraguaya is also part of
the UNEVOC Network
(http://www.unevoc.unesco.org/go.php?q=UNEVOC+Network+-+Centre&id=3040)

View thread online:

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Wouter de Regt [w.de-regt@unesco.org]
Sent: 2016-02-02
Subject: Re: Integrating migrants into TVET programmes

Dear all,

This is a very interesting and timely discussion. It is ‘timely’ in the
sense that this is something which the education sector as a whole will
have to adjust to for the coming years, and it is ‘interesting’ to see how
a lot of us feel about the challenge ahead. A lot of points have been made
on cultural and linguistic challenges, motivational and psychological (post
traumatic stress disorder (PTSD)) problems, and some possible innovative
solutions (see the above post by Damian).

Personally, I think it is important to remember that this is first and
foremost a tragedy and, after all the wars and conflicts that the world has
already seen, I still find it hard  to understand how something like this
can still happen. I think the only way that the education and training
sector will get to grips with what is happening is if discussions like
these continue – so keep it up!

To further people’s interest in the discussion, the Network for
International Policies and Cooperation in Education and Training (NORRAG)
recently published a blog post entitled “Refugees, Displaced Persons and
Education: New Challenges for Development and for Policy”. The upcoming
news items will also be dedicated to the issue, so I suggest to ‘watch this
space’. https://norrag.wordpress.com/

Warm regards,
Wouter

view thread online:

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Damian Boyle [boyle.damian@northlandscollege.sk.ca]
Sent: 2016-02-02
Subject: Re: Integrating migrants into TVET programmes

Good Day, Karuppannan Prabakaran!

I agree with all of your points.

In the Canadian context today, my primary recommendation to Governments and
Agencies with regards to Refugee Settlement & Integration is:

* Provide each working age person with a Smartphone that has been loaded
with links to all manner of relevant information, supports, and services –
with unlimited domestic data access for five years. Provide each school age
person with a Tablet, similarly configured. Citizenship information and
documents could also be loaded to theses devices.

I agree with the observations made by others that there is not necessarily
a lot of interest by refugees for formal programmes. In many respects this
is not greatly different than with the general population, where available
Literacy programmes consistently capture a very small percentage of the
potential market, for example.

I have outlined my fuller thoughts on the matter of Smartphone & Tablet
uses for informal learning in this document:

Netizen Peer Learning in the Age of the Smartphone
https://www.academia.edu/8092721/Netizen_Peer_Learning_in_the_Age_of_the_Smartphone

My Mother-in-Law & Father-in-Law abandoned their farm east of Berlin just
before the Wall went up, and fled to Canada where they had some cousins.
They spoke no English, and brought very little with them. My Father-in-Law
tried to enter a professional field, but was unable to pass his exams due
to the language level required. He laboured for many years in the Oilfield,
and eventually did very well and made significant contributions to the
community. In my estimation, he could have been successful as an Engineer
in his native language.

I would greatly appreciate hearing your further thoughts on the matter,
Colleague.

Thank you for contributing to the discussion.

Yours,
Damian

T. Damian Boyle
Workplace Educator
McArthur River Mine Site
www.trainnorth.ca

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Chris Chinien [chris.chinien@gmail.com]
Sent: 2016-02-01 16
Subject: Essential digital skills: NeuroLudus Update

Dear Colleagues,

At the World Economic Forum in Davos, the Canadian Prime Minister, Justin
Trudeau has suggested that what it takes to create growth and prosperity in
the context of the fourth Industrial Revolution “isn’t just what’s
under our feet, it’s what between our ears”. In another instance, Prime
Minister Trudeau has also argued that in order to promote innovations and a
better future for all, we need to bridge together our creative abilities
and the various levers and multipliers of technology. This vision for
creating growth and prosperity for all presupposes that people are equipped
with the foundational skills to fully benefit from digital technology.
Unfortunately, a significant proportion of youths and adults do not have
the necessary level of information processing skills to take full advantage
of digital technology, especially those belonging to the most vulnerable
groups. This cognitive skills gap is a new form of digital divide that must
be bridged before such a vision of economic growth and development can
become achievable.

Only a few decades ago, researchers were limited in their efforts to help
people to improve their cognitive information processing skills because of
a constraining belief that the cognitive control was fixed and could be
modified. However, revolutionary developments in neuroplasticity and
cognitive modifiability have paved the way for innovative approaches for
developing and enhancing human cognitive controls. Not too long ago, we
informed you that we were in a process of conducting a study entitled
“Unlocking the potential of youths and adults to acquire and deploy
digital skills” to address these cognitive skills divide. The purpose of
the study was to develop and implement a serious video game to enable
youths and adults to enhance their level of cognitive control so that they
can more easily acquire and more effectively deploy essential digital
skills.

We hereby inform you that we have designed and developed the NeuroLudus
cognitive skills augmentation application for helping to bridge that
cognitive skills gap. We are pleased to share with you the preliminary
results of our field testing report (see attachment).

We would appreciate your help in promoting NeuroLudus within your networks
so that we can secure data from more players in order to reinforce already
acquired evidences regarding the effectiveness of the application. Please
note that as new data become available from additional players, the results
obtained will be analyzed and the findings disseminated at critical
intervals.

To get FREE access the NeuroLudus online or to download the IOS and Android
apps, Go to http://www.neuroludus.com

Neuroludus project team
Chris Chinien, Ph.D.
Chris.chinien@gmail.com

France Boutin, Ph.D.
boutinfrance@gmail.com

Attachment:

NeuroLudus Study Brief Feb 2016
http://www.unevoc.unesco.org/e-forum/NeuroLudus-Study_Brief_Feb-2016.docx

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3274

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Sabine Manning [mailto:sabine.manning@wifo.b.shuttle.de]
Sent: 2015-10-02
Subject: [L&W] Latest news on European research in learning and work – October 2015

Please note that this is a text-only version of the newsletter. For a fully
functional version please access
http://www.b.shuttle.de/wifo/educ/news1510.htm

Newsletter for European Research in Learning and Work [L&W]
Edition: October 2015 http://www.news.wifo-gate.org
[Conferences] [Networks] [Programmes] [Projects] [Publications]

 

Dear Colleagues

Particularly worth noting in this edition are calls for papers relating to
the following international conferences: ESREA 2016 in Ireland, EARLI SIG
14 in Regensburg, UFHRD 2016 in Manchester and EAPRIL 2015 in Belval (see
Conferences) and announcements for the ReNAdET conference 2015 and ECER
2016 (see Conferences), the Winter School 2016 in Würzburg (see
Programmes) and the EUproVET conference 2015 in Groningen (see Projects).

Many thanks to all who contributed information for this edition and who
sent helpful feedback. The L&W Newsletter reaches you via a mailing list of
over 1400 experts in and beyond Europe. It focuses on transnational
research activities in the field of human resource development (HRD) and
vocational education and training (VET), centred on major categories:
conferences, networks, programmes, projects and publications. The next
edition will appear in early December 2015. You are invited to submit short
pieces of news (texts of 100 to 200 words, without attachments, but
including links to web pages) – please by 30 November 2015 at the latest!

Should you prefer to read the current edition online, you can find it on
the L&W website (www.news.wifo-gate.org) under October 2015. Please pass
the Newsletter on to your own colleagues and networks – thanks!

With best wishes
Sabine Manning
Research Forum WIFO
Editor of the L&W Newsletter
________________________________________
Conferences

ESREA 8th European Research Conference
First call for papers: “Imagining diverse futures for adult education:
questions of power and resources of creativity”. Maynooth University,
National University of Ireland  8th-11th September 2016
The organisers especially welcome contributions that analyse and explore
the relationship between power and creativity. The overall aim of the 2016
ESREA Triennial conference is to create a rich and layered dialogue about
possibility and power, and to identify ways to engage with our field. By
exploring questions of power and identifying resources of creativity, we
hope to create a collaborative, critical and imaginative space in which
participants can envisage and discuss a diverse range of futures for adult
education. The conference will feature a range of discussion and
presentation formats including plenaries, papers, poster sessions,
symposia, workshops and roundtables. The deadline for submission of
abstracts is 15th January 2016. For further details see website at
http://content.web.nuim.ie/esrea.
(Info received via ESREA mailing list c/o Sofia Nyström
<sofia.nystrom@liu.se>)

EARLI SIG 14: Bridging Professional Development Research
International Conference: 8th EARLI SIG 14 Learning and Professional
Development, 24-26 August 2016, Regensburg (Germany)
The theme of the 2016 conference is: “SIGnature: Bridging Professional
Development Research”. The EARLI (European Association for Research in
Learning and Instruction) SIG14 Learning and Professional Development
focuses on professional and vocational education and training and has a
particular set of interests associated with learning at and for work. The
nature of the research conducted by SIG members is influenced by various
scientific disciplines and paradigms. The conference will consider how this
variety of approaches can be effectively combined, what has been done so
far to bridge gaps, and what can be learned from these attempts? Out of
these deliberations should arise what topics are important for future
research on professional development. An exciting programme of activities
is planned for Doctoral students, taking place prior to the main
conference. We are delighted to confirm Professor Andrea Ellinger and
Professor Rudolf Tippelt as conference keynote speakers. The deadline for
the submission of proposals is January 15th, 2016. Further information can
be found at www.ur.de/earlisig14. We look forward to welcoming you to
Regensburg in August 2016!
(On behalf of the Local Organizing Committee, Elena Stamouli
<Eleni.Stamouli@paedagogik.uni-regensburg.de>)

UFHRD 17th International conference
Call for Papers: “Leadership, Diversity and Changing Practices in HRD in a
Global Context”
The 17th International conference on Human Resource Development, Research
and Practice across Europe will be in Manchester 8-10th June 2016, and
welcomes papers covering the above themes. These will help to advance our
knowledge and understanding of HRD, which are so relevant to the global
workplace of the 21st century.  As in previous years, the conference will
encompass all aspects of Human Resource Development, not only on the theme
of the conference but also on wider agendas. Papers are welcome in all
areas of Human Resource Development as follows: • Leadership Management
and Talent Development • Coaching and Executive Development • Global,
comparative and cross-cultural dimensions of HRD • Employee Engagement
• Diversity Issues and Career Development • Workplace Learning Training
and Development • Scholarly Practitioner Research • Learning, Teaching
and Education • Critical Approaches to HRD – The deadline for submitting
abstracts is  4th December 2015. Prizes will be awarded for the best papers
and posters at UFHRD 2016. Please see the website for further information
http://www.ufhrd2016.mmu.ac.uk/ Dr Linda Alker, Conference Chair.
(Posted by Linda Alker <L.Alker@mmu.ac.uk>)

EAPRIL conference on corporate learning
EAPRIL is a non-profit organisation that supports the collaboration between
research and practitioners in the field of Education and Corporate
Learning. Our upcoming event ‘Moving Corporate Learning from Good to
Great’, will take place November 23, 2015 in Belval (Luxembourg).
Representatives from international organisations, such as Danone (France),
Bosch (Germany), Rentokil Ltd (U.K.) and KPMG (Luxembourg), are being
invited to lead a transformational lab, accompanied by a leading researcher
from the field of corporate learning. In this highly interactive format,
solutions are co-created for your organisational learning challenges. The
following labs are organised: 1. What is a truly integrated learning
approach and how could it be implemented? 2. How can an improved approach
to the provision of learning opportunity such as CPD transform the mind-set
and requirements of regulators and internal corporate risk management? 3.
How to support business transformation by enabling various co-creation
practices? 4. How can a company align its internal organisation on
diversity issues? 5. How can entrepreneurial learning and entrepreneurship
programmes enhance a company’s performance and its adaptability to changes
in the economic environment? 6. To what extent do social media practices of
‘Generation Y (digital natives)’ lead to new forms and practices of
management and leadership? – More information? Check out
www.movingcorporatelearningfromgoodtogreat.com
(Posted by Margaux De Vos <margaux.devos@eapril.org>)

International Conference on VET research in Bremen 2015 – review and
outcome
“Crossing Boundaries in Vocational Education and Training: Innovative
Concepts for the 21st century”, 2nd- 4th September 2015 in Bremen, Germany
Welcoming words from the conference organizers, Mr. Heidemeyer (Chamber of
Commerce, Bremen) and Prof Gessler (Institute Technology and Education,
University of Bremen), were followed by Mr. Joao Santos (Acting Head of the
Unit Vocational Education and Training at the Directorate General
Employment, Social Affairs and Inclusion, European Commission), whose
opening speech dealt with the European Commission’s new strategic goals
concerning ‘Vocational Education and Training in Europe’. During the
following three days, the conference participants were invited to attend 16
sessions with 48 cross-national research paper presentations – showing
perspectives from more than twenty countries. A wide range of topics were
covered such as the transition from school to work, work-based learning,
the professionalization of teaching staff, using digital media in VET, the
transfer of VET to other countries, quality assurance and training
networks. Key notes by Prof Mulder (Netherlands), Prof Pilz (Germany), Prof
Lasonen (USA), Dr Malloch (Australia), Prof Moreno (Sweden) and Prof Ramlee
(Malaysia) brought the program full circle. An accompanying program gave a
chance to deepen insights and to continue the discussions in a lively and
personal idea exchange, underpinned by a limitation to 100 conference
participants. The conference proceedings, which were given out in a print
version during the conference, will be digitally available soon. Conference
homepage: http://www.vetnet-conference.eu
(Posted by Susanne Kopatz <kopatz@uni-bremen.de>)

NOTE: Forthcoming and recent events related to European research in work
and learning are listed on the WIFO Conference page
[www.conferences.wifo-gate.org].

________________________________________
Networks

ReNAdET conference: Professionalisation of adult educators
“The role of higher education in the process of the professionalisation of
adult educators” – 4th Biennial meeting of the ESREA Research Network for
Adult Educators, Trainers and their Professionalisation (ReNAdET) 11-13
November 2015, Cyprus, organised by the Open University of Cyprus (OUC)
The Online registration is now open – please go to
http://www.cyprusconferences.org/esrearenadet2015/registration.html
This biennial meeting focuses on the important yet less discussed role of
higher education institutions in both delivering academic programmes that
provide relevant cognitive and professional skills and competences to
future adult educators, and in being more actively involved in the current
dialogue with regard to the professionalisation paths of adult educators
and trainers. A limited number of papers will be presented. An interactive
workshop on the theme “Teaching Narratives” in higher education
institutions will also be organised. For questions please contact Maria
Cravani (maria.gravani@ouc.ac.cy) or esrea.renadet@yahoo.com
(Info received via ESREA-ReNAdET mailing list)

ECER VETNET 2015/2016
This year’s ECER (European Conference on Educational Research) in Budapest
was very busy for VETNET (Vocational Education and Training Network),
featuring a joint session with the Higher Education Network, a poster
contribution, six symposia and over 90 papers presented (final collection
of papers see Proceedings 2015). VETNET was also very ably represented in
the Emerging Researchers’ conference. In particular, we are most delighted
to announce a new Honorary Member in VETNET: our Finnish colleague and
friend Pekka Kämäräinen (Institute Technology and Education, University
of Bremen, Germany). You may find details of the ceremony, which took place
within our Assembly meeting in Budapest on 10th September, on the
Proceedings page (http://www.ecer-vetnet-2015.wifo-gate.org/).
Dates for ECER 2016 in Dublin are fast approaching! Emerging Researchers’
Conference August 22-23, 2016; Main Conference August 23-26, 2016;
Submission starts November 15, 2015; Submission ends January 15, 2016;
Review Results announced March 15, 2016; Registration starts March 15,
2016; Presentation times announced June 15, 2016; Deadline registration and
payment July 1, 2016. Elected Programme Chairs for ECER VETNET 2016:
Christof Nägele and Barbara Stalder, in cooperation with Marg Malloch. We
would like to encourage you to submit proposals!
(Info received from Marg Malloch <Marg.Malloch@vu.edu.au> and Michael
Gessler <mgessler@uni-bremen.de>)

Your guide: Who’s who in transnational European VET and HRD research
The Directory of Professional Contacts (www.dpc.wifo-gate.org), maintained
by the Research Forum WIFO, serves as a Who’s who, offering up-to-date
information on more than 200 contacts across 30 countries in the field of
transnational European VET and HRD research. Each person included in the
DPC is both a producer of transnational research and an active
transnational networker. The criteria for inclusion in the DPC and and the
references to individual professional work are explained in the
introduction. They relate to evidence of transnational activities presented
in WIFO resources of European collaboration such as the Bookshelf, Overview
of articles, Conference page, ECER VETNET Proceedings and Overview of HRD
conference papers, Networks at a glance and Overview of projects. The DPC
is updated continuously as part of European collaboration in VET and HRD
research.
(Contributed by Sabine Manning)

NOTE: References to research networks in the field of European work and
learning are available on the WIFO page Networks at a glance
[www.networks.wifo-gate.org]. Major online resources related to European
research networks include the ECER VETNET Proceedings
(www.ecer-vetnet.wifo-gate.org) offering a complete and up-to-date
collection of conference papers submitted since 1998, and the Overview of
selected HRD conference papers (www.ehrd-papers.wifo-gate.org).
[Back to Newsletter]

________________________________________
Programmes

Winter School on comparative studies in adult and lifelong learning
We are happy to announce the Winter School 2016 on Comparative Studies in
Adult and Lifelong Learning from 3 to 12 Februray 2016 on campus Würzburg
in Germany (homepage:
http://www.lifelonglearning.uni-wuerzburg.de/startseite/). The Winter
School is dedicated to analysing and comparing international and European
strategies in lifelong learning. It is geared towards master and doctoral
students from European and Asian Universities, mainly those who are
enrolled in study programmes close to Adult Education and Lifelong
Learning. We welcome an interdisciplinary approach towards these topics. As
we have requests from several international colleagues, we will also
organize a parallel programme for professors in adult and continuing
education. As we are working on scholarships for Master and PhD-students,
please invite your students to apply for a scholarship. Registration is
possible online. The registration deadline (which also acts as a
scholarship application) ist 31st October 2015. For colleagues and students
who need a Schengen-Visa, we advise registration by the end of September.
Contact for any questions: lifelong-learning@uni-wuerzburg.de
(Info received from Regina Egetenmeyer
<regina.egetenmeyer@uni-wuerzburg.de> via ESREA mailing list)

NOTE: Contributions are welcome for the next edition of the Directory of
Doctoral Dissertations (www.ddd.wifo-gate.org), provided as part of the
WIFO Gateway, which focuses on European research in the field of vocational
education (VET) and human resource development (HRD). Please provide
information on expected or newly completed doctoral dissertations
investigating issues of HRD, VET or work-related adult education, according
to the following pattern: 1*Theme of dissertation (original language AND
English); 2*Year of (expected) completion or publication; 3*Author (name
and email address); 4*Tutor (name and email address); 5*Institution of
tutor (name and home page). Contributions should be posted by email to the
editor (sm@wifo-gate.org).
[Back to Newsletter]

________________________________________
Projects

EDISON and EUproVET conference 2015
Final Conference of the Leonardo da Vinci ToI project EDISON and Annual
EUproVET conference 2015 on ‘Entrepreneurship in Education and training’ 30
November 2015, Groningen (NL)
Entrepreneurship has never been more important than it is today. The
current complex and insecure economic environment requires individuals who
have capabilities for solving new problems through independent and
responsible action. Europe’s competitiveness, innovation and economic
growth depends on being able to produce future leaders with the skills,
attitudes and behaviour needed to be entrepreneurial and to act at the same
time in a socially responsible way. But how can this be achieved? EUproVET
and the EDISON team are trying to answer this question, and invite you and
your colleagues to the final conference of the EDISON project on
entrepreneurship in combination with the annual EUproVET conference 2015.
What can you expect? In the morning session the theme of entrepreneurship
will be introduced by some keynote speakers, whilst the focus will move to
the achievements of the Edison project in the afternoon session, which will
be highly interactive. Further information: The full program and other
information will follow soon on the Edison website:
http://www.edisonentrepreneurship.eu/ Questions regarding the conference
can be directed to Manfred Polzin m.polzin@mboraad.nl
(Posted by Tanja Bacher <tanja.bacher@3s.co.at>)

NOTE: Contributions are invited to update the Overview of European research
projects [www.projects.wifo-gate.org], provided as part of the WIFO
Gateway. The overview focuses on transnational research projects, mainly
supported by EU programmes, in the areas of human resource development,
vocational education, work and learning. Please send the following
information to the editor (sm@wifo-gate.org):  (A) exact title and acronym
(short name) of the project; (B) name and email address of the coordinator
or main contact; (C) address of the website (or info page/ flyer) of the
project. Contact: Sabine Manning
[Back to Newsletter]

________________________________________
Publications

New issue of IJRVET (Vol. 2, Issue 2)
The International Journal for Research in Vocational Education and Training
(IJRVET) has just published a new issue. Topics are: Twenty Years of Basic
Vocational Education Provision in Spain; Uncertified and Teaching: Industry
Professionals in Career and Technical Education Classrooms in the USA;
Current Practices at Polytechnics in Bangladesh and its Effects in
Competence Development; Training Managers in the UK in World Skills
Competitions. Please find the articles on http://www.ijrvet.net. IJRVET is
a peer-reviewed Journal for VET-related research and provides full open
access to its content on the principle that making research freely
available to the public supports a greater global exchange of knowledge.
IJRVET is the official organ of VETNET European Research Network in
Vocational Education and Training (European Educational Research
Association) and is supported by IRNVET International Research Network in
Vocational Education and Training (World Education Research Association).
(Posted by Susanne Kopatz <kopatz@uni-bremen.de>)

Working and learning in times of uncertainty
Bohlinger, Haake, Jørgensen, Toiviainen and Wallo (Eds.) (2015): Working
and Learning in Times of Uncertainty. Challenges to Adult, Professional and
Vocational Education. Sense Publishers. 244 pages [Link].
The book analyses the challenges of globalisation and uncertainty impacting
on working and learning at individual, organisational and societal levels.
Each of the contributions addresses two overall questions: How is working
and learning affected by uncertainty and globalisation? And, in what ways
do individuals, organisations, political actors and education systems
respond to these challenges? The book is freely available online as an open
access book! http://tinyurl.com/qzu65yr  The book is a result of the
collaboration of the ESREA Work and Learning network following our latest
conference in Osnabrück University in 2014. The network draws together
researchers from the Continent, the UK and the Nordic Countries:
http://www.esrea.org/working_life_network?l=en We invite researcher to join
in the network! Please contact: Christian Helms Jørgensen, Roskilde
University, Denmark, cjhj@ruc.dk
(Posted by Christian Helms Jørgensen)

Identifying entrepreneurial challenges
Yvette Baggen, Jakob Mainert, Thomas Lans, Harm J. A. Biemans, Samuel
Greiff & Martin Mulder (2015). Linking complex problem solving to
opportunity identification competence within the context of
entrepreneurship. International Journal of Lifelong Education. Volume 34,
Issue 4 [Details]
Today’s working life is increasingly characterized by entrepreneurial
challenges. Entrepreneurial challenges start at an individual level with
the identification of entrepreneurial opportunities, which is acknowledged
as one of the key competencies for lifelong learning. Since the
identification of entrepreneurial opportunities relies heavily on the
opportunity identification competence (OIC) of individuals, understanding
the meaning of OIC is relevant. Until now, OIC has been explored in the
young entrepreneurship research field. However, entrepreneurship
researchers until now have not fully explored OIC. According to several
authors, the research on complex problem solving (CPS) in the cognitive
research field might contribute to understanding OIC. In this paper, we
review the link between OIC and CPS by comparing the cognitive and
entrepreneurship research fields. We argue that those who excel in
identifying opportunities share core characteristics with high-level
complex problem solvers. We propose to conduct empirical research in the
future to investigate the relation between OIC and CPS within a work
context, in order to gain more insight into OIC. We believe that the
cognitive research field contributes to the entrepreneurship research field
and provides a deeper understanding of the initial steps of the
entrepreneurial process.
(Contributed by Yvette Baggen <yvette.baggen@wur.nl>)

NOTE: Updates on publications provided by the WIFO Gateway include the WIFO
Bookshelf [www.books.wifo-gate.org], a collection of references to
publications focusing on cross-European issues of work and learning, and
“From the Journals” – Overview of articles on cross-European issues in VET
and HRD research [www.articles.wifo-gate.org], selected from European and
international Journals related to education research
[www.journals.wifo-gate.org].
________________________________________
Impressum
Editor of the L&W Newsletter: Dr Sabine Manning, Research Forum WIFO
(sm@wifo-gate.org);
Address: Neue Blumenstr. 1, D-10179 Berlin, Germany;
Editions of the L&W Newsletter: six times a year, every two months (at the
beginning of February, April, June, August, October, December);
Deadline for contributions to the L&W Newsletter: end of January, March,
May, July, September, November;
Circulation of the current L&W Newsletter: about 1500 experts in 40
countries (mostly Europe);
Details and Archive of the L&W Newsletter [www.news.wifo-gate.org].

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3148

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Damian Boyle [boyle.damian@northlandscollege.sk.ca]
Sent: 2015-10-02
Subject: RE: Sustainable development, ethics and values

Good Day, Jorge Raúl Fernandez!

An interesting article and site.  As a case in point, it really does
highlight the complexity of addressing ethics and values within TVET — or
in any other area.

I prefer to avoid discussions of ethics and values in favour of discussions
of applicable laws (Acts & Regulations) for TVET purposes.  I recognize
that laws require amendments that must be informed by values and ethics,
which themselves evolve over time.  Beyond introducing individuals to these
concepts as they may be found in an Oath of some kind, the politics of such
discussions and negotiations generally fall outside the bounds of TVET per
se, in my judgement.

I certainly encourage the presentation of such considerations for
extra-curricular engagement.  There are sometimes free, drop-in,
discussions that anyone can attend, such as Philosophy in the Community.
https://www.usask.ca/philosophy/community/  There is no reason why TVET
institutions and practitioners could not offer these kinds of events to
address topics such as Ethics, Values, and Sustainability as part of
engaging the wider community, as well.

Thanks for sharing this informative and provocative article.  Keep ‘em
coming!

Yours,

T. Damian Boyle
Workplace Educator
McArthur River Mine Site
Northlands College, Canada
www.trainnorth.ca

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Arthur E. Shears [aeshears@hotmail.com]
Sent: 2015-10-02
Subject: Re: TVET and diversification of developing economies

Economic Diversification
Bangladesh has a huge, ready-made garment industry, second or third in size
in the world, but many persons recognize the need to diversify its export
basket.
The ILO has useful tools and experience in promoting skills for trade and
economic diversification (STED). Check this website.
www.ilo.org/STED
Bangladesh was one of the original pilot countries for STED with an
eventual focus here on pharmaceuticals and agro-food. These sectors are now
two of five focus sectors in the Canada funded Skills for Employment and
Productivity (BSEP) project.

view thread online:
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2015-10-02 13:54  #4
From: Austin, James [austin.38@osu.edu]

Folks,

Interesting thread.

Having worked with Dr. Norton and John Moser at CETE for several years, I
believe that the method is very dependent on the quality of the
facilitator.

But this would be a limitation of any facilitated committee-based method.

And relative to the earlier posting on limitations defined as looking at
the present only, I would point out that the DACUM handbook speaks about
4-5 types of DACUM, specifically including the following:

1) Job
2) Occupation
3) Conceptual-Futuring (this would be fit for designing jobs, say
nanotechnology, bio-manufacturing, distributed control systems operators,
etc.)
4) Process
5) Functional

Despite the pleas for limitations only, we believe that an integrated
package of Literature Review, DACUM, Verification (focus group or survey),
task analysis, and labor market data if available avoids some of the
limitations.

James T. Austin, PhD
Room 1000, CETE
1900 Kenny Road, Columbus OH 43210-1016
www.cete.osu.edu, www.webxam.org, http://news.webxam.org

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Sent: 2015-10-02 #8
From: Fernando Vargas Zuñiga [fervargasz@gmail.com]

Please read the document “the forty most frequently asked questions on
competency”
Find it in www.oitcinterfor.org English version

Kindly

Fernando Vargas

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Shaji B [shaji.nrd@gmail.com]
Sent: 2015-10-01
Subject: Vocational Training to differently-abled learners

Dear all,

Human Resource Development of any society cannot be fruitful without
proper skill training to differently abled students.
Normally the persons with differently abled are not getting proper
vocational training according to their disabilities.
It will not be successful in their future life if it is not scientifically
selected and properly trained.

I invite all your attention to this topic and request you to share any
documents or reports in this area.

Regards….
Shaji.B
Vocational Teacher & Research scholar
Kerala, India

******************
Moderator comment:
Dear Shaji, you may find some relevant publications in the UNEVOC online
library:
http://www.unevoc.unesco.org/go.php?q=UNEVOC+Publications&akt=cat&q=UNEVOC+Publications&unevoc=0&st=adv&qs=DIS
http://www.unevoc.unesco.org/go.php?akt=ft&q=UNEVOC+Publications&unevoc=0&lang=en&qs=disabilit

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3146

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khaled abu laban [K.ABU-LABAN4@UNRWA.ORG]
Sent: 2015-06-15
Subject: Logical Framework for developing vocational courses curriculum

Dear All,
Looking for logical framework which I can submit to donors for developing
vocational courses curriculum, I am interested if any has model as draft.
Best regards

view thread online:
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====Join NOW: Virtual Conference on Apprenticeship===
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Katharina Kerres [k.kerres@unido.org]
Sent: 2015-06-15 10:15:23
Subject: Re: Logical Framework for developing vocational courses curriculum

Dear Khaled,

Although it’s not exactly what you are looking for, we have a sample
LogFrame for establishing and upgrading VTCs in cooperation with the
private sector (through so-called “Public Private Development
Partnerships”):
http://lkdfacility.org/files/Documents/Internal%20Documents/LKDF%20Toolkit%20Documents/LogFrame.pdf

I hope that helps.

view thread online:
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Sandra [fiquet-nocco@hotmail.com]
Sent: 2015-06-15
Subject: Urgent Call For Photo contest submissions! We need to put a new face on for TVET!

Dear TVET supporters,

For decades, we understand that TVET has been less visible and has often
been a less popular among other choices for tertiary education.
UNESCO Bangkok intends to break through the stereotype and widen people’s
perspectives by organizing a photo competition on TVET to be showcased at
the upcoming Asia-Pacific Conference on Education and Training (ACET 2015)
from 3-5 August 2015 in Kuala Lumpur, Malaysia. We need you to help us
spread the word!

Deadline: 30th June.2015
Submission: Maximum 3 high-resolution photographs
Size: Each photo must not be larger than 5MB
Photo: Focus on Asia-Pacific region’s TVET

The 1st place winner will win a chance to win a trip to Malaysia to present
their photo at the conference with more attractive prizes waiting for you!

For more information, please check out our website for updates:
http://www.unescobkk.org/education/tvet/asia-pacific-conference-on-education-and-training/photo-competition/

Please don’t hesitate to send your questions at: ap.tvet@unesco.org

Best regards,
ACET 2015 Secretariat
UNESCO Bangkok

Attachment:

ACET Photo Competition
http://www.unevoc.unesco.org/e-forum/PNG.ACET-photo-contest.png

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2980

====Join NOW: Virtual Conference on Apprenticeship===
===http://www.unevoc.unesco.org/go.php?q=Subscribe===

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Haider Nazia EDA HAINA [mailto:nazia.haider@eda.admin.ch]
Sent: 2015-06-12
Subject: Consultancy Opportunity: Designing a Project for Skilling Migrants

Dear all,

Please find attached the ToR for a consultant (who we hope will help SDC to
design a new project on skills of migrants, to tender in 2016). Please do
forward this to any colleagues who you think is suitable for the task.

The assignment is expected to take place in August and September, with the
final deliverable to be ready in October 2015. The mission is to scope the
existing migration scene in Bangladesh and design the project (based on the
findings).

For this task, SDC is searching for one international and one national
consultant. If you know of anyone who may be interested please do ask them
to email me at nazia.haider@eda.admin.ch expressing their interest and with
the following information:

1. updated resume
2. consultancy charges per day
3. and availability/dates for the review

Dear all,

I would appreciate receiving this information by 5 pm on 18 June 2015.
Based on the expressions of interest, we will shortlist applicants and send
to them other necessary documents to complete the proposal. Selection will
be according to SDC’s rules are criteria.

Thank you!

Kind regards,

Nazia

Nazia Haider
Senior Programme Officer

Swiss Agency for Development and Cooperation (SDC)
Embassy of Switzerland

Bay’s Edgewater, 8th Floor, Plot 12, North Avenue, Gulshan 2, Dhaka 1212,
Bangladesh
Tel.  +88 02 55 05 1601, Ext: 123
Fax  +88 02 55 05 1614
nazia.haider@eda.admin.ch
www.sdc.org.bd

Attachment:

ToR Consultancy SDC
http://www.unevoc.unesco.org/e-forum/ToR_SDC_2015.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2979

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Forthcoming Global Oceans Day at the UNFCCC COP 21 Announced at the World Oceans Day, UNESCO, Paris

The Global Ocean Forum, together with the Climate and Ocean 2015 Platform, governments, international organizations, and civil society, is convening the Oceans Day at the UN Framework Convention on Climate Change COP 21 in Paris in December 2015. Speaking at the World Oceans Day June 8, 2015 celebration at UNESCO in Paris, which focused on bringing the oceans into the climate negotiations, Global Ocean Forum President Dr. Biliana Cicin-Sain urged the global ocean community to support States Parties and Observers in the UNFCCC climate negotiations to reach an ambitious legally binding agreement at the COP 21 in Paris in December 2015 adopting stringent and immediate reductions in CO2 emissions. This is essential to ensure the continuing functioning of the oceans in sustaining life on earth, and to avoid disastrous consequences on ocean and coastal communities around the world. The full statement is available here: https://globaloceanforumdotcom.files.wordpress.com/2015/06/gof-statement-on-oceans-and-climate-june-8-2015.pdf

The purpose of the Oceans Day at COP21 is to advance the oceans and climate change agenda at COP 21 and beyond, and to:

1)  Report on the state-of-the-science of specific oceans and climate change issue areas;

2)  Showcase successful efforts in policies on oceans and climate (e.g., on ocean acidification; ocean-based mitigation measures; linkages among fisheries, biodiversity, and climate change to protect food security and biodiversity/ocean ecosystem functions; integrated approaches to adaptation including disaster planning/recovery and addressing issues of population displacement; renewable energy from the oceans; dedicated financing for addressing climate change effects in SIDS and coastal countries; capacity building and technology transfer; public education on oceans and climate);

3)  Identify  action items to be accomplished in order to move each oceans and climate issue area through the UNFCCC process, as appropriate, and what each action item will entail;

4)  Identify what the oceans community can do to advance the oceans and climate agenda outside of the UNFCCC process, when relevant; and

5)  Mobilize resources to support implementation of each action item.

The end result of the Oceans Day at COP 21 will be a strategic action plan (including mitigation, adaptation, finance, capacity development, scientific monitoring, and public education) to take the oceans/climate agenda forward, within and outside of the UNFCCC, in the next five years.

Invitation to collaborate:  Governments, international agencies, civil society (NGOs, industry, foundations, others), and scientific groups are kindly invited to collaborate in the preparation of the Oceans Day at COP 21 and the strategic action plan on oceans and climate. Please contact Miriam C. Balgos at miriambalgos@globaloceans.org.
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J M Deurwaarder [jdeurwaarder2004@yahoo.com]
Sent: 2015-06-11 11:10:29
Subject: Re: Performance Assessment in TVET

Dr. Masroor Ahmed Shaikh
The sample document you made available I would NOT call an assessment
instrument. I would consider the document to give Learning outcomes
(elements) and performance criteria (listed under Tasks, what the learner
is to do / to demonstrate in order to achieve the learning outcome
(element). I also have a problem with the ‘multiplicity’ of most
performance criteria (tasks). I prefer PCs (tasks) with a single
(observable) verb – not with a string of “and”‘s and also including a
standard. Each of the tasks consists of numerous ‘sub tasks’ – those would
in my view appear in the assessment instrument with with observation /
checklists. Compare with the sample assessment instrument I posted earlier.
The listed tasks (PCs) allow, as standards are not specified, subjective
interpretation and do not, in my view, guarantee that all assessors will
come to the same judgement: competent or not competent.
There is no indication in your document, as far as I can see, as to how the
knowledge elements will be assessed.
I attach another example of knowledge testing for web browsing concepts
[the observation of the actual web browsing by a candidate will be observed
using an detailed observation checklist - not attached]

Attachment:

Browsing concepts
http://www.unevoc.unesco.org/e-forum/Evidence-KS10.1.1a-web-browsing-concepts-assessment.docx

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Shaikh Masroor [mailto:masroor46@yahoo.com]
Sent: 2015-06-10
Subject:   Performance Assessment in TVET
Dear All

For assessment of trainee in any TEVT program and in particular CBT,
summative assessment is vital for final certification, where
skills/competencies gained by a trainee are practically examined. The
formative assessment could help to assess, how the training program and
trainee is progressing.

This is why while developing curriculum for any CBT program assessment
tools are also developed. A sample assessment tool for Building Carpentry
trade is enclosed.

Kind Regard,
Dr. Masroor Ahmed Shaikh
Director, Academics
Sindh TEVTA, Karachi, Pakistan
Tel No.: (+92-21)99244112-7
Fax No.: (+92-21) 99244118
Mobile No.: (+92) 3332156760
Email: masroor46@hotmail.com
http://lnkd.in/dAja8e

Attachment:

BUILDING CARPENTRY ASSESSMENT TASKS/SPECIFICATIONS STUDENT GUIDE
http://www.unevoc.unesco.org/e-forum/Assessment-tasks-student-guide-GI.doc

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Vafolay Tulay [mailto:TULAY@unhcr.org]
Sent: 2015-06-02
Subject: eLearning Instructional Design opportunity at UNHCR

Dear Fellow Learning Practitioners,

We are looking for a highly competent instructional designer with solid
expertise in instructional design for all modes of learning, learning
technologies as well as project and change management for learning and
instructional technology initiatives. Please see attached posting for
details.

Regards,

Vafolay
Head, Learning Solutions Unit
UNHCR

Attachment:

UNHCR Job Posting for Temporary Appointment (TA) – 6 Months
http://www.unevoc.unesco.org/e-forum/UNHCR_ID_TA.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2965

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Emmanuel Bamfo-Agyei [mailto:emmanuel.bamfo-agyei@cpoly.edu.gh]
Sent: 2015-06-02
Subject: Re: Which aspect of quality in TVET is most important to you?

[re the issue of female participation in various engineering education
fields]

Thanks all i have attached the research paper so as to see the detail. in
building it was 2 %, in civil and Electrical engineering 3 %, and in civil
1 %. Currently there is a construction of a stadium in Cape Coast going on
and out of the 250 workers only 1 lady is part of the consulting group. As
we speak 10 ladies were employed just to clean the wall and floor tiles. At
the basic school many are afraid of science courses probably as a result of
teaching methodology.

No.     Prog.   Males Females Total Index Males Index Females
1       Building553     9       562     0.98    0.02
2       Civil   400     11      411     0.97    0.03
3       Elec    706     25      731     0.97    0.03
4       Mech    584     5       589     0.99    0.01

Total   2243    30      2293    0.98    0.02

Emmanuel Bamfo – Agyei
Director of Technical Vocational Education and Training(TVET)
Cape Coast Polytechnic
P. O. Box AD50
Cape Coast, Ghana
Tel: +233(0)231321326/244026432
Email: emmanuel.bamfo-agyei@cpoly.edu.gh
Email:kwaminabamfoagyei@gmail.com

Attachment:

GENDER PARITY INDEX OF ENGINEERING STUDENTS OF CAPE COAST POLYTECHNIC, GHANA
http://www.unevoc.unesco.org/e-forum/GENDER-PARITY-INDEX-OF-ENGINEERING-STUDENTS-OF-CAPE-COAST-POLYTECHNIC.doc

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Juergen Handke [handke@staff.uni-marburg.de]
Sent: 2015-06-02
Subject: New Free Online Courses in Linguistics

Dear Fellow Linguists, dear e-Forum users interested in languages and
linguistics!

We want to inform you about our upcoming MOOCs (registration by 12 June
2015, class start 15 June):

Linguistics 101 – Fundamentals; Intro video: https://youtu.be/Xh-C4D3L80s

Linguistics 102 – Speech Science; Intro video: https://youtu.be/ZV3KvE6j_ao

If you are interested create your (free) account on the VLC
(www.linguistics-online.com) and then, after confirmation, click on
“Classes ready to register” on the homepage and select your class(es).

Also, for the first time we have set up Facebook groups that will be run
alongside the MOOCs (vlcmooc101 and vlcmooc102). If you have a facebook
account, please join these groups where our student assistants will be at
your disposal around the clock. (And even if you do not register for the
MOOC you are welcome in the Facebook groups).

Discussion in the Facebook groups have started already!

So join us and be part of our online activities.
Jürgen Handke

VLC Project Manager

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2963

YOUTUBE  CLASS

MOOC Description: Linguistics 101 – Fundamentals

https://www.youtube.com/watch?v=Xh-C4D3L80s

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MOOC Description: Linguistics 102 – Speech Science

https://www.youtube.com/watch?v=ZV3KvE6j_ao

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Mustafa Wahba [mailto:mmm.wahba@gmail.com]
Sent: 2015-06-05
Subject: Integrated Programme in Workforce Skills Development – Courses & Workshop

Dear Dr. Ahmed

I refer to your enquiry addressed under the thread for Performance
Assessment in TVET and wish to advise the following.

In so many previous threads, I have explained in brief the Competency
Approach to TVET and referred to the unique courses I am addressing in
Management of TVET Systems & Competency Management and let me reiterate
what I have stated.

In Industrial Enterprises and Technical and Vocational Education and
Training TVET Institutions (Institutes, Centres and Industrial Schools)
within different sectors of industry including oil & gas industry, due
attention is given to the performance of the workers / trainees / students
by applying both Competency Based Education and Training  CBET System as
well as Competency Based Workers / Trainees / Students Assessment and
Verification Assurance Quality Management System; known simply as
Competency Assurance Management System CAMS.

The CBET is applied by the management of Enterprises and TVET Institutions
with a view to effectively train their workers / trainees / students to
achieve particular competencies (Awareness, Knowledge, Skills and Attitude
/ Behavior) via a Competency Based Approach.

The CAMS is applied by the management of an Enterprise or TVET Institution
with a view to have reasonable assurance of meeting the Enterprise / Oil &
Gas Company / TVET Institution  business objectives by assuring that their
workers / trainees / students are well assessed, verified and certified as
competent.

The CAMS is quality-assured structural process used to determine the
qualification level (standard) of the workers / trainees and students
belonging to different Enterprises, Oil & Gas Companies and TVET
Institutions as well as giving them recognition of the attainment of
particular competencies (Awareness, Knowledge, Skills and Attitude /
Behavior) according to their occupations / professions.

The corporate management of an Enterprise or TVET Institution has to
clearly state the mission of their Competency Based Education and Training
CBET System & Competency Assurance Management System CAMS and which are
generally derived from the following Mission Statement:

The purpose of the Competency Based Education and Training  CBET System &
Competency Assurance Management System CAMS is to provide guidelines that
will enable the management of Enterprises, Oil & Gas Companies and TVET
Institutions to set valid and reliable controls in place with a view to
have reasonable assurance that their workers / trainees / students are well
trained, acquired the required awareness, knowledge, skill and attitude
competencies, provided evidences, assessed, verified and certified to be
competent to effectively perform all tasks assigned to them, including
Health Safety and Environmental Protection HSEP (Occupational Health and
Safety OHS) and Business Critical Tasks (known simply as Critical Tasks),
up to the required Minimum Competency Level (Standard) at Work Location.

As highly specialized in the fields of Technical and Vocational Education
and Training TVET and Competency Management, I have developed and currently
addressing a group of Training Modules / Courses to be used as an ”
Integrated Programme in Workforce Skills Development” to enhance the
capacity building of the Training Managers, Trainers / Instructors /
Teachers, Master Trainers and Assessors / Observers / Verifiers working in
Technical and Vocational Education and Training TVET, Competency Based
Education and Training CBET System & Competency Assurance Management System
CAMS within Oil & Gas Industry.

The “Integrated Training Programme” explains in detail the TVET Systems,
Skills Development Projects SDP, CBET Systems & CAMS via the following
Training Modules / Courses:
1.      Module 1: Strategic Management of TVET & TVET Institutions
2.      Module 2: Quality Assurance Management of  TVET & TVET Institutions
3.      Module 3: Competency Approach to Training and Career Development
4.      Module 4: Maintenance Management of TVET Institutions
5.      Module 5: Monitoring & Evaluation M&E of TVET & TVET Institutions
6.      Module 6: Management Information System MIS & and Knowledge Management
KM for TVET & TVET Institutions
7.      Module 7: Competency Assurance Management System CAMS for Enterprises
and TVET Institutions
8.      Module 8: Competency Based Education and Training CBET System &
Competency Assurance Management System CAMS in Oil & Gas Industry

The above Training Modules / Courses are covering all the following
milestone events associated with a full Training Life Cycle (Training
Matrix):
1.      Training Needs Analysis
2.      Job / Occupation Analysis
3.       Identification of Competencies
4.      Competency Development Framework
5.      Selection of Critical Tasks
6.      Development of Curriculum and Training Programmes
7.      Learning, Training and Collecting Evidences
8.      Assessment & Verification
9.      Gaps Analysis & Specific Gaps Elimination Programme SGEP
10.     Retraining

Dear Dr. Ahmed

Recently, I have developed a full 15 days workshop to address “Workforce
Skills Development” to the staff working in competency based training,
assessment and verification in different sectors of industry including oil
& gas industry.

The “Workforce Skills Development Workshop” is aiming to strengthen the
capacities of the participants in understanding the Strategic Management
and Quality Assurance Management of Technical and Vocational Education and
Training TVET Systems and TVET Institutions (TVET Institutes, Centres &
Schools) as well as understanding the relevance, effectiveness and
efficiency of TVET and Workforce Skills Development Systems, policies, and
related programmes and how the systems are responding to the needs of the
individuals, society, and the economy.

The “Workforce Skills Development Workshop” will assist the
participants to understand and realize how sound national demand-driven and
quality-based TVET Systems and Skills Development Policies are key factors
in the employability of Workers and the sustainability of Enterprises. The
participants will be able to understand that the main objectives of TVET
and Skills Development Systems are to ensure that the skills acquired are
quality-based and matching the skills valued in the workplace as well as
helping Workers and Enterprises to be adjusted to the change and prepared
for the future.

Dear Dr. Ahmed & Forum Member

I am attaching the outline of the courses and workshop for your review and
consideration

Eng. Moustafa Wahba
Competency Assurance & TVET Consultant
Scottish Qualification Authority SQA Qualified Internal Verifier IV
E-mail address: mmm.wahba@gmail.com

Attached Documents:

Competency Assurance Management System CAMS for Enterprises & TVET
Institutions
http://www.unevoc.unesco.org/e-forum/Competency-Assurance-Management-System-CAMS-for-Enterprises—TVET-Institu_.doc

Competency Based Approach to Training & Career Development – Course
Outline
http://www.unevoc.unesco.org/e-forum/Competency-Based-Approach-to-Training—Career-Development–Course-Outline.doc

Maintenance Management – Course Outline
http://www.unevoc.unesco.org/e-forum/Maintenance-Management—Course-Outline.docx

Management Information System MIS & Knowledge Management KM for Enterprises
& TVET Institutions
http://www.unevoc.unesco.org/e-forum/Management-Information-System-MIS—Knowledge-Management-KM-for-Enterprise_.docx

Monitoring & Evaluation M&E of Enterprises & TVET Institutions – Course
Outline
http://www.unevoc.unesco.org/e-forum/Monitoring—Evaluation-M-E-of-Enterprises-–TVET-Institutions—-Course-O_.docx

Quality Assurance Management of TVET & TVET Institutions – Course Outline
http://www.unevoc.unesco.org/e-forum/Quality-Assurance-Management-of-TVET—TVET-Institutions—-Course-Outline.docx

Strategic Management of TVET & TVET Institutions – Course Outline
http://www.unevoc.unesco.org/e-forum/Strategic-Management-of-TVET—TVET-Institutions—-Course-Outline.doc

Attachments:

CBET System & CAMS in Oil & Gas Industry – The Way Forward – Course Outline
http://www.unevoc.unesco.org/e-forum/CBET-System—CAMS-in-Oil—Gas-Industry—The-Way-Forward—Course-Outline.docx

Workforce Skills Development Workshop
http://www.unevoc.unesco.org/e-forum/Workforce-Skills-Development-Workshop.docx

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2967

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J M Deurwaarder [jdeurwaarder2004@yahoo.com]
Sent: 2015-06-08
Subject: RE: Performance Assessment in TVET

If in CBT we use learning outcomes to describe what learners will be able
to do at the end of the training and use performance criteria to describe
what learners have to demonstrate / produce / do to in order to show that
they achieved the LOs – then in my view the evidence learners are to
produce depend on the LO.
If the LO is knowledge based (e.g.describe the function of each of the key
components in a computer system – ‘key components will be listed in the
range statement -) the learner will have to produce written/oral evidence
(e.g. a completed written test). If the LO requires performance – doing
something / producing something – the evidence to be produced by the
learner will be performance / product evidence in the form of a completed
assessors checklist / a video recording of the performance / a witness
statement.
To clarify my point I attach an assessment instrument for (i) knowledge
based LO (ii) performance based LO.

Attachments:

Computer basics concepts
http://www.unevoc.unesco.org/e-forum/Evidence-KS08.1a-computer-basics-concepts-assessment.docx

Using desktop
http://www.unevoc.unesco.org/e-forum/Evidence-KS08.2a-Assessor–s_Observation-LO-KS08.2.docx

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Stefanie Petrick [stefanie.petrick@ovgu.de]
Sent: 2015-06-05
Subject: Application is open for M.Sc. International Technical and Vocational Education and Training (ITVET)

Dear forum members,

we are happy to announce that the application for our Master program
“International Technical and Vocational Education and Training (ITVET)” is
currently open.

The ITVET Master program is oriented towards TVET practice. It conforms to
the UNESCO “International Framework Curriculum for a Master Degree for
TVET teachers and lecturers“ (Hangzhou Declaration, 2004). The program
focus is on the development and design of vocational education processes
and contains modules in specialised didactics, curriculum and media
development, TVET management and TVET evaluation. Altogether, there are 7
compulsory modules and 3 elective modules (see attached flyer). The program
language is English.

Upon successful completion of all modules and the Master thesis, the
students receive the degree Master of Science (M.Sc) in “International
Technical and Vocational Education and Training” from the
Otto-von-Guericke-University. This Master degree qualifies for subsequent
PhD studies. Furthermore, it provides an excellent basis for working in
different areas of TVET in a national or international context.

The application deadline for the upcoming winter semester is July 15th
2015. If you are interested in the program or have additional questions,
please do not hesitate to contact me at stefanie.petrick@ovgu.de

Best wishes and warm greetings from Magdeburg

Stefanie Petrick

Attachment:

OvG Magdeburg: „International Technical and Vocational Education and Training“ (M.Sc.) (5 MB)
http://www.unevoc.unesco.org/e-forum/flyer-itvet.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2969

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Uta Roth [u.roth@unesco.org]
Sent: 2015-06-09
Subject: TVETipedia thoughts around key TVET terms

Dear e-forum members,

the UNESCO-UNEVOC TVETipedia online glossary has a new feature: the so
called “Further reading” articles. We’d like your feedback before
further developing it.

Context:

TVETipedia gathers today approx. 600 TVET terms and 1000 definitions
(thanks again to all the “e-forumers” who contributed!). However, if
definitions are a good starting point for healthy debates, they do not tell
much about the history of a term, about its concrete use or about the
concepts and beliefs it carries.  Our “further reading” articles aim at
filling this gap.

The “Further reading” articles are short selections of references. They
can be academic articles or policy papers, but also treaties, blog entries,
newspaper articles, online services, or any other resources that could help
increase your understanding of the term.

Almost all the references are available online for free, but if you’re
missing on time,  the introductions (written by our team) and the selected
quotes should still give you a consistent overview of “what the term is
about”.

The articles currently available can be checked on the list linked below:

http://www.unevoc.unesco.org/go.php?q=TVETipedia+-+Further+reading+articles

Should you have any feedbacks or comment, please just answer to this topic
or directly contact us at tvetipedia@unevoc.unesco.org !

Best regards,

Uta Roth
(UNESCO-UNEVOC)

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2971

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Upcoming: UNESCO-UNEVOC online conference on Apprenticeships from 15 to 26 June 2015

Alix Wurdak a.wurdak@unesco.org
Sent: 2015-06-11
Subject: Re: Upcoming: UNESCO-UNEVOC online conference on Apprenticeships from 15 to 26 June 2015

Dear colleagues,

As announced, the virtual conference on Apprenticeships is starting on
Monday 15 June on the e-forum! It will take place in a separate thread, so
even if you are a regular user of the e-forum, you still need to register
separately. Since you are already a member, you are only two clicks away:
http://www.unevoc.unesco.org/subscribe.php

The conference will be moderated by skills development researcher and
consultant Alessandra Molz.

To read more about it, please download the background note:
http://www.unevoc.unesco.org/e-forum/BackgroundNote-VC-Apprenticeship-Molz.pdf

The entire team at UNESCO-UNEVOC is looking forward to exciting discussions
with you!

Best regards,
Alix

Ms Alix Wurdak
UNESCO-UNEVOC
Information and Publications Associate

Tel. +49 228 815 0108
Fax +49 228 815 0199
UN Campus, Platz der Vereinten Nationen 1
53113 Bonn, Germany
a.wurdak@unesco.org
www.unevoc.unesco.org

Follow us on
Facebook.com/unevoc
Twitter.com/unevoc
Youtube.com/unevoc

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2964

UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum

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Asfa M. Yasin [asfayasin26@gmail.com]
Sent: 2015-06-09
Subject:   Performance Assessment in TVET

Dear Member, Greetings!

With regard to Assessment of TVET, I wish to say that assessment of TVET is
like its latent energy which keep TVET alive and energetic to contribute to
competency development.

Types of assessment should be formative, which is the check point of
competency development. Based on the formative assessment the trainee is
either given more time to develop the required competence or permitted to
continue to the next stage of course completion such as on the job training
and retraining. Finally  the summative assessment  is done to award the
qualification of particular level.

Assessment for all the three domains must be undertaken, hence assessment
of knowledge i.e.cognitive domain is done by test questions, mostly theory
and text based questions. Competency is assessed by testing the skill or
the ‘doing’ part the psycho-motordomain and for the affective domain
observations are recorded by the trainer with regard to the process of
accomplishing the task which involve attitude, environment awareness  and
its care, observing measures for occupational health and safety.

We at PSS Central Institute of Vocational Education, are very particular
about assessment part of competency development in the student work
books(swb) of various vocational courses under National Skills
Qualifications Framework(NSQF), we have prepared. To refer these swb you
may visit our website www.psscive.nic.in and www.cive.nic.in

Best wishes.
Prof. Asfa M. Yasin
Head, Centre for International Relationship
PSS Central institute of Vocational Education,NCERT,
Bhopal

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2967

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UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2015-06-02
Subject: Upcoming: UNESCO-UNEVOC online conference on Apprenticeships from 15 to 26 June 2015

Dear colleagues,

Greetings from UNESCO-UNEVOC in Bonn.

In the next edition of our online conferences on the e-Forum, we would like
to discuss the topic of “Delivering TVET through Quality
Apprenticeships” with you. The virtual conference will be moderated by
Alessandra Molz, an international consultant and researcher in the area of
skills development and the labour market.

The conference will take place from 15 to 26 June 2015.

This virtual conference aims to deepen our understanding of apprenticeship
training, in particular formal, quality apprenticeships. The goal of the
conference is to stimulate knowledge sharing, and will be guided by the
following questions:

- What are the benefits of apprenticeship training?
- What stakeholders should be involved?
- What are the key elements for challenges in setting-up or improving
existing apprenticeships and different practices in apprenticeship?
- How to advocate for apprenticeship and get the participation of
employers?

Your ideas, views and experience will help to identify key issues and good
practices from across the globe. More detailed information is in the
background note at the link below.

Please note that this conference will take place on the e-Forum platform,
but
you will have to sign up to the conference in order to fully participate
by
entering your email address in the subscription form at
http://www.unevoc.unesco.org/subscribe.php

Note that if you do not wish to receive email notifications, you can also
participate using the online interface by logging on with your UNEVOC
account.

We look forward to a very productive discussion with you!

Best regards,
UNESCO-UNEVOC

Attachment:

Background note VC Apprenticeship 2015 Molz
http://www.unevoc.unesco.org/e-forum/BackgroundNote-VC-Apprenticeship-Molz.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2964

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Forthcomin​g Young Leaders Forums for 2015

 .

Ruud Lubbers, Former Prime Minister of the Netherlands

Youtube Interview 

https://www.youtube.com/watch?v=g1ksYTdeRSE&feature=youtu.be

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.

WM Pics EU Ruud-Lubbers

<a href="/channel/UC-h_GVWc9uHRzyLFJtiTwgw" data-sessionlink="ei=FHeEVNe6PMyCcoWqgcAC" data-name="" data-ytid="UC-h_GVWc9uHRzyLFJtiTwgw">Institute for Cultural Diplomacy</a>
.
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From: ICD Berlin [redzheb@culturaldiplomacy.org] Sent: 2014-12-04 Subject: Forthcoming Young Leaders Forums for 2015

If you want to gain new knowledge, meet new people and participate in amazing discussions, you can join us and apply for forums below: • Cultural Diplomacy in Africa: A Forum for Young Leaders (CDA) (Berlin; January 12th – 16th, 2015) • Africa Meets Europe: A Forum for Young Leaders (AME) (Berlin; January 12th – 16th, 2015) • The Berlin Summit on African Youth Education & Development (Berlin; January 13th – 16th, 2015) • Art as Cultural Diplomacy: A Forum for Young Leaders (ACD) (Berlin; February 09th – 13th, 2015) • Cultural Bridges in Germany: A Forum for Young Leaders (CBG) (Berlin; February 18th – 21st, 2015) • Europe Meets Russia: A Forum for Young Leaders (EMR) (Berlin; February 25th – 28th, 2015) • Europe Meets China: A Forum for Young Leaders (EMC) (Berlin; February 25th – 28th, 2015)

To apply please submit the online application form HERE: www.oyed.org

view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2797

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Adaptive learning environments – INTUITEL Final Presentation

From: Prof. Dr. Peter A. Henning [mailto:peter@henning-weingarten.de]
Sent: 2015-06-02 11:37
Subject: Adaptive learning environments – INTUITEL Final Presentation

Dear colleague,

in our EU FP7 project INTUITEL – “Intelligent Tutorial Interface for
Technology Enhanced Learning” we have developed technologies to enhance
any Learning Management System into an adaptive learning environment.
Together with the corresponding didactical concepts and the proper tools
(available for free), we will present the results of this project in a
small open conference here in Karlsruhe (Germany).

If you are interested in adaptive learning, please register on the web
page for this confence
http://de.amiando.com/intuitel-final-conference
to be held on June 18, 2015 – and join us in
discussing the project results.

Best regards


Prof. Dr. Peter A. Henning

Coordinator INTUITEL
http://www.intuitel.eu
Institute for Computers in Education
http://ice-karlsruhe.de/

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2962

 https://openideo.com/challenge/refugee-education/ideas

VIDEO   https://openideo.com/

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Moennig, Wanda [mailto:Wanda.Moennig@skills-initiative.de]
Sent: 2015-05
Subject: RE: Movilidad Estudiantil – Skills competitions

Dear Alfredo,

Please check world skills competition for more information:
https://www.worldskills.org/ . I guess you are looking for.

Estimado Alfredo,

Por favor verifique la competencia habilidades del mundo para obtener más
información: https://www.worldskills.org/ . Supongo que usted está
buscando.

Wanda Moennig
TVET Advisor

Ghana Skills Development Initiative (GSDI) Programme for Sustainable
Economic Development (PSED) P.O. Box OS 2547 Carlton House
47 Anumansa Street
Osu, Christianborg
Accra, Ghana
Mobile: +233 (0) 26407 0084
E-mail: wanda.moennig@skills-initiative.de

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Rajat Khawas [mailto:rajatkhawas@gmail.com]
Sent: 2015-06-01
Subject: Re: ICT in TVET Newsletter UNESCO Office in Bangkok

City & Guilds did a recent study on use of ICT in TVET (see link at bottom)
and these were the findings:

Digital technology has a role to play in addressing the key challenges
faced by training providers

The FELTAG report along with the new OFSTED directives around the use of
digital technology has given the vocational education sector much food for
thought. We saw this as the perfect opportunity to investigate how these
changes could impact those working in training provider organisations.
Towards the end of 2014, we surveyed over 100 operational staff in
independent training providers and work-based learning units in FE colleges
to find out the following:
• The current issues they faced
• The extent to which existing digital support is helping to overcome
some of those issues
• How that support is perceived by those who use it

When we asked them to indicate which challenges, if any, they faced on a
day-to-day basis, this is what we found:
• 46% identified the pressure to make financial savings in the way
teaching, learning and assessment is delivered
• 37% highlighted a lack of access to digital resources and e-tools
• 80% of those currently using e-portfolios said they give them greater
visibility of student progress and
• 88% of those currently using e-learning said it makes training more
accessible to students.

This clearly demonstrates that digital technology, where used, can play a
role in alleviating the key day to day issues faced by staff in training
providers.  Commenting on the report Kirstie Donnelly, UK Managing Director
of City & Guilds said: “There is one clear solution here. If we can work
together to uncover digital best practice and consider which are smart
investments then training providers will be much better able to streamline
their operations and become more effective and efficient delivering those
much needed savings without impacting on the quality of the teaching
intervention.  Clearly having a better approach to digital won’t be the
answer to all the issues we face but the collective impact of all of the
issues highlighted will be to help your staff to deliver quality to your
students.”

We hope the findings from this research will help you implement more
effective digital strategies as well as enabling City & Guilds to ensure
that ‘Grow your Business’ offers you support that is both valuable and
relevant.

Happy Reading and pls share your feedback.

Best Regards
Rajat

The study entitled “TECHNO-LOGIC – USING TECHNOLOGY TO IMPROVE
EFFICIENCY” is available for download at
http://www.cityandguilds.com/news/April-2015/techno-logic-research-report

***Moderator comment***
More resources and publications related to ICT in TVET can be found in the
UNEVOC online library at
http://www.unevoc.unesco.org/go.php?q=Online+library&lang=en&akt=kw&st=adv&qs=ict&unevoc=0

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2956

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Krolak, Lisa
Sent: 2015-06-02 10:47
Subject: ALADIN Onliner Alert #4

Dear Members of the UNEVOC e-Forum,

With this message I send to you the fourth ALADIN Online Alert, designed to
share recent online and full-text information and documents in the areas of
adult learning, adult literacy, lifelong learning and TVET. The ALADIN
Online Alert is an ALADIN initiative, developed by ALADIN member Sharon
Hackett from CDÉACF and ALADIN coordinator Lisa Krolak (UIL Hamburg),
based on the good example of the IBE Online Alert of ALADIN member
International Bureau of Education (IBE).

In this alert you can find for example the following items in the area of
TVET:

*International*

Etude sur l’état des lieux de la formation professionnelle francophone :
recueil des meilleures pratiques – plan d’actions
Source: Réseau des Associations Professionnelles Francophones (RAPF),
2014-12-12
http://bit.ly/AO4-56

The role of adult education in improving the labour market position of
people without a secondary-school-leaving certificate (A-LEVELS)
Source: Proceedings of the 9th International Academic Conference,
International Institute of Social and Economic Sciences, 2015
http://bit.ly/AO4-57

Shanghai Update. Follow-up on the Third UNESCO International TVET Congress
Source: UNEVOC, 2015
http://bit.ly/A04-58

Unleashing the Potential: Transforming Technical and Vocational Education
and Training
Source: UNEVOC, 2015
http://bit.ly/AO5-59

*Africa*

A Skills beyond School Review of Egypt
Source: OECD iLibrary, 2015-02-02
http://bit.ly/AO4-60

Botswana – Skills for competitiveness and economic growth (English)
Source: The World Bank, 2014-12-09
http://bit.ly/AO4-61

*Asia and the Pacific*

ASEAN Economic Community 2015: Enhancing competitiveness and employability
through skill development
Source: ILO, 2015-02
http://bit.ly/AO4-69

Course Choice and Achievement Effects of a Vocational Education and
Training Voucher Scheme
Source: University of Melbourne, 2015-02
http://bit.ly/AO4-62

*Europe and North America*

Launching the Global Inventory of Regional and National Qualifications
Frameworks at the 5th ASEM
Education Ministers’ Meeting in Riga, Latvia
Source: UIL, 2015-04-27
http://bit.ly/AO5-63

On the way to 2020: data for vocational education and training policies
Source: Cedefop, 2015-04-07
http://bit.ly/AO4-64

Skillset and match (Cedefop’s magazine promoting learning for work) –
May 2015 issue
Source: Cedefop, 2015-05
http://bit.ly/AO4-65

Stronger VET for better lives
Source: Cedefop, 2015-03
http://bit.ly/AO4-66

Voie professionnelle, alternance, apprentissage : quelles articulations?
Source: IFÉ, 2015-02
http://bit.ly/AO4-70

*Latin America*

Investing in Technical & Vocational Education and Training: Does It Yield
Large Economic Returns in Brazil?
Source: The World Bank, 2015-04
http://bit.ly/AO4-67

I hope you find the ALADIN Online Alert useful and I encourage you to share
it with your colleagues and networks.

Best wishes,
Lisa Krolak

ALADIN coordinator
UNESCO Institute for Lifelong Learning (UIL)
Hamburg (Germany)

www.unesco.org/uil
l.krolak@unesco.org

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2960

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Rajeev jain [mailto:rajeevjain72@gmail.com

]
Sent: 2015-05-20
Subject: Skills development proposal template

Dear All

I am creating a proposal for the undergraduate finance students of India
(Delhi to be precise). For this, I’m looking for some sample templates or
proposal. I found some samples at www.nsdc.com but looking for more before
creating my proposal.

Thanks in advance

Regards

-Rajeev jain

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2953

Bonnie Johnston [bonniejj@telus.net]
Sent: 2015-05-20
Subject: Re: Skills development proposal template

The BC Institute of Technology (Canada) has made all of the templates and
support materials for new program development publicly available for
download on our website. We have credential types ranging from associate
certificates to master degrees, including bachelor degrees, and you can
access them here:

http://www.bcit.ca/ltc/curriculum/developprograms.shtml

Good luck with your proposal!

All the best

Bonnie Johnston
Instructional Development Consultant
Learning & Teaching Centre
BC Institute of Technology

Joe Wilson [mailto:Joe.Wilson@cdn.ac.uk]
Sent: 2015-05-21
Subject: RE: Skills development proposal template

For vocational awards for Colleges
Here is a toolkit for building national awards

2 year short cycle College Diplomas

http://www.sqa.org.uk/sqa/64144.4345.html

Joe Wilson
Chief Executive College Development Network
www.cdn.ac.uk
Tel: +44(0) 1786 892004
Mob: +44 (0) 7764310473

https://twitter.com/joecar

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Sabine Manning [mailto:sabine.manning@wifo.b.shuttle.de]
Sent: 2015-06-01
Subject: [L&W] Latest news on European research in learning and work – June 2015

Newsletter for European Research in Learning and Work [L&W]
Edition: June 2015 – www.news.wifo-gate.org
For full version WITH WORKING LINKS see
http://www.b.shuttle.de/wifo/educ/news1506.htm

[Conferences] [Networks] [Programmes] [Projects] [Publications]
______________________________

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Dear Colleagues

Many thanks to all who contributed information for this edition of the L&W
Newsletter! Particularly worth noting are two calls for papers relating to:
the NHIBE Conference on Skiathos Island and NECE 2015 in Thessaloniki (see
Conferences), and a questionnaire for the PROMOTE survey (see Projects).

The L&W Newsletter reaches you via a mailing list of over 1400 experts in
and beyond Europe. It focuses on transnational research activities in the
field of human resource development (HRD) and vocational education and
training (VET), centred on major categories: conferences, networks,
programmes, projects and publications. The next edition will appear in
early August 2015. You are invited to submit short pieces of news (texts of
100 to 200 words, without attachments, but including links to web pages) -
please by 31 July 2015 at the latest!

Should you prefer to read the current Newsletter edition online, you can
find it on the website (www.news.wifo-gate.org) under June 2015. Please
pass the Newsletter on to your own colleagues and networks – thanks!

With best wishes
Sabine Manning
Research Forum WIFO
Editor of the L&W Newsletter

________________________________________
Conferences

New Horizons in Industry, Business and Education
9th International NHIBE Conference to be held on Skiathos Island, 27-29
August 2015 (website).
Topics of interest include: Education Strategies, Career Counselling, New
Educational Methods, Industry and Education, Entrepreneurship,  Corporate
Finance and Governance, Business Strategies, Science and Education,
Innovative Educational Policies. Detailed information about the conference
topics, the International Program Committees and the Call for Papers is
available on the website. You may submit your abstract presentation online
through the “Abstract submission form”. Deadline: 01/06/2015. The
International journal “Industry and Higher Education” will dedicate a
special issue to the Conference from selected papers, as in the  previous
venues. The “International Journal of Economic Sciences and Applied
Research” will publish selected papers too. Contact: Scientific
Administrative Team nhibe2015@vs-net.eu
(Info received via NHIBE mailing list)

Citizenship education in an interdependent world
NECE 2015 – Networking European Citizenship Education Conference: ‘Them’
and ‘Us’ – Citizenship Education in an Interdependent World. 22-24 October
2015, Thessaloniki (Greece)
The starting point of this year’s conference will be the question of how to
re-imagine and define the role of citizenship education in increasingly
divided and polarized societies. Fundamentalist religious, ethnic and
cultural perceptions of ‘Them’ and ‘Us’ play an ever more important role in
the ongoing crises and upheavals in today’s world. Increasingly rigid
notions of belonging and identity are affecting the ability and the
readiness for democratically solving conflicts on international, European
and national levels. NECE 2015 will look into the cause and the
implications of this phenomenon in areas of special relevance for
citizenship educators. Numerous workshops and panel sessions will offer an
opportunity to actively participate. A call for projects and papers to be
presented in a project market and in workshops will be launched within the
next few weeks. You may find the draft programme, organisational advice and
a list of hotel recommendations at
http://www.bpb.de/veranstaltungen/netzwerke/nece/205543/nece-conference-2015.
Contact: nece-greece2015@lab-concepts.de
(Info received from lab-concepts.de)

EDEN 2015: Expanding Learning Scenarios
EDEN Annual Conference organised in Barcelona 9-12 June 2015 in
collaboration with Universitat Oberta de Catalunya
The Conference opens its gates soon: More than 300 delegates from over 40
countries have registered already. The conference programme, that consists
of over 200 accepted contributions, includes interactive speed-dating
research paper sessions, demonstration and poster sessions, workshops, and
lively synergy sessions dedicated to new project ideas and in-progress
initiatives. See the detailed conference programme here. The Conference
Publications include the electronic Conference Proceedings of double peer
reviewed accepted conference submissions, the Book of Abstracts and the
Book of Projects (Synergy contributions). The online registration is open
until 5 June, with separate registration available for pre-conference and
related events. Website: http://www.eden-online.org/2015_barcelona.html
(Info received from Eva Suba <suba@eden-online.org>)

NOTE: Forthcoming and recent events related to European research in work
and learning are listed on the WIFO Conference page
[www.conferences.wifo-gate.org].

________________________________________
Networks

Paving the way for learning and qualifications
EUCIS-LLL is happy to invite you to its annual conference “Lifelong
learning. Paving the way for learning and qualifications” 16 June 2015,
Luxembourg. It will aim to assess progress and formulate recommendations
for the future of EU and national learning strategies. Are you a teacher,
educator, researcher, practitioner, learner or simply passionate about
learning? At the conference you will find relevant partners for your own
initiatives and projects across educational sectors, to gain innovative
ideas and contribute to improving EU policies in a “practice to policy
approach”. For details of registration and the agenda see EUCIS-LLL
website
(Info received via EUCIS-LLL newsletter #100 – May 2015)

Your guide: Who’s who in transnational European VET and HRD research
The Directory of Professional Contacts (www.dpc.wifo-gate.org), maintained
by the Research Forum WIFO, serves as a Who’s who, offering up-to-date
information on more than 200 contacts across 30 countries in the field of
transnational European VET and HRD research. Each person included in the
DPC is both a producer of transnational research and an active
transnational networker. The criteria for inclusion in the DPC and and the
references to individual professional work are explained in the
introduction. They relate to evidence of transnational activities presented
in WIFO resources of European collaboration such as the Bookshelf, Overview
of articles, Conference page, ECER VETNET Proceedings and Overview of HRD
conference papers, Networks at a glance and Overview of projects. The DPC
is updated continuously as part of European collaboration in VET and HRD
research.
(Contributed by Sabine Manning)

NOTE: References to research networks in the field of European work and
learning are available on the WIFO page Networks at a glance
[www.networks.wifo-gate.org]. Major online resources related to European
research networks include the ECER VETNET Proceedings
(www.ecer-vetnet.wifo-gate.org) offering a complete and up-to-date
collection of conference papers submitted since 1998, and the Overview of
selected HRD conference papers (www.ehrd-papers.wifo-gate.org).

________________________________________
Programmes

Seminars on entrepreneurship
Three seminars on entrepreneurship and business development for vulnerable
groups will be held in Girona, Spain, funded within the EC’s Erasmus+
programme in 2015/2016. These are: 1*Learning to learn entrepreneurial
skills (2-7 Nov 2015); 2*Building a collaborative environment to enhance
creativity & innovation at work lifelong: Senior trainers to help young
people to start their own business (18-24 April 2016); 3*Culture and
heritage as a resource for entrepreneurship & economic growth (10-16 Oct
2016). For more details see website. Contact: Maria Merce Rovira Regas at
mmerceroviraregas@gmail.com
(Info received via CR&DALL mailing list)

NOTE: Contributions are welcome for the next edition of the Directory of
Doctoral Dissertations (www.ddd.wifo-gate.org), provided as part of the
WIFO Gateway, which focuses on European research in the field of vocational
education (VET) and human resource development (HRD). Please provide
information on expected or newly completed doctoral dissertations
investigating issues of HRD, VET or work-related adult education, according
to the following pattern: 1*Theme of dissertation (original language AND
English); 2*Year of (expected) completion or publication; 3*Author (name
and email address); 4*Tutor (name and email address); 5*Institution of
tutor (name and home page). Contributions should be posted by email to the
editor (sm@wifo-gate.org).

________________________________________
Projects

Questionnaire for PROMOTE survey
The “Knowledge Alliance” project PROMOTE (PROmoting and validating key
competences in MObility and Traineeships in Europe), funded by the European
Commission, aims at promoting and validating social, personal and
organisational key competences such as entrepreneurship, civic and learning
to learn competences with the help of an innovative, self-directed learning
approach at the interface of higher education and business. This
questionnaire will become part of the broader PROMOTE survey, which will
employ qualitative and quantitative methods to investigate the awareness of
existing methods as well as the demand for the validation of
entrepreneurship, civic and learning to learn competences gained during
mobility. This multiple-choice questionnaire should not take more than 10
minutes to complete. All information will be treated confidentially and no
personal data will be disclosed or otherwise used except for the purpose of
this research. Your contribution is greatly appreciated. Please access the
questionnaire on the following link:
http://survey.bupnet.de/index.php/survey/index/sid/265519/newtest/Y/lang/en
(Info received via ESREA ReNAdET mailing list)

SMEQUAL Conference
You are kindly invited to participate in the Final Conference of SMEQUAL
Project, organized by Roma Tre University and Effebi Association, October
15th 2015. The conference is intended to bring together relevant National
and European stakeholders who are interested in improving the quality of
training systems for SMEs by incorporating the ECVET provisions. The aim of
the conference is to share and promote among participants the European
Guidelines and methods, elaborated by the Partnership, for the
implementation of ECVET in the VET programmes. The conference is organized
in the context of the International Lifelong Learning Project “SMEQUAL –
SME’s Qualifications Handbook”, which is funded by the European Commission.
The registration should be sent by 31st July 2015. Website:
http://www.smequal-project.eu Contact: assfb@tin.it
(Info received from Giuditta Alessandrini
<giuditta.alessandrini@uniroma3.it>

Retaining valuable workers
The importance of retaining older people in the workforce has been widely
recognised as an EU policy goal and is linked to a wide range of economic
and social benefits relating to knowledge and skills, financial security,
health and social inclusion. Workage is a three year EU-funded project
testing the proposition that the engagement and retention of employees aged
50+ will be improved by enhancing employee voice and empowering workplace
practices for everyone. It focuses on removing obstacles to achieving a
healthy and productive workforce. Workage is facilitating the
transformation of work practices and cultures at two pilot sites: the
maternity service in the Southern Health & Social Care Trust, Northern
Ireland, and the Place Division, Stoke on Trent City Council. Interventions
are focused on job design, self-organised teamworking, continuous
improvement, high involvement innovation, workplace partnership and
employee voice in strategic decision making. Website: www.workage.eu
(Posted by Peter Totterdill <peter.totterdill@ukwon.net>)

NOTE: Contributions are invited to update the Overview of European research
projects [www.projects.wifo-gate.org], provided as part of the WIFO
Gateway. The overview focuses on transnational research projects, mainly
supported by EU programmes, in the areas of human resource development,
vocational education, work and learning. Please send the following
information to the editor (sm@wifo-gate.org):  (A) exact title and acronym
(short name) of the project; (B) name and email address of the coordinator
or main contact; (C) address of the website (or info page/ flyer) of the
project. Contact: Sabine Manning

________________________________________
Publications

Dual study programmes in global context
Graf, Lukas; Powell, Justin J. W.; Fortwengel, Johann & Bernhard, Nadine
(2014). Dual study programmes in global context: Internationalisation in
Germany and transfer to Brazil, France, Qatar, Mexico and the US. Bonn:
Deutscher Akademischer Austauschdienst.
Dual study programs have developed in Germany since the late 1960s and
represent a rapidly-expanding hybrid organizational form at the nexus of
higher education and vocational training. This new book (English/German)
analyzes institutional and organizational strategies to internationalize
dual study programs in Germany as well as to transfer this specific model
of practice-oriented academic education to other countries. Case studies
examined include Brazil, France, Mexico, Qatar, and the US.
Open access: http://www.ssoar.info/ssoar/handle/document/41804
(Posted by Lukas Graf <lukas.graf@uni.lu>)

Professionalisation of adult educators
Lattke, Susanne; Jütte, Wolfgang (eds.): Professionalisation of adult
educators. International and comparative perspectives. Peter Lang 2014
[Details]
In many regions of the world, professionalisation in adult and continuing
education is brought into the focus of educational policy and research.
Various fields of practice are looking for scientific and political support
in raising the level of professionalism. While there are no simple lessons
to be learned from other countries, a closer analysis of international
experience may reveal common and diverging interests. It may also provide
worthwhile insights into opportunities and risks surrounding
professionalisation. This edited volume is intended to further stimulate
international exchange, cross-country approaches and comparative research
in this field. It includes contributions to the theoretical debate and to
the development of (comparative) research as well as reports on research
findings and development activities concerning the professionalisation of
adult educators.
(Info received via ESREA ReNAdET mailing list)

New issue of IJRVET
The International Journal for Research in Vocational Education and Training
(IJRVET) has published a new issue (open access). Topics of the new issue
include: Assessment of Prior Learning; Formation of Apprenticeships in the
Swedish Education System; Qualification of Adult Educators in Portugal;
Difficulties in Defining Social-Emotional Intelligence, Competence and
Skills. Homepage: http://www.ijrvet.net. IJRVET has just been added to DOAJ
Directory of Open Access Journals, only 9 months after its first published
issue. DOAJ is often cited, being regarded as a source of quality. You may
look up the IJRVET entry via the search facility of the DOAJ Portal
(https://doaj.org/search). IJRVET is now indexed in 9 databases – and more
are expected to follow.
(Contributed by Michael Gessler <mgessler@uni-bremen.de>)

Qualification of adult educators in Europe
Catarina Paulos. Qualification of adult educators in Europe: Insights From
the Portuguese case. International Journal for Research in Vocational
Education and Training, Vol 2, No 1 (2015) [Details]
This article explores the role of the European Union in defining an adult
education policy and the way European countries appropriate those
guidelines and implement them in their realities. These policies have been
widening and diversifying adult education, creating the necessity for
qualifying educational professionals. With the implementation of some adult
education political measures, new educational practices were developed and
new professional activities were born. To discuss some of these issues, the
data used are from research integrated in a PhD programme about the
qualification of adult educators working in recognition of prior learning
in Portugal. This research aims to understand the professional paths of
adult educators from the time they started working until they got the job
as recognition of prior learning professionals, their process of
qualification and ways of learning and training.
(Contributed by Catarina Paulos <catarina.paulos@campus.ul.pt>)

Induction processes for job entrants
Marthe Geiben: Induction processes for job entrants in car service in
France and Germany. European Educational Research Journal, January 2015,
14: 86-99

Induction in enterprises is a crucial phase for each employee, not only to
become able to fulfil all relevant tasks but also to enable professional
development as well as social and value-oriented integration into the new
organisation. This is even more relevant for young people coming from
initial vocational education and training with intermediate-level
qualifications (European Qualification Framework 3 and 4). The research
question of the presented doctoral thesis is to discover how induction
processes are organised for these employees in two selected countries, and
to interpret possible differences. Therefore, the author presents a
mixed-method approach that focuses on qualitative case studies in selected
enterprises in car service in France and Germany combined with a secondary
analysis of existing quantitative data (e.g. European Social Survey,
INDUCT, Costs and Benefits of in-company training in Germany). This
approach is complemented by an in-depth literature review of pedagogical
literature and sources from other selected disciplines, for example Human
Resources Development. This paper presents the conception and first results
of the case studies. The focus therefore is on the description of induction
processes. The few existing differences are interpreted from two aspects:
Hofstede’s cultural dimensions and organisational differences between the
cases.
(Contributed by Marthe Geiben <Geiben@bibb.de>)

Teacher’s profession highly appealing
Martin, A., Pennanen, M. 2015. Mobility and transition of pedagogical
expertise in Finland. University of Jyväskylä. Finnish Institute for
Educational Research. https://ktl.jyu.fi/en/publications/g051
Finland is a remarkable exception when the number of teacher applicants is
compared to other European countries. In many countries it is difficult to
fill all the starting places, whereas in Finland teacher training is one of
the most popular choices among university applicants. The teacher’s
profession is highly appealing and appreciated in Finland. Teachers are
committed to and satisfied with their work, and thus only relatively few
teachers decide to leave the field. However, there are some problems with
in-service training and also with the induction phase of new teachers. In
this respect the situation in Finland is worse than in many other
countries. These are the main findings drawn from a recent Finnish project
which studied teachers’ professional motivation, teacher mobility, and the
challenging skill requirements the teachers face at work in primary and
secondary education.
(Summary of press release 8.4.15 received from melina.aarnikoivu@jyu.fi)

NOTE: Updates on publications provided by the WIFO Gateway include the WIFO
Bookshelf [www.books.wifo-gate.org], a collection of references to
publications focusing on cross-European issues of work and learning, and
“From the Journals” – Overview of articles on cross-European issues in VET
and HRD research [www.articles.wifo-gate.org], selected from European and
international Journals related to education research
[www.journals.wifo-gate.org].

________________________________________
Impressum
Editor of the L&W Newsletter: Dr Sabine Manning, Research Forum WIFO
(sm@wifo-gate.org);
Address: Neue Blumenstr. 1, D-10179 Berlin, Germany;
Editions of the L&W Newsletter: six times a year, every two months (at the
beginning of February, April, June, August, October, December);
Deadline for contributions to the L&W Newsletter: end of January, March,
May, July, September, November;
Circulation of the current L&W Newsletter: about 1400 experts in 40
countries (mostly Europe);
Details and Archive of the L&W Newsletter [www.news.wifo-gate.org].

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2961

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Andrea Ricciarelli – ICWE Press Service [mailto:press@icwe.info]
Sent: 2015-05-21
Subject: Subject: eLearning Africa: African Union Warns of Threat to Skills Revolution

Addis Ababa, Ethiopia, 21st May 2015: African leaders are warning that the
continent’s lofty dreams may not be realized without a determined focus
on information and communication technology (ICT), skills development and
innovation.

Speaking during the opening session of the 10th edition of eLearning Africa
conference, H.E. Mr. Erastus Mwencha, Deputy Chairperson of the African
Union Commission, emphasized that the African Union’s dreams of
catalyzing an education and skills revolution are not going to be easily
realized, unless the current creative and innovative capacities are
properly harnessed. “There is an abiding imperative for Africa to foster
innovation and creative technologies as the basis for advancements in ICT
and sustainable economic development. It is the duty of our governments,
the private sector and all segments of our society, to participate actively
in maximizing the use and application of ICTs to create competitive,
knowledge economies, as well as economies of impetus. Such is the
foundation of gainful capital in human resource development,” Mr. Mwencha
said.

The Deputy Chair also made reference to the African Union’s Pan African
University Program which demonstrates the practical efforts being
undertaken by the Commission, to facilitate and implement Africa’s
collective aspiration for meaningful development underpinned by rapid
transformations in science, innovation, research and technology-driven
education. “Such initiatives, firmly anchored on the Science, Technology
and Innovation Strategy for Africa (STISA), represent hope and potential
for the future generation of Africans. Under the STISA, the Commission will
continue to pursue the elevation of Africa’s role in global research,
technology development and transfer, innovation and knowledge
production,” he said.

Ministers meeting at eLearning Africa’s Round Table for African ICT and
education ministers earlier also warned that ICTs were central to growth
and African governments needed to do more to mainstream them, particularly
in the education system.

Also gracing the occasion was Dr Debretsion Gebremichael, Deputy Prime
Minister of Ethiopia, Coordinator of the Finance and Economy Cluster, and
Minister of Communication and Information Technology who reiterated  the
deputy chairs’ remarks  saying  that his Government has made efforts to
make ICT a strategic priority.

“It has been abundantly clear that information and communication
technologies are entirely changing the way individuals, organizations and
enterprises think and do business. As a result, the Government of Ethiopia
has made the development of information and communications technology one
of its strategic priorities. For Ethiopia, the utilization of ICT aims at
accelerating development, sustaining growth and promoting the process of
democratization – while at the same time reducing the national level of
poverty,” Dr Debretsion said.

German Chancellor, Angela Merkel’s Personal Representative for Africa, Mr
Guenter Nooke, who also spoke in the opening session underlined the
importance of eLearning for the continent saying that technology-assisted
learning can help to develop the vital skills for the future of Africa.
“Equipping young Africans with entrepreneurial expertise enables them to
develop innovative solutions that will foster social and economic
development. We need to create a digital friendly environment,“ he said.

eLearning Africa, co-hosted by the African Union and the Government of
Ethiopia, is being held at the African Union Headquarters in Addis Ababa
from 20th May to 22nd May 2015. In addition to the conference, which will
be attended by over 1500 participants from all over the world, there is an
exhibition, at which a range of exciting new technological solutions will
be presented.

For enquiries, please contact:
Andrea Ricciarelli, ICWE GmbH, Andrea.ricciarelli@icwe.net, Tel.: +49 (0)30
310 18 18-43, Fax: +49 (0)30 324 98 33
Afrah M. Thabit, Directorate of Information and Communication, AUC,
Communication Officer, Thabitma@africa-union.org, +251911200922

For further information:
Directorate of Information and Communication, African Union Commission,
E-mail: DIC@african-union.org
Web Site: www.au.int, Addis Ababa, Ethiopia

Follow us
Facebook: https://www.facebook.com/AfricanUnionCommission
Twitter: https://twitter.com/_AfricanUnion
YouTube: https://www.youtube.com/AUCommission

Learn more at: http://www.au.int
Facebook Group: eLearning Africa Group
Facebook Page: eLearning Africa Facebook Page
Twitter: @eLAconference #eLA15
LinkedIn: eLearning Africa
Youtube Channel: Youtube ICWE

eLearning Africa webpage:
www.elearning-africa.com

Press releases:
http://www.elearning-africa.com/press_media_news_releases.php

News Portal:
www.ela-newsportal.com

Photographs:
http://www.elearning-africa.com/press_media_gallery_2015.php

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2954

https://www.youtube.com/user/AUCommission

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WM LOGO AFRICAN UNION

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https://www.youtube.com/watch?t=154&v=E1jzhgNU-ig

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Austin, James [mailto:austin.38@osu.edu]
Sent: 2015-05
Subject: RE: Materials or ideas for Performance Assessment Training

Francisco and group,

There are good materials for performance assessment (NOT necessarily
training, but there is mention of it) in the following:

1) ETS documentation on constructed-performance response “item-task”
development (2005):  https://www.ets.org/ (Search for document #8561
Constructed-response)

2) A practical article by Moskal (2003) on rating scales (rubrics): Moskal,
Barbara M. (2003). Recommendations for developing classroom performance
assessments and scoring rubrics. Practical Assessment, Research &
Evaluation, 8(14). Retrieved May 18, 2015 from
http://PAREonline.net/getvn.asp?v=8&n=14

3) Boston, C. (Ed.) (2002).  Understanding Scoring Rubrics. University of
Maryland, MD: ERIC Clearinghouse on Assessment and Evaluation (free for
download)

Also, the idea of a shared “frame of reference” developed through
review-discussion-calibration is key.

Think about safety in an industrial environment, for example, and how to
obtain a video or a photo of conditions that are safe & unsafe blended,
then ask folks to observe and rate the same stimulus, then discuss, then
re-rate.

James T. Austin, PhD
614-688-4000 (614-292-4323-F)
Center on Education and Training for Employment www.cete.osu.edu  /
www.webxam.org / http://news.webxam.org

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Damian Boyle [mailto:boyle.damian@northlandscollege.sk.ca]
Sent: 2015-05
Subject: RE: Materials or ideas for Performance Assessment Training

Good Day, Francisco!

My primary performance assessment tool is posted at:

https://edunorth.wordpress.com/workplace-skills/

Links to other performance considerations are posted at:

https://edunorth.wordpress.com/performance/

Links to other assessment information are posted at:

https://edunorth.wordpress.com/assessment/

Hopefully something in this collection will prove helpful.

Thanks for your note regarding Smartphone Projects recently, by the way.
Much appreciated.

Yours,

Damian

T. Damian Boyle
Workplace Educator
McArthur River Mine Site
Northlands College
Box 1000
Air Ronge, Saskatchewan
S0J 1L0
Canada

1.306.633.2001 (x8881)
www.trainnorth.ca

.

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ICT in Education UNESCO Bangkok [ict.bgk@unesco.org]
Sent: 2015-05-28
Subject: ICT in TVET Newsletter UNESCO Office in Bangkok

The ICT in Education Newsletter, May 2015, is now available.  Please feel
free to forward it to members of your networks.

View online: http://www.unescobkk.org/index.php?id=16121

ICT in Education website: http://www.unescobkk.org/education/ict/
Contact Us: ict.bgk@unesco.org

ICT in TVET
May 2015 | UNESCO Bangkok Office

Dear readers,
The rapid advancement of ICT has influenced education, especially how we
teach and learn and what to teach and learn. Technical Vocational Education
and Training (TVET) is not an exception. For example, ICT enables students
to access their online training courses at any time and any place; ICT
offers multiple and flexible learning pathways for students in challenging
contexts. ICT-rich work environments, on the other hand, demands students
to learn new skills, not only the ICT-related hard skills but also soft
skills like communication and collaboration to function in a wired world.
The potential of ICT in TVET is far greater than that of only improving
access to education and training. Such tools as interactive e-content,
virtual simulations, or even partnering with practitioners and
international experts in the students’ respective fields can greatly
expand the possibilities of TVET. As such, innovative use of ICT can help
educators and learners have a richer and more diverse learning experience.
Therefore, in this edition, we hope to explore the potentials of ICT in
elevating TVET beyond the traditional classroom approach to meet the needs
from the changing world of work.
We hope you enjoy reading this edition!
Please let us know if you have any comments or suggestions.

Highlights:

Innovating ICT in TVET within the Development Discourse: the Imaginable and
the Real (by UNESCO Bangkok, ICT in Education)
This article provides an overview of the TVET developments within the
education field, explores ICT possibilities in improving and innovating
TVET, as well as shares existing challenges and criticisms of ICT promises
for TVET. Finally, it provides recommendations and the vision forward in
fully utilizing the power of ICT to enhance and innovate TVET.
http://www.unescobkk.org/education/ict/online-resources/databases/ict-in-education-database/item/article/innovating-ict-in-tvet-within-development-discouse-the-imaginable-and-the-real/

Programmes and Projects:

Beyond Access: ICT-enhanced Innovative Pedagogy in TVET in Asia-Pacific

This UNESCO Bangkok research study aims to collect innovative practices
that utilize the full potential of ICT in TVET in the region. Preliminary
findings from this study will be shares at the Asia-Pacific Conference on
Education and Training (ACET). The final report will be available by the
end of this year (2015).
http://www.unescobkk.org/education/ict/online-resources/databases/ict-in-education-database/item/article/beyond-access-ict-enhanced-innovative-pedagogy-in-tvet-in-asia-pacific/

eTESDA Network
This Philippines based network provides an additional mode of delivery for
TVET programs through blended learning. The goal of this online program is
to change the traditional classroom practice into a technology enabled
learning space. With many courses available, which are of relevance to the
Philippines context, this free and open program has many users from the
country as well as from abroad.
http://e-tesda.gov.ph/

Employing ICT for Professional Development of New-Age Educators
Written by Professor Rajesh P. Khambayat, this article aims to uncover some
of the existing challenges in the Asia-Pacific region, provide the
experience of using an e-learning platform, and share lessons learned as
well as steps forward.
http://www.unescobkk.org/education/ict/online-resources/databases/ict-in-education-database/item/article/employing-ict-for-professional-development-of-new-age-educators/

Bangladesh-Korea ICT Training Center for Education (BKITCE)
This project includes training centres around Bangladesh with five ICT
labs. The goal is to develop ICT education into a framework for cooperation
between Korea and Bangladesh, providing training to officials and staff,
including teachers, and offering a post-graduate diploma in ICT.
Additionally, the project aims to provide training on data collection,
database operation and more.
http://www.banbeis.gov.bd/webnew/index.php?option=com_content&view=article&id=140&Itemid=137

Large Scale Dissemination of Basic Skills to Use ICT (eInclusion),
Romania
This project includes training centres within the structures of public
administration, and centresfor vocational training throughout the country.
A special emphasis is placed on bringing eSkills to communities (‘Training
Without Boundaries’ project), as well as helping young children, seniors
(‘Digital Literacy for Seniors’), marginalized groups (‘Digital
Literacy for Juniors’), and people with disabilities.
http://www.unevoc.unesco.org/go.php?q=Promising+Practices+List&id=3

Technology and Civic Engagement Schools in Urban Slums and Low-Income
Communities, Latin America
This project aims to promote social inclusion through digital inclusion by
partnering with grassroots organizations to open ‘technology and civic
engagement schools’ in the most vulnerable urban slums and low-income
communities in Latin America. There is a network of self-managed and
self-sustaining CDI community centres throughout Brazil and 11 other
countries, monitored and coordinated by their 24 regional offices. Schools
are located in low-income communities, indigenous communities, psychiatric
clinics, hospitals for mentally and physically disabled, and detention
facilities. The community based organizations provide the infrastructure,
while CDI provides free computers and software, implements educational
methods, trains instructors and monitors the schools.
http://www.cdi.org.br/?lang=en

News and Events:

Making Skills Development Work for the Future: Asia-Pacific Conference on
Education and Training (Kuala Lumpur, Malaysia, 3-5 August 2015)
This UNESCO conference with the support of the Malaysian Government, as
well as in collaboration with development partners, is organizing ACET in
order to address the Asia-Pacific enormous diversity, and draw on shared
experiences and lessons learned from within and outside the region with the
goal of transforming TVET policies and strategies in response to emerging
socio-economic trends.
http://www.unescobkk.org/education/tvet/asia-pacific-conference-on-education-and-training/

eLearning Africa: 10th International Conference on ICT for Development,
Education & Training (Addis Ababa, Ethiopia, 20-22 May 2015)
One of the largest gathering of eLearning and ICT supported education and
training in Africa, this conference aims to develop multinational and
cross-industry collaboration and partnerships, as well as to enhance
knowledge, expertise and abilities of the participants.
http://www.elearning-africa.com/
http://www.unevoc.unesco.org/go.php?q=eLearning+Africa+comes+to+Addis+Ababa

World TVET Conference 2015 (Kuching, Malaysia, 25-27 August 2015)
On the theme of “Quantum Leap: Transformation and Globalisation of
Technical Vocational Education & Training (TVET) – Living Skills in the
21st Century”, the conference invites delegates representing the decision
makers and practitioners from the public sector, learning institutes, and
skills centres. It will explore the themes of building a competitive
workforce, promoting lifelong learning: reskilling and upskilling,
developing entrepreneurship in TVET, utilizing e-learning, and more.
http://www.worldtvet2015.com.my/

Resources:

GIZ Global Campus 21 E-Academy
This Academy provides professional development opportunities in developing
countries through online courses and open learning spaces to learn together
and collaborate.
https://gc21.giz.de/ibt/var/app/wp342P/1522?lang=en

Open Polytechnic Vocational Education and Training, MOOCs on TVET
qualifications
One of the world’s leading providers of TVET through the use of
open/distance learning, this tool provides a large array of courses and
qualifications on tertiary skills, ICT, education, and more.
http://www.openpolytechnic.ac.nz/qualifications-and-courses/

World TVET Database
This online repository developed by UNESCO-UNEVOC aims to provide concise,
reliable and up-to-date information on TVET systems worldwide. It helps
TVET officials, experts and stakeholders, but also researchers and students
of TVET to learn about trends and challenges. It also aims to identify
information gaps and stimulate comparative studies of TVET systems. The
database consists of a set of country profiles, containing key descriptive
information about the TVET system of a specific country.
http://www.unevoc.unesco.org/go.php?q=World+TVET+Database

e-FORUM: UNESCO-UNEVOC Discussion Board for TVET Experts
One of the richest online forums on TVET, this platform provides an
opportunity for TVET experts from around the world to share information and
knowledge about different aspects of this field.
http://www.unevoc.unesco.org/go.php?q=About+e-Forum

Technical and Vocational Teacher Training (In-Service)
The Commonwealth of Learning is an intergovernmental organization that
promotes open learning/distance education, related research and
technologies. It also helps developing countries improve access to
education and training. This is one of the courses that consists of 12
modules with materials focusing on TVET, including administration and
management, instructional techniques, theory and practice,
entrepreneurship, action research, and more.
http://www.col.org/resources/crsMaterials/Pages/TVET.aspx

Publications:

OECD Skills Outlook 2015: Youth, Skills and Employability
To address the struggles many young people are facing in terms of entering
the labour market, this OECD report looks at its member countries and
recommends a comprehensive approach to improving employability, as well as
more public-private partnerships.
http://www.oecd.org/publications/oecd-skills-outlook-2015-9789264234178-en.htm

Transforming Teaching and Learning in Asia and the Pacific: Case Studies
from Seven Countries
This UNESCO Bangkok publication provides a landscape review of seven
countries in the Asia-Pacific region, each chapter focusing on the
respective country, providing snapshots of pedagogical situations in terms
of policy and practice.
http://www.unescobkk.org/resources/e-library/publications/article/transforming-teaching-and-learning-in-asia-and-the-pacific-case-studies-from-seven-countries/

Vocational Pedagogy: what it is, why it matters and how to put it into
practice
This report aims to better understand the field of vocational pedagogy,
exploring what it actually is, why it matters and how teachers can
practically utilize it.
http://www.unevoc.unesco.org/go.php?q=Online+library&skin=&lang=&akt=id&st=&qs=5646&unevoc=1

Special Report on the Activities Implemented Within the Joint
IFESCCO/UNESCO IITE Project “Promoting of the Use of ICTs in TVET in CIS
Countries”
Prepared by UNESCO-IITE and IFESCCO, this publication focuses on the
importance of the development of governmental policies on TVET in CIS. In
light of that, the initiated project described in the publication aims to
promote ICT use in TVET in CIS in order to improve and enhance educational
policies in this sphere.
http://iite.unesco.org/pics/publications/en/files/3214702.pdf

Children’s Rights in the Digital Age: A Download from Children Around
the World
148 children in 16 countries took part in workshops to discuss the
opportunities and risks associated with digital media, which are reflected
in this report. Findings were presented at the Day of General Discussion, a
meeting focusing on digital media and child rights.
http://www.unicef.org/publications/index_76268.html

Next Issue: The June issue will focus on the theme of ICT in the Post-2015
Development Agenda. If our readers are interested in contributing to this
edition, please do not hesitate to contact us.

Contact/Feedback: : ict.bgk@unesco.org
ICT in Education website: http://www.unescokk.org/education/ict
View previous newsletters:
http://www.unescobkk.org/education/ict/enewsletter

© UNESCO

UNESCO Asia and Pacific Regional Bureau for Education,
920 Sukhumvit Road, Prakanong, Bangkok 10110, Thailand

Disclaimer
The opinions expressed in the documents included in this newsletter are
those of the authors and editors and do not necessarily reflect the
policies or views of UNESCO, nor of any particular Division or Office. All
rights to the resources included in this guide remain with their respective
copyright owners, as indicated for each resource.

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2956

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Bernardo Leon de la Barra [mailto:Bernardo.LeonDeLaBarra@utas.edu.au]
Sent: 2015-05
Subject: TVET and STEM education

Dear colleagues

I have been wondering if you know about any work relating TVET and STEM
education (and skills)

Regards, Bernardo

Dr Bernardo A. León de la Barra, Ph.D.
email: b.a.leondelabarra@ieee.orghttp://www.utas.edu.au/stem
Community Engagement through Integrated Science, Technology, Engineering,
and Mathematics (STEM) Education School of Engineering and ICT | Faculty of
Science, Engineering and Technology University of Tasmania, Australia

**************
UNEVOC Moderator comment:
Dear Bernardo, the TVETipedia article on “STEM” has some related
resources:
http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&article=Glossary+article%3A+STEM
**************

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2948

———————————

MORRIS,Halden A [halden.morris@uwimona.edu.jm]
Sent: 2015-05
Subject: RE: TVET and STEM education

Colleagues,

Interestingly, the 2nd International Cinference on TVET in the Caribbean is
currently taking place in Jamaica. The theme of this conference is “STEM
Education in TVET: Imperative to National and Regional Development”.
The outcomes of this conference will no doubt inform how STEM impacts TVET
not only in the Caribbean but also the world.
See www.soeconferences.com

Halden A. Morris, PhD., P.E.
Senior Lecturer (TVET)
School of Education
Faculty of Humanities & Education
Tel: (876) 927-2431   Fax: (876) 927-2502
E-mails: h.morris@ieee.org

———————————————

Bill Lucas [mailto:bill@bill-lucas.com]
Sent: 2015-05-14
Subject: Re: TVET and STEM education

Google “Thinking like an Engineer” by Bill Lucas and Janet Hanson for Royal
Academy of Engineering….

***
Moderator comment:
The direct link “Thinking like an engineer. Implications for the
education system” is:
http://www.raeng.org.uk/publications/reports/thinking-like-an-engineer-implications-full-report
***

——————————————-

Ewald Gold [mailto:ewald.gold@email.de]
Sent: 2015-05
Subject: Re: Mobile Training (was: Role of TVET in Post-civil war reconstruction)

Dear Wilson Nkhoma,

thank you for your answer and your inquiry. In fact there are only few
sources of mobile training available with a comprehensive description.

There are many variations of MT and each initiative needs to be properly
planned. The examples differ depending on the purpose. MT can be applied as
a regular programme to reach people in remote rural areas or as a temporary
programme in disaster stricken situations. It can be sector-specific (like
fishery trades in Ireland), target group specific or general. It can be
part of the national TVET programme or a temporary donor financed
initiative, etc.

For your information please find some links in the attached file for
further reading and other links with examples of present MT applications.
Please also consult the GIZ  “Learning and working in the informal economy”
(http://www.giz.de/expertise/html/10629.html ) and two examples of MT
(Kosovo and UK: http://www.giz.de/expertise/html/11740.html ). The English
summary of the study mentioned in my earlier mail is presently being
prepared and will also soon be available in the Toolkit.

Best regards,
Ewald

Attachment:

Information & examples on Mobile Training | Ewald Gold | May 2015
http://www.unevoc.unesco.org/e-forum/information-and-examples-on-Mobile-Training-Ewald-Gold-May-2015.docx

.

——————————————————————–

.

Ravishankar korgal [korgal.ravi@gmail.com]
Sent: 2015-05-12
Subject: Re: Mobile Training (was: Role of TVET in Post-civil war reconstruction)

Dear Ewald/Wilson Nkhoma,

Greetings from Ravishankar Korgal – GIZ-IS India.

I am working for ITI Upgradation Project in Karnataka India from GIZ-IS
TVET Team.

Under ITI Upgradation project We have developed and set up Mobile Training
Unit in very cost effective manner.

The mobile training unit is comprising of following:

14 Computers
LCD Projector
Water Cooler
Generator.

This mobile training unit is used for running the computer courses and
other women oriented courses in rural areas where there are no training
facilities.

Please find two photographs of the unit.

Kindly let me know if you have any other queries.

Regards,
Ravishankar Korgal
Deputy Team Leader
GIZ-IS ITI Upgradation Project
Belgaum – India
Email: ravishankar.korgal@giz.de
Mob: +91 98804 99854

Attachments:

Picture mobile training
http://www.unevoc.unesco.org/e-forum/A-28729.jpg

Picture mobile training (bus)
http://www.unevoc.unesco.org/e-forum/IMG_20130616_110055.jpg

———————————————————————-

.

Ewald Gold [mailto:ewald.gold@email.de]
Sent: 2015-05-13
Subject: Re: Mobile Training (was: Role of TVET in Post-civil war reconstruction)

Dear Ravishankar Korgal,

thank you for your information. How long have you been running the mobile
training unit (MTU)? Do you have any report documenting your experience and
do you know of other examples of MTUs in India?

Can other members of the forum also report of experiences with MTUs?

Thank you.
Regards,
Ewald

********
Moderator comment:
Dear Ewald, please note that the issues of MTUs has been discussed here in
January 2014, see
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2463

This activity by Amrita University looks interesting:
https://www.amrita.edu/research/project/mobile-vocational-education-move
********

——————————————————————–

cvaacfp [cvaacfpbulletin@gmail.com]
Sent: 2015-05-12 17:15:20
Subject: Two DACUM I – public workshops in Canada in May 2015

The next DACUM I – public workshops in Canada will be held on
May 25-28 2015, Calgary, AB
and
May 25-28 2015, Ottawa, ON

For more information on the DACUM Programme
http://cva-acfp.org/training-and-workshops/dacum-i-analysis-facilitator/

DACUM II
The dates for the DACUM II public workshops are determined at the end of
each
DACUM I workshop with participants wishing to take this second module.

IN-HOUSE WORKSHOPS
Arrangements can be made for the delivery in English or French (or in an
other language via an interpreter) of the CVA DACUM Training workshops,
either in a standard or adapted format, to address specific requests and
needs from private or public organizations / associations in Canada or in
other countries.

For more information, please contact the CVA DACUM Training Program
Coordinator,
Pierre Morin at : pmform@yahoo.com or by phone (1-450-463-4313)

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2946

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 cvaacfp [cvaacfpbulletin@gmail.com]
Sent: 2015-05-12
Subject: CVA-ACFP Newsletter April 2015 is out – L’Infolettre de l’ACFP est maintenant en ligne

In English http://cva-acfp.org/a/2015-04-en.html
In French http://cva-acfp.org/a/2015-04-fr.html

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.
The Newsletter is in English and French.
—-
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.
Le bulletin est en anglais et en français.
_____________________
Become a member http://cva-acfp.org/membership/becoming-a-member/
Join us in
-LinkedIn
https://www.linkedin.com/groups?home=&gid=3603028&trk=my_groups-tile-grp
-Twitter  https://twitter.com/CVA_ACFP
-Scoop.It! @Canadian Vocational Association / Association canadienne de la
formation professionnelle  Includes all the tags / inclue les étiquettes

Pour recevoir l’Infolettre gratuitement, c’est ici http://cva-acfp.org/

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2945

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 Gaskin, Leon [l.gaskin@unesco.org]
Sent: 2015-05-10
Subject: Consultancy assignment with UNESCO Office in Afghanistan

Fellow forum members,

It is with great pleasure that I draw your attention to a new consultancy
assignment being advertised by the UNESCO Office in Afghanistan.

We are seeking a professional with 10 years + experience in TVET or
education planning to review and refine the draft which has been produced
of the National TVET Strategy Action Plan.

This is a 40 day consultancy, with a proposed start date of mid/late July.
The final 30 days will be based in Kabul, Afghanistan. The closing date for
applications is midnight, 31 May (Kabul time).

Full details of the assignment may be viewed at the following link:

http://reliefweb.int/job/956926/international-expert-p5-finalization-national-tvet-strategy-action-plan

Colleagues, I thank you for your time and encourage expressions of interest
from qualified professionals.

Very best regards

Leon

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2944

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Ramon Mangion [ramon.mangion@mcast.edu.mt]
Sent: 2015-05-06
Subject: Instructional Methods in VET

Dear All,

I know that there is a good document on vocational pedagogy available at
UNEVOC. However I would appreciate your input in terms of case studies or
maybe experiences from your end on effective instructional methods in VET,
particularly in relation to adult learning.

Regards,
Ramon Mangion

***Moderator comment***
Dear e-Forum users, you can find the document mentioned above as well as
related documents in UNEVOC’s online library:
http://www.unevoc.unesco.org/go.php?akt=ft&q=UNEVOC+Publications&unevoc=0&lang=en&qs=pedagogy
Please also note the entry in our TVETipedia Glossary:
http://unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&filt=all&id=630

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2942

.

—————————————————————————-

.

hussein alas [mailto:hkooke62@gmail.com]
Sent: 2015-05-05
Subject: Role of TVET in Post-civil war reconstruction

Post-civil war reconstruction skilled labour shortage and the role of TVET
to play

Dear E-Forum

As we all aware of many countries have undergone civil unrest following
civil war or Arab springs; good examples are Libya, Syria, Yemen,
Afghanistan, Iraq, South Sudan and Somalia. As the result many skilled
labour either fled from the counties for their safety or were killed in the
conflict. My question is how to fill the gap of skilled labour
post-conflict era and what is the role of TVET?

Does any one shed the light where I can get information related in this
topic?
As I joined the Forum recently, perhaps the Forum might have discussed this
topic earlier.

Thanks in advance for your support in this issues

Mr H Alas
Centre For E-Learning and Education
Consultant UK
hkooke62@gmail.com

***Moderator comment***
Dear Hussein Alas,

thank you very much for a very important contribution, which deserves to be
explored thoroughly. You are right that this topic has been discussed here
earlier, e.g.
- in this thread “Advocating for training for countries in civil crisis”
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=1745

- and in a virtual conference titled “TVET in post-conflict and
post-disaster situations”, see
http://www.unevoc.unesco.org/go.php?q=Just%20published:%20Synthesis%20report%20on%20TVET%20in%20post-conflict%20and%20post-disaster%20situations

I would also like to mention this UNEVOC discussion paper from 2007 called
“Education for Livelihoods and Civic Participation in Post-Conflict
Countries.
Conceptualizing a Holistic Approach to TVET Planning and Programming in
Sub-Saharan Africa”, see
http://www.unevoc.unesco.org/go.php?q=Discussion%20Paper%20Education%20for%20Livelihoods

But I am sure e-Forum members will be able to share many and more recent
resources and insights.

Best regards
the Moderator

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2939

.

——————————————

.

Andre Van Der Bijl [mailto:vanderBijlA@cput.ac.za]
Sent: 2015-05
Subject: RE: Role of TVET in Post-civil war reconstruction

Dear e-forum members

Allow me to echo the request. I want to start a research project on
education and training in conflict areas in Africa, but cannot seem to find
information.

Take care

Andre

***Moderator comment***

Maybe these publications are of help:

From 2003 to 2009 UNESCO IIEP (Int. Institute for Education Planning)
published a series called “Education in Emergencies and Reconstruction:
Case Studies”,
see
http://www.unevoc.unesco.org/go.php?q=UNEVOC+Publications&lang=en&akt=ser&st=adv&qs=1&unevoc=0

Bridging the divide: Connecting training to jobs in post-conflict settings,
by City & Guilds Centre for Skills Development, Gareth McKibben, 2011
http://www.skillsdevelopment.org/research_projects/skills__conflict.aspx#.VUnkavAux7A

Gender guidelines for employment and skills training in conflict-affected
countries (ILO, 1998)
http://www.ilo.org/employment/Whatwedo/Publications/WCMS_115909/lang–en/index.htm

—————————————–

.

Ewald Gold [mailto:ewald.gold@email.de]
Sent: 2015-05-06
Subject: Re: Role of TVET in Post-civil war reconstruction

Dear Hussein Alas,

one way of providing vocational training in an environment without an
established TVET infrastructure is mobile training. We are not talking here
about training via mobile ICT facilities but about trainers travelling to
the trainees in their training vans or mobile units. The peak of this
training arrangement took place in the post-colonial time (1960-1990)
particularly in Asia and Latin America. Then the growing demand for skilled
workers could not be covered by the few existing training centres and
mobile training proved to be an excellent alternative.

And even now mobile training is still applied as a regular supplement to
institutional training in countries such as Brazil, Mexico, Peru and in
Bangladesh and the Philippines. It nowadays mainly serves the purpose of
training people who live in remote rural areas.

In countries with destroyed infrastructure either by war or natural
disasters mobile training is also applied as a temporary measure. Examples
are Sierra Leone, South Sudan and Timor Leste, etc. Mobile Training poses a
logistic challenge but with careful planning and with experienced
management and training staff mobile training might be a feasible option
until permanent infrastructure is established again.

Ewald

The result of a recent study on mobile training is presented in the GIZ
Toolkit “Mobile Berufsbildung”:
http://www.giz.de/fachexpertise/html/12722.html (presently only in German).

———————————————————————

.

Kedisaletse Mbise [kedmbi@gmail.com]
Sent: 2015-05-06
Subject: The role of TVET in successful transition to green economy

The role of TVET (higher education) in successful transition to green
economy

As TVET instructor and also an environmentalist i have realised that the
issue of GREEN ECONOMY IN TVET is never adressed and I always wonder why
because TVET and the environment goes hand in hand and to me are two sides
of a coin. WHY is GREEN ECONOMY concept not given priority in TVET. The
TVET curriculum does not adress any aspect of environmental conservation or
sustainability WHY? Are we that ignorant to not realise that climate change
is real and it affects us all. To that what is the role of tvet in ensuring
that countries economy transition successfully to GREEN ECONOMY?

***Moderator comment***
Dear Kedisaletse Mbise, please note that this topic is very high on the
agenda of UNESCO-UNEVOC, see
http://www.unevoc.unesco.org/go.php?q=page_greening_tvet for an overview of
activities and resources.
You can also access many related resources via
http://www.unevoc.unesco.org/go.php?akt=ft&q=UNEVOC+Publications&unevoc=0&lang=en&qs=green

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2940

————-

YP Chawla [ypchawla@gmail.com]
Sent: 2015-05-06
Subject: Re: The role of TVET in successful transition to green economy

Dear Professional Friend Kedisaletse Mbise

You may find the attached documents will address your question on Green
Economy. I have many more papers on the subject of Green Power (Green
Economy), if required those can also be sent, which includes Role of NGOs
in Renewable Energy, Energy Efficiency etc.

Regards
YP Chawla
+91 98107-08707   (India)
Skype: ypchawla

Attachments:

Green TVET Capacity Building in Green Energy Power Generation -Building a sustainable Engineering Skill Base YP Chawla1, Dr. RSP Singh2
http://www.unevoc.unesco.org/e-forum/Presentation-Green-TVET-.pdf

Presentation on Green TVET
http://www.unevoc.unesco.org/e-forum/Presentation-Green-TVET-(2).pdf

Regulatory aspects of Green Power
http://www.unevoc.unesco.org/e-forum/Presentation-JERC.pdf

—————————————————————-

.

Crisis and Transition Responses

.

Max Ehlers [m.ehlers@unesco.org]
Sent: 2015-05-05
Subject: Re: Skills Training for Responding to Disaster/Emergency

Dear Rajat et al,

I just came across a couple of resources which may be relevant in the
context of education regarding emergency response and preparedness. Some of
them point out that besides training special cadres for technical emergency
response it is also important to consider emergency preparedness an element
in general life skills education:

UNESCO Website on Crisis and Transition Responses
http://www.unesco.org/new/en/unesco/themes/pcpd/education-in-emergencies

INEE Toolkit (Interagency network for education in emergencies). It
contains for example “Guidance Notes on Safer School Construction” and many
other guides in a variety of languages:
http://toolkit.ineesite.org/overview_of_the_inee_toolkit

Skills for life for youth: life skills and psychosocial support for youth
in emergencies; teacher guide for youth (published by Govt. of South Sudan
together with UNESCO)
http://unesdoc.unesco.org/images/0023/002322/232260e.pdf

Skills for life +: appropriate technology for children and youth in
emergencies; trainer guide
http://unesdoc.unesco.org/images/0023/002322/232255e.pdf

Skills for life +: appropriate technology for children and youth in
emergencies; teacher guide
http://unesdoc.unesco.org/images/0023/002322/232254e.pdf

UNESCO Youth Looking Beyond Disasters Forums
http://www.emergencyvolunteering.com.au/home/projects/menu/unesco-youth-looking-beyond-disasters-forums
This forum series is unique in its approach to building disaster resilience
because it engages with children and young people: a demographic that is
often left out of the disaster management discourse.
Designed on the premise that sustainable resilience is built up from the
grassroots through small local initiatives which are owned and lead by
communities themselves, the UNESCO Youth Looking Beyond Disasters Forums
focus on building the capacity of participants around actions they can take
to build resilience in their communities.
Participants together considered the issues they are now facing as a result
of natural disasters and came up with their own action and project plans to
address some of these.

Best regards
Max

————————————–
From: Gerhards [mailto:gerhards-consult@posteo.de]
Sent: 2015-05-05
Subject: RE: Skills Training for Responding to Disaster/Emergency

Dear All,

the earthquake in Nepal underlines the importance of appropriate
anti-seismic construction methods, which are affordable for the poor and
easy to teach in Vocational Training.

There are successful methods, even if you  construct or repair a house
which is made with adobe, torchis or bricks.

Project Partners in Central America of the catholic German development
organization MISEREOR have longstanding experience on that. They developed
with support of experts from the University of Grenoble (France) several
construction manuals for vocational training. In my role as TVET-Advisor I
was involved.

Misereor has translated these Spanish documents in English and French and
published them.  The content can be freely used and adapted to local needs
and traditions.

I recommend these documents to all training experts, who work and train in
seismic affected regions.

Download in French/English/Spanish:
http://www.misereor.org/publications/appropriate-technology.html

Thomas Gerhards
TVET-Consultant, Germany
gerhards-consult@posteo.de

Attachments:

Antiseismic construction – Adobe
http://www.unevoc.unesco.org/e-forum/E_antiseismic-construction-Adobe.pdf

Antiseismic construction – Rehabilitation
http://www.unevoc.unesco.org/e-forum/E_antiseismic-construction-Rehabilitation.pdf

Antiseismic construction – Wattle & Daub
http://www.unevoc.unesco.org/e-forum/E_Antiseismic-construction-Wattle-Daub.pdf 

From: Moennig, Wanda [mailto:Wanda.Moennig@skills-initiative.de]
Sent: 2015-05-06
Subject: RE: Skills Training for Responding to Disaster/Emergency

Dear ‘All,

I worked years in Sumatra, Province Aceh after Tsunami. The University Syah
Kuala University in Banda Aceh have established a Tsunami and Disaster
Mitigation Research Center (TDMRC). Training courses with this specific
subject are developed. For more information please find below the address:

www.tdmrc.org

TDRMC Building,
Jl. Tgk Abdul Rahman, Gampong Pie Meuraxa Banda Aceh, 23233 Aceh-Indonesia

Phone: +62 -651 -747 1107
Fax:  +62 – 651 – 7555577

I recommend to contact the Center/University for more information.

Wanda Moennig
TVET Advisor
Ghana Skills Development Inititiative (GSDI)
e-Mail: wanda.moennig@skills-initiative.de

.

—————————————–

Dr Ahmed Elgeushey [mailto:geushey@hotmail.com]
Sent: 2015-04-30
Subject: RE: Ph.D

Dear Orji,

There is an International Journal called “Journal of Mechanical/Electrical
Engineering Education Research” that is published by the University of
Manchester in UK. You may check the different volumes of this Journal to
have an idea of the researchers who are doing these research and what
universities they are working for.

With regards

Ahmed

***
Moderator comment:  Further information on the two journals is available
here:
http://www.manchesteruniversitypress.co.uk/cgi-bin/scribe?showinfo=ip023
http://www.manchesteruniversitypress.co.uk/cgi-bin/scribe?showinfo=ip017

——————————————————————-

Ulrike Schmidt [mailto:uschmidt.ulrike@googlemail.com]
Sent: 2015-04-30 19:54:00
Subject: Re: Ph.D

Dear Chanda,

this may also seem interesting to you:
I am a former student of the master’s course “International Vocational
Education” at the University in Magdeburg, which is admittedly in Germany
but it includes a semester abroad at Anglia Ruskin University/UK. This
course has also an English profile for international students which is
called “Technical Vocational Education and Training”. Moreover it is a
nonconsecutive course.
If you are interested, here is a link where you can find further details:
http://www.ovgu.de/en/Education/Before+you+start+studies/Study+Guide/Master/International+Vocational+Education.html

(There is only one twist: basic German skills might be required.)

Good luck!
Ulrike Schmidt

.

———————————————

2015-04-30
Subject: TVET in Afghanistan

Have you ever wondered about skills development in Afghanistan? Here is
what our colleague from the UNESCO Kabul Office has to say about the
country’s TVET system.

http://www.unescobkk.org/education/news/article/afghanistan-first-ever-national-tvet-strategy-established/

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2937

———————————————————————-

.

rom: Rajat Khawas [mailto:rajatkhawas@gmail.com]
Sent: 2015-04-26
Subject: Skills Training for Responding to Disaster/Emergency

Skills/Competency and Behavioural Training for High School Students, Youth
for Natural Disaster /Emergency Response Training

Dear All,

We all know about the recent tragic National Disaster at Nepal and parts of
India, Bangladesh and Tibet affected.

This led to the question of early warning and preparedness. India being a
country of 1.2 Billion plus people with 60% is youth – it goes without
saying that we should have the world’s biggest Trained and Certified
manpower ready for this to be deployed as and when we need this.

This leads to the question of their Qualifications in regard to this and
are  there Assessment approach as both Skills and competency as well as
Behavioural are key to this. Survival Skills and Adaptability are key.

Please do share any links, content you have access to support this
initiative  in India. As of now, high level approach is:

At City & Guilds we have
- Level 3 Certificate in Facilities Management Practice (7724),
http://cdn.cityandguilds.com/ProductDocuments/Built_Environment_Services/Cleaning_Services/7724/7724_Level_3/Centre_documents/7724_L3_Certificate_Logbook_v1.pdf

and
Level 3 Diploma in Emergency Fire and Rescue Services Operations in the
Community (QCF)
http://cdn.cityandguilds.com/ProductDocuments/Justice/Emergency_Services/3947/3947_Level_3/Centre_documents/3947-13_L3_Diploma_Qualification_handbook_v1.pdf

However, was looking at other options which will help give different
dimensions.

Look forward to all of your valuable inputs/suggestions/ recommendations.

An early reply may help to get design the concept paper based on few
experts inputs, in person but will await of your feedback till Thursday/ 30
April.

Best regards
Rajat k

view thread online:
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——————————————————————

.

Jimce Magan [mailto:jimce2009@gmail.com]
Sent: 2015-04-24
Subject: Re: Opportunity for Consultance in Developing QAS & Performance Monitoring for TVET

Dear All,

I did shared this TOR so that those who have time and capacity can apply
this opportunity and support us developing the QAS & Performance
monitoring. it is better if we just stop discussing about whether the time
is enough or not, but rather try to apply the TOR and then if you are
selected and convince us that the time is not enough, we can discuss with
it.
At this respective professional platform, I think it is better to waste
discussing on single TOR.

Just follow the link I shared and apply if you are interested.
http://www.unevoc.unesco.org/e-forum/TOR.pdf
www.somaliangoconsortium.org

Kind Regards

view thread online:
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——————————————————————–
UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum
Login for read-only access: User “Bulletin”, password “read”
Contributions and feedback: unevoc.e-forum@unesco.org
Unsubscribe: www.unevoc.unesco.org/go.php?q=e-Forum+Unsubscription

From: Damian Boyle [mailto:boyle.damian@northlandscollege.sk.ca]
Sent: 2015-04-27
Subject: RE: Skills Training for Responding to Disaster/Emergency

Rajat,

Emergency Preparedness is indeed something that our education systems
should be including from the earliest stages and as a priority.

Every region experiences some form of extreme natural force periodically,
and the built environment is increasingly hazardous to our health when
things go wrong.  Calamity compounds:  dams fail, energy supplies fail,
water supplies fail,  food and materials distribution fails, sewage and
garbage is not removed, hospitals collapse, people without a plan or
training panic….

Here are links to some resources:

Since it was built by the Texas A&M Engineering Extension Service in 1998,
90,000 emergency responders have come to “Disaster City” to climb over
mangled steel and through derailed chemical trains.
https://teex.org/Pages/about-us/disaster-city.aspx

Develop Competency-Based Assessment Plans
Trainers, Instructors, and Teachers:  take note.

Singapore Workforce Development Agency – Quality Assurance Division
http://www.wda.gov.sg/content/dam/wda/pdf/L325B/CBAP_%20worksho2_20121018_QAD_v02final.pdf

Be Brutally Honest: How Good Is Your Organization’s Risk Culture?
http://www.conferenceboard.ca/e-library/abstract.aspx?did=5633

The 2nd National Risk and Culture Study
http://www.culturalcognition.net/projects/second-national-risk-culture-study.html

Hazards Magazine
http://www.hazards.org/chemicals/

Management Standards for Work Related Stress
Those managing crisis responders need to pay attention to this.
http://www.hse.gov.uk/stress/standards/index.htm

SafetyLit
Items are considered relevant if they concern any of the pre-event or event
elements of the Haddon Matrix; the epidemiology of injury; or the
financial, personal, or societal costs or consequences of any injury or
risk factor.
http://www.safetylit.org/

Applied Behaviour Analysis
http://www.behaviorbabe.com/assessments.htm

An A – Z of Thinking Tools
http://www.kenningtonps.vic.edu.au/image/auku/ThinkingTools.pdf

Cooperative Group Problem Solving (Heller & Heller)
http://groups.physics.umn.edu/physed/Research/CGPS/GreenBook.html

Engineering Reasoning (Niewoehner & Steidle)
http://www.criticalthinking.org/pages/engineering-reasoning/833

Problem Based Learning (McMaster U)
http://chemeng.mcmaster.ca/innov1.htm

Canadian Geoscience Education Network
http://earthsciencescanada.com/cgen/

Centers for Disease Control and Prevention
http://www.cdc.gov/az/

Centre for Investigative Journalism
http://www.tcij.org/

CIVICUS:  World Alliance for Citizen Participation
Strategic Planning Toolkit, and much more.  Get political, and make things
happen.
https://civicus.org/index.php

Digital Library for Earth System Education
http://www.dlese.org/library/index.jsp

Engineering Standards (LANL)
http://engstandards.lanl.gov/index.shtml

Housing Research Tools and Resources (CMHC)
http://www.cmhc.ca/en/corp/li/horetore/index.cfm

InspectAPedia:  Building & Environmental Inspection, Testing, Diagnosis,
Repair
http://www.inspectapedia.com/index.htm

To avoid calamities, and to minimize harms when they do befall, let us not
rush headlong into the abyss of the future without very careful
considerations and preparations.

Bobby Leach and his barrel after his perilous trip over Niagara Falls (July
25, 1911).
http://www.nflibrary.ca/nfplindex/show.asp?b=1&id=89300

He spent six months in the hospital recovering from injuries he sustained
during the fall, which included two broken knee caps and a fractured jaw.
http://en.wikipedia.org/wiki/Bobby_Leach

I have posted a variety of other related links on EduNorth:
https://edunorth.wordpress.com/ohs/

Yours,

T. Damian Boyle
Workplace Educator
McArthur River Mine Site
Northlands College
Canada
www.trainnorth.ca

———————————————————————-

.

Ph.D (Re: TVET Master/Ph.D. standards)

 YP Chawla [ypchawla@gmail.com]
Sent: 2015-04-
Subject: Re: Ph.D (Re: TVET Master/Ph.D. standards)

Dear All

Research in TVET is a little different than any other research in
education. TVET research requires domain knowledge on the research subject
like any other mature research.
School of Vocational Education and Training (SOVET) under Indira Gandhi
National Open University (IGNOU) is continuing with research on the
following subjects:
1.Skill Gaps in Power Sector
2.Impact Study of Retails Sector. Training in MCR
3.Financial incentives and outcomes in VET in food processing industry
4.Skill gaps in apparel industry
5.A study of training development systems for skill development of govt
employees for e-governance
6.A study on the effectiveness of vocational skill acquisition courses at
higher secondary level in Kerala
7.The study of effectiveness of training and developing a training model to
enhance penetration.
8.Vocational Education for enhanced Industrial Employability

I am writing to you all since I am myself a research scholar and have today
41 Years of experience in the Power Sector (Manufacturing to Generation to
Transmission, Distribution and now the Regulatory aspects) This also
includes my association in Renewable Energy.  My Contact is
ypchawla@gmail.com , India  +91 98107 -08707, Skype ID ypchawla.

Well, the above is a diversified subjects list. This list is created in 5
Years thus there is a selective process of choosing the subject and then
the candidate who with his/ her domain knowledge should be able to convince
the Doctoral Board the importance of the research to the Industry/ Nation.

The research is being undertaken by various research scholars who are in
respective field of their domain knowledge that ranges from 5 Years to 45
Years. The research is undertaken under the learned faculty who keep on
doing course correction by interaction through Emails and regular progress
reports. Contact program is made for 15 days to give exposure on
Methodologies, Hypothesis, Statistical techniques etc. followed by an
examination.
Research Scholar has to make two presentations on the subject of the Thesis
followed up by a pre submission presentation and then the final
presentation. SOVET allows outsiders to interact with the research scholar
during the presentation.

The scholar has to write a paper on the subject in a journal that has good
ISBN ranking.
The faculty / research guide may not have the domain knowledge in the
subject of research but the research guide has extensive knowledge having
supervised diversified subjects of research.

Without the domain knowledge by the individual researcher requires
extensive effort on the part.

The above list includes subjects that are of interest to the industry. The
Program of learning is on the philosophy of Open School concept and is
called Part time PhD program.

The Researchers are having adequate experience foundation before giving
research input to the Industry or Vocational Education. The Research list
above also includes effectiveness of vocational skill acquisition courses,
effectiveness of training and developing a training model to enhance
penetration, Vocational Education for enhanced Industrial Employability or
establishing Skill Gaps in a specific sector. This gets extended to
Research for Industrial Teacher requirements.

Degree or Masters in Education is not compulsory, but a post graduation is
prefered that may include, M. Tech, MBA, or equivalent. A candidate with
bachelor degree and with minimum 10 Years of Industry exposure in the
subject of research is also eligible.

IGNOU has many international linkages for Open system of education in over
35 Countries.

A link to IGNOU on M. Phil or Research Program is
https://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCgQFjAB&url=http%3A%2F%2Fwww.ignou.ac.in%2Fupload%2FProspectus.doc&ei=OM09Va68I4-ouwSDloGQCA&usg=AFQjCNES_lFdijKr7DLdX0qJNv6F15touQ&sig2=_572iLxgex5hn3XvgqqaAw

A particular school of IGNOU may not appear in the list in a particular
intake session depending on the availability of the Research Guide.

In respect of the School of Vocational Education the Link to Senior
Professors / Guides along with other Schools of the University are;

Prof.ashok kumar gaba <akgaba@ignou.ac.in>;
Prof.C.G. Naidu <cgnaidu@ignou.ac.in>;
Dr. RSP Singh <rspsingh@ignou.ac.in>
Dr.Rachna Agarwal <rachna_agarwal@ignou.ac.in>;
Dr.Urshla Kant <urshlakant@ignou.ac.in>;
Dr.Asha Yadav <ashayadav@ignou.ac.in>;
School of Vocational Education and Training <sovet@ignou.ac.in>;
School of Humanities <soh@ignou.ac.in>;
School of Social Sciences <soss@ignou.ac.in>;
School of Sciences <sos@ignou.ac.in>;
school of education <soe@ignou.ac.in>;
School of Continuing Education <soce@ignou.ac.in>;
School of Engineering and Technology <soet@ignou.ac.in>;
School of Management Science <soms@ignou.ac.in>;
School of Health Sciences <sohs@ignou.ac.in>;
School of Computer Information Sciences——– SOCIS <socis@ignou.ac.in>;
S
OA School <soa@ignou.ac.in>; School of Interdisciplinary and Trans
Disciplinary Studies <soitds@ignou.ac.in>;
School of Gender and Development Studies <sogds@ignou.ac.in>;
School of Translation Studies and Training <sotst@ignou.ac.in>;
School of Performing and Visual Arts <sopva@ignou.ac.in>;
School of Tourism and Hospitality Service Sectoral Management
<sothsm@ignou.ac.in>;
School of Journalism <soj@ignou.ac.in>; School of Foreign Languages
<sofl@ignou.ac.in>; School of Extension and Development Studies
<soeds@ignou.ac.in>;
School of Social Work <sosw@ignou.ac.in>

Hope the above email has answered many questions and would have raised a
few new ones.

Regards to my learned friends across the globe for knowledge interaction.

YP Chawla
ypchawla@gmail.com ,
India
+91 98107 -08707,
Skype ID ypchawla.

view thread online:
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.

————————————————————————

.

Call for nominations opened for UNESCO-Japan Prize on ESD

Dear supporters of ESD,

I am pleased to inform you that the call for nominations for the first edition of the Prize has been opened.

The Prize honours outstanding efforts of individuals, institutions, organizations or other entities engaged in ESD activities.

Generously funded by the Government of Japan, the Prize consists of three annual awards of USD 50,000 for each winner.

Please note that nominations should be submitted to UNESCO by governments of Member States and non-governmental organizations in official partnership with UNESCO.

They should focus on a specific project or programme of the nominee.

The deadline for nominations is 31 May 2015.

I invite you to disseminate this information widely in order to give all potential candidates the opportunity to participate.

You can download the Nomination Form (in English and French) and find the selection criteria and other relevant information

on the Prize website: https://en.unesco.org/esd-prize

If you receive any questions, please direct those to me.

Best regards,

Yusuke TAKAHASHI (Mr)

Section of Education for Sustainable Development

Division for Teaching, Learning and Content

Education Sector, UNESCO

United Nations

Educational, Scientific and

Cultural Organization

7, place de Fontenoy

F-75352 Paris 07 SP

Tel.: +33 (1) 45 68 15 72

E-mail :y.takahashi@unesco.org

http://www.unesco.org/new/en/unesco-world-conference-on-esd-2014/

Receive our new ESD newsletter!

 

——————————————————————————-

Jeannette Sanchez [sanchezj@ilo.org]
Sent: 2015-04-24
Subject: Invitation to visit the Skills for Employment Knowledge Sharing Platform

Dear Colleagues,

If you are looking for information on what works to promote skills
development, I’d like to invite you to visit the inter-agency Skills for
Employment Knowledge Sharing Platform, www.skillsforemployment.org

The Global KSP is a one-stop shop for policy advisors, employers’ and
workers’ organizations, academics, TVET leaders and practitioners and
others, looking for a broad selection of knowledge products from credible
sources worldwide on skills development.

The KSP also facilitates the sharing and exchange of information and ideas
among institutions, the private sector and experts from many countries on
how to improve employability and productivity.

Launched nearly two years ago by the International Labour Organization in
cooperation with UNESCO, the OECD and the World Bank, the Global KSP
currently offers more than 1,000 knowledge products (publications, national
policies and initiatives, case studies, research items and more) on a
variety of skills topics such as Skills Anticipation, Sectoral Approaches,
Apprenticeships, Youth Employment, People with Disabilities, Financing
Skills Training, among others.

The site is available in English, French and Spanish and we believe is very
user-friendly. For a virtual tour of the Global KSP, check out:
http://www.skillsforemployment.org/KSP/en/Details/?dn=WCMSTEST4_140063

Visit the Global KSP today: www.skillsforemployment.org

For more information on how you can contribute your content to the Global
KSP, contact us at: knowledge@skillsforemployment.org

Best regards,

Jeannette Sanchez
Knowledge Management Officer/ILO Skills and Employability Branch

view thread online:
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———————————————————————————

Kwame Oppong-Peprah [koppong-peprah@cotvet.org]
Sent: 2015-04-23
Subject: Consultancy services for the review and expansion of CBT Programmes Ghana

Dear ALL,

The Council for Technical and Vocational Education and Training (COTVET)
under the Development of Skills for Industry Project (DSIP) in Ghana is
looking for firms to Express their Interest in a delivery of a consultancy
services for the Review and Expansion of Competency Based Training (CBT)
Programmes for some selected courses.

Kindly find details as per the attached.

Best Regards,

Kwame Oppong-Peprah Jnr
Procurement Assistant

Project Support Unit (WB/AfDB/DANIDA/GIZ)
Council for Technical and Vocational Education and Training (COTVET)
P.O. Box M. 651
Ministries Post Office
Accra – Ghana
Tel: +233 209 990 171

view thread online:
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—————-

Kwame Oppong-Peprah [koppong-peprah@cotvet.org]
Sent: 2015-04-23
Subject: Consultancy services for the review and expansion of CBT Programmes Ghana

<Moderator comment: Sorry for sending again, forgot to add attachment>

Dear ALL,

The Council for Technical and Vocational Education and Training (COTVET)
under the Development of Skills for Industry Project (DSIP) in Ghana is
looking for firms to Express their Interest in a delivery of a consultancy
services for the Review and Expansion of Competency Based Training (CBT)
Programmes for some selected courses.

Kindly find details as per the attached.

Best Regards,

Kwame Oppong-Peprah Jnr
Procurement Assistant

Project Support Unit (WB/AfDB/DANIDA/GIZ)
Council for Technical and Vocational Education and Training (COTVET)
P.O. Box M. 651
Ministries Post Office
Accra – Ghana
Tel: +233 209 990 171

Attachment:

Request for Expressions of Interest – COTVET Ghana
http://www.unevoc.unesco.org/e-forum/REOIGhanaCOTVET–4-15-UNDB-Format.pdf

——————————————————————————–

Giovanni Crisona [mailto:giovanni.crisona@gmail.com]
Sent: 2015-04-23
Subject: Re: Opportunity for Consultance in Developing QAS & Performance Monitoring for TVET

Dear all, I confirm the same remarks as Rod did. In my opinion it appears
quite difficult to have a serious result in such small amount of work days
considering what is requested.

In my opinion the asked target is not coherent with the time amount
available. if someone could promise to do it using a pre-packaged text,
this could means to get a final output completely far from the reality and
from your real needs. better could be to save these money.

best regards

Dott. Giovanni Crisonà
President
giovanni@cscs.it | www.cscs.it
GRUPPO CSCS
Via Puccini n° 80 | 51100 Pistoia – Italy

——————————————————————————-

Arthur Shears [mailto:aeshears@hotmail.com]
Sent: 2015-04-22
Subject: RE: Opportunity for Consultance in Developing QAS & Performance Monitoring for TVET

Dear Jimale:

Greetings from Bangladesh.
The EU funded, GOB project supported by the ILO developed several tools,
systems and documents which may be of relevance to your efforts. The NTVQF
replication guide and the National Quality Assurance System for TVET manual
are both available from our ILO website: www.ilo.org/tvet
There are a host of other resources available on that site as well.
I attach for your information a pictorial (and simplified) representation
of the nascent National Skills Development System (NSDS) in Bangladesh
highlighting some of products developed through our project work with
stakeholders.

Kindest regards,
Arthur Shears
TVET reform project, Bangladesh

Attachment:

Bangladesh’s National Skills Development System
http://www.unevoc.unesco.org/e-forum/BangladeshsNSDS.pdf

—————————————————————————

Jimale Yusuf Magan [jimce2009@gmail.com]
Sent: 2015-04-22
Subject: Opportunity for Consultance in Developing QAS & Performance Monitoring for TVET

Dear TVET Specialist,

Kindly see this opportunity.

SCI seeks to engage a consultant with the capacity, experience and
willingness to develop a Quality Assurance and Standards System in TVET and
Performance Monitoring for TVET for the Ministry of Education of
Somaliland.

For additional information on the Terms of Reference, key deliverables,
timeframe, person’s specifications, roles and responsibilities, please
visit: www.somaliangoconsortium.org

Kind Regards,
Jimale

Attachment:

TOR
http://www.unevoc.unesco.org/e-forum/TOR.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2920

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Arthur Shears [mailto:aeshears@hotmail.com]
Sent: 2015-04-22
Subject: RE: Skills development course: design of skills programmes and policy level engagement

Dear Diana:
Please check out the two week Skills Academy course at the ITC/ILO in
Turin, Italy.
http://www.itcilo.org/en/training-offer/academies
Regards,
Arthur

————————————————————————————

Tan, Lay Cheng [lc.tan@unesco.org]
Sent: 2015-04-23
Subject: Call for nominations: Wenhui Award for Educational Innovation 2015

Wenhui Award for Educational Innovation 2015
Innovations for Skills Development for the Future

Call for nominations

A McKinsey report, Education to Employment, highlighted a paradox of two
global crises – high youth unemployment rates and shortage of workforce
with critical job skills. In 2013, 73.4 million young people were
unemployed. At the same time, 58% of employers surveyed thought that
entry-level new hires did not have the necessary skills they needed.

We live in a rapidly changing and interconnected world. So, what sort of
skills are needed to cope with continuous changes, and how can these skills
be developed?

UNESCO has identified three types of skills: (i) foundation skills, (ii)
specialized skills and (iii) transversal skills. These three sets of skills
are equally important and none can be neglected. As economies are
increasingly driven by knowledge, information and technology, the
development of these skills throughout life becomes correspondingly
critical.

The Wenhui (??) Award for Educational Innovation, established by the
National Commission of the People’s Republic of China for UNESCO, and
coordinated by the UNESCO Asia-Pacific Programme of Educational Innovation
for Development (APEID), aims to recognize the contributions of educators
and institutions which have optimized the potential of education and the
human innovative spirit to address and resolve pressing issues and problems
facing our world today.

For 2015, the theme of the Wenhui Award is Innovations for Skills
Development for the Future to recognize innovative approaches that have
helped to develop the different types of skills needed for the 21st
century, demonstrated effective re-skilling and adjustment to skills
mismatch, and contributed to productive and sustainable development.

Two individuals or institutions from the Asia and Pacific region will be
selected by a jury of distinguished educators. The winners will each
receive a Certificate of Excellence and prize money of US$ 20,000 at the
Wenhui Award event to be held in Ningbo, Zhejiang Province, China.
Certificates of Merit may also be awarded to individuals or institutions
that have demonstrated commendable innovative practices. The results will
be announced through a variety of channels to share the achievements of the
winners and awardees.

Who is eligible for the Award?

Individuals or institutions from UNESCO Member States in Asia and the
Pacific region that have designed and implemented significant educational
innovations leading to improved access to, and quality in, education and
skills development will be eligible for the Award.

More specifically, the Jury will be looking for educational innovations
that have:
• developed educational and training contents, pedagogies and knowledge
to enhance skills development for the 21st century;
• brought about noticeable changes in values, mindsets, practices,
behaviours and skills for now and in the future; and
• promoted and translated the principles of lifelong learning in skills
development.

How to apply for the Award?

Applications can be submitted by government agencies, educational
institutions, international organizations, non-governmental organizations
and individuals in UNESCO Member States in the Asia and Pacific region. All
applications should reach the Award Secretariat at UNESCO Bangkok through
the National Commissions for UNESCO, UNESCO Offices and other organizations
associated with UNESCO, using an official Award Application Form available
online at the Award website.

More details about the Award, including the list of UNESCO offices and
associated institutions, evaluation criteria, application process and
conditions of entry, are available at the Award website:
http://www.unescobkk.org/education/apeid/wenhuiaward/wenhui-award-2015.

Important dates

Closing date for nominations:   29 July 2015
Selection of shortlisted nominations:   Early September 2015
Final selection and announcement of winners:   End of September 2015
Award ceremony:   To be confirmed

For further information, contact:

Wenhui Award Secretariat
UNESCO Bangkok
920 Sukhumvit Road, Prakanong
Bangkok 10110, Thailand
Tel: (66-2) 391-0577
Fax: (66-2) 391-0866
Email: apeid-award@unesco.org
Website:
http://www.unescobkk.org/education/apeid/wenhuiaward/wenhui-award-2015

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Rónán Haughey [ronanoheochaidh@gmail.com]
Sent: 2015-04-22
Subject: Re: Research: Increasing youth participation in TVET

Hi Connie

I would certainly take a look at this report

McKinsey: Education to employment: Getting Europe’s youth into work from
January 2014:
http://www.mckinsey.com/insights/social_sector/converting_education_to_employment_in_europe

+

The OECD Youth Action Plan Document June 2013:
http://www.oecd.org/els/emp/Youth-Action-Plan.pdf

Best of luck with your paper

Rónán Haughey MInstLM; MIEP
Founder & Partner

The Rónán Haughey Development Partnership
Mulaun ? Cloonacool ? Tubbercurry ? Co. Sligo ? Ireland
Mobile: + 353 87 6271494  ? Landline: + 353 71 9302520 ? Skype:
haugheyronan
info.theRHdp@gmail.com

—————————————————————————-

 Rajat Khawas [mailto:rajatkhawas@gmail.com]
Sent: 2015-04-20
Subject: Re: New research into apprenticeships

Dear All, City & Guilds recently did an study on apprenticeship based on
the changes happening and looking at Global approach to apprenticeship
where Trailblazers are involved.  A 16-page summary report of the study can
be downloaded here:
http://www.cityandguilds.com/what-we-offer/centres/apprenticeships/remaking

Happy Reading.
Best regards
Rajat khawas

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 Alison Vickers [mailto:alisonvickers1961@gmail.com]
Sent: 2015-04-
Subject: Re: TVET Master/Ph.D. standards

Colleagues

A number of qualification frameworks have criteria or standards for Masters
and Ph.D qualifications.
The Australian Qualifications Framework has qualification type descriptors
- the Masters is
http://www.aqf.edu.au/wp-content/uploads/2013/05/13AQF_Masters-Degree.pdf
and the Ph.d is at
http://www.aqf.edu.au/wp-content/uploads/2013/05/14AQF_Doctoral-Degree.pdf

Alison Vickers
agvconsulting@bigpond.com

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——————————————————————

Nurilya Shakhanova [mailto:nurshakh@gmail.com]
Sent: 2015-04-20
Subject: Green skills

Dear forum members,

I will appreciate for help with descriptions and possible models of so
called “green” skills in TVET.

Thank you in advance.
Respectfully,


Dr. Nurilya SHAKHANOVA
Fulbright alumna
Senior Research Associate
The National Academy of Education (NAO) anmed after Altynsrain
KAZAKHSTAN
Astana 010000
4, Orynbor st., “Altyn Orda” BC office 1504

***
Moderator comment:
Please note that here are a number of UNEVOC resources on this topic:

- TVETipedia Glossary entries on
*Green Skills:
http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&id=232 and
*Greening TVET:
http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&id=233

- UNEVOC Online conference reports:
*Greening TVET: Qualifications and implementation strategies:
http://www.unevoc.unesco.org/article/Just+published+Greening+TVET+Qualifications+and+implementation+strategies.html
*Greening TVET for sustainable development:
http://www.unevoc.unesco.org/article/Just+published%3A+Synthesis+report+on+greening+TVET+for+sustainable+development.html
*Two pathways, one destination – TVET for a sustainable future:
http://www.unevoc.unesco.org/go.php?q=Virtual+conference+on+TVET+for+sustainable+development
***

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2917

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Passant Sobhi [mailto:passant.sobhi@gmail.com]
Sent: 2015-04-
Subject: Re: Green skills

Dear Dr. SHAKHANOVA,

Kindly check the following links:

• TVET for a Green economy:
http://www.skillsforemployment.org/wcmstest4/idcplg?IdcService=GET_FILE&dID=105752&dDocName=WCMSTEST4_078846&allowInterrupt=1

• Green Skills Development in  TVET Systematic Design:
http://hrd.apec.org/images/e/ec/GreenSkills.pdf

• Green Jobs (ILO):
http://www.ilo.org/global/topics/green-jobs/lang–en/index.htm

Kind regards
Passant Sobhi

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 Arthur Shears [mailto:aeshears@hotmail.com]
Sent: 2015-04-21
Subject: RE: Green skills

Dear Nurilya:

Please check the website for CEDEFOP for reports and other information on
green jobs and skills for green economy.

Regards,
Arthur Shears, TVET reform project, Bangladesh
www.ilo.org/tvet

***
Moderator comment:
Starting points could be:
http://www.cedefop.europa.eu/en/events-and-projects/projects/skills-green-economy
http://www.cedefop.europa.eu/en/tags/green-economy

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Schroeder, Antonius [mailto:Schroeder@sfs-dortmund.de]
Sent: 2015-04-21
Subject: Re: Green skills

Dear All,

we coordinated a project concerning Green Skills for technical professions
in the Steel Industry, which was awarded by the European Commission as one
of the best lifelong learning projects www.gt-vet.com the training module
is recently transferred to the automotive supplier industry.
http://www.greenskills-project.eu/

Maybe it is of interest.

Yours sincerely

Antonius Schröder

Member of Management Board – European Research / Infrastructure Research
Area 3 “Work and Education in Europe”
Sozialforschungsstelle Dortmund – sfs
Technische Universität Dortmund
Evinger Platz 17
D-44339 Dortmund
Email: schroeder@sfs-dortmund.de
www.sfs.tu-dortmund.de

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Emily Boothroyd [mailto:Emily@teachamantofish.org.uk] Sent: 2015-04-15 Subject: The School Enterprise Challenge

Dear UNEVOC forum friends, An online competition, the School Enterprise Challenge, has now launched and I thought you might be interested in telling schools and organisations in your personal and professional network about it. The School Enterprise Challenge is an online student-led, business start-up competition for schools around the world. The free competition guides and supports teachers and students to set up real school businesses. Students develop essential skills in business and entrepreneurship in a practical, fun and innovative way. The competition helps schools generate extra income for their school, or a social cause of their choice. Participants can win great prizes including places at our international conference and one of our cash prizes totalling over $50,000. Registration is open from April 8th until May 20th 2015. For more information on the competition and to register schools please visit schoolenterprisechallenge.org  where the competition will be running in English, French and Spanish. You will find attached a flyer (see link below) which you can send to schools, and a short document explaining more about the competition. It would be great if you could forward this email on to schools in your network that could benefit from this initiative. It would also be fantastic if you could publicise the competition in any way, either on your website, in your newsletter or on social media. Please let me know if you would like any further information. Best Regards, Teach A Man To Fish Emily Boothroyd Acting Head of Programmes Teach A Man To Fish Unit F5 89-93 Fonthill Road London, N4 3JH +44 (0)20 7263 2306 www.teachamantofish.org.uk Attachments: About the School Enterprise Challenge http://www.unevoc.unesco.org/e-forum/About-the-School-Enterprise-Challenge.pdf 2015 – SEC Flyer English http://www.unevoc.unesco.org/e-forum/2015—SEC-Flyer-English.pdf 2015 – SEC Flyer French http://www.unevoc.unesco.org/e-forum/2015—SEC-Flyer-French.pdf 2015 – SEC Flyer Spanish http://www.unevoc.unesco.org/e-forum/2015—SEC-Flyer-Spanish-2015.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2914

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Kenneth Barrientos [ka.barrientos@unesco.org] Sent: 2015-04-16 15:02:09 Subject: TVET and Skills Development in RE/EE (Request for Proposal)

Dear e-Forum Members, UNESCO-UNEVOC is inviting Proposals for conducting a short-term research study on TVET & Skills Development in the fields of Renewable Energy and Energy Efficiency. The research initiative aims to investigate the systematic links of TVET and the transformations in the energy sector and to establish a better understanding on how the shift to renewable and alternative energy sources is impacting technical and vocational skills demand. It further seeks to answer the following broad questions: -What are the impacts of the shift to renewable energy and energy efficient alternatives to skills development/ education and training; -How can the greening of TVET institutions increase the opportunity to meet the skills needs? -Where are the cases of training for low-carbon transitions using RE/EE located and what do they mean to future initiatives? -How is the changing skills agenda enhancing the quality of skills and improving the career pathways of the young workforce in vital green industries. -What concrete actions can strengthen policy, teacher development, skills forecasting and training curriculum reforms in TVET? More information can be found in the following link: http://www.unevoc.unesco.org/go.php?q=Request+for+Proposal%3A+Research+Paper+for+TVET+and+Skills+Development+in+Renewable+Energy+and+Energy+Efficiency Thank you. Regards, Kenneth Barrientos Programme Officer, UNESCO-UNEVOC International Centre E-mail: ka.barrientos@unesco.org view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2915

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Elena Mondino [e.mondino@itcilo.org] Sent: 2015-04-15 Subject: Massive Online Open Course on Crowdfunding for Development

The International Training Centre of the ILO has the pleasure to invite you to join the Massive Online Open Course on CROWDFUNDING FOR DEVELOPMENT from 4 May to 30 June 2015 Development campaigns can be a great asset to a community, yet, achieving the necessary funds can be a struggle.Crowdfunding is democratizing access to capital and has the potential to unlock much needed early-stage financing for your campaign. Furthermore, Massive Online Open Courses offer a free knowledge resource that can be accessed anywhere. By the end of the course, you will be able to plan, apply the proper instruments and implement your own CF4Dev campaign. The course is free and open to anyone. Please, feel free to join us following this link: http://www.itcilo.org/CF4DEVMOOC and the instructions on: https://ecampus.itcilo.org/pluginfile.php/9273/mod_page/content/57/register-guideline %283%29.pdf Feel free to share this information with whom you deem could be interested. For any further information you may need, don’t hesitate to contact us at: supportecampus@itcilo.org Looking forward to welcoming you in the MOOC, The CF4DEV Team Attachment: MOOC CF4DEV flyer http://www.unevoc.unesco.org/e-forum/MOOC-flyer.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2913

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UNESCO-UNEVOC [unevoc@unesco.org] Sent: 2015-04-14 14:16:00 Subject: UNEVOC at eLearning Africa 2015

Dear e-Forum members, please find below a press release by the organizers ICWE on this year’s eLearning Africa conference from 20 to 22 May in Ethiopia (see www.elearning-africa.com ) We take the opportunity to inform you that in the context of the conference, UNESCO-UNEVOC will organize a closed pre-conference workshop on 20 May and a public parallel session on 22 May on the following topic: “How can teachers and trainers be prepared to effectively use digital media in Technical and Vocational Education and Training? Sharing promising practices from the UNEVOC Network.” We will also be present at the exhibition. We are looking forward to meeting e-Forum and UNEVOC Network members at the conference. More information on eLearning Africa: http://www.elearning-africa.com/ Best regards, UNESCO-UNEVOC

PRESS RELEASE ICWE

14 April 2015 For immediate release AFRICAN LEADERS NEED TO “LEAPFROG THE SHACKLES OF CONVENTION” SAY EXPERTS International experts will call for African leaders to “leapfrog the shackles of convention” at a major education conference next month, in order to ensure that African economic growth is sustained by adequately trained young people. The programme for this year’s eLearning Africa, which is being co-organised by the African Union and co-hosted by the Government of Ethiopia, reflects the extraordinary breadth and pace of change underway in African education – and the challenge for new technology-based solutions to meet Africa’s growing demand for high quality education and training. Africa’s leading conference on technology and learning, eLearning Africa, will celebrate its tenth anniversary next month in Addis Ababa with a typically diverse and challenging agenda. The programme for the conference, which is published online today (Tuesday) is packed full of presentations on how technology and learning are changing the African continent. A major focus of the conference will be on the role technology-assisted learning can play in helping to develop the skills vital for the future of Africa, by equipping young Africans with entrepreneurial expertise, supporting capacity development in key sectors such as health, and assisting a new generation of entrepreneurs to develop innovative solutions in the education technology sector. Other key themes for the conference will include the development and promotion of African research, boosting international cooperation in the education sector between African countries and the rest of the world, and the expansion of open education resources and tools. Sessions at the conference will feature presentations on the use of mobile applications for health professionals, the use of ‘gamification’ to bridge the skills and learning gap, an in-depth examination of the latest statistics on ICT in education in Africa, the role of education technology in empowering Africa’s female farmers, online African language learning, removing digital illiteracy, and developing the role of the librarian. Some of the world’s leading experts on education and technology will attend eLearning Africa and keynote speakers will include Mark Surman, Executive Director of the Mozilla Foundation, makers of Firefox, and Shai Reshef, the founder and President of the University of the People. Under Mark Surman’s leadership, Mozilla has developed a range of education-related products and services to promote web literacy and advance a new generation of digitally empowered citizens. Shai Reshef is a leading global education entrepreneur who has been working in the international education market for over 25 years. He was recently nominated as one of Wired Magazine’s ’50 People Changing the World’ and the Huffington Post has described him as the “ultimate game-changer in education.” A challenging speaker, he will argue that, with the numbers of potential students in Africa vastly outpacing currently available facilities, there is a critical need for smarter online resources to empower young people and provide the engine for continuing economic growth. “Africa overtook the first world nations by taking up mobile technology at a far accelerated rate,” he says. “The continent’s leaders now need to do the same with higher education and leapfrog the shackles of convention to bring higher education over the internet to meet the massive demand from its burgeoning youth population. Although there are close to 300 million internet users in Africa, there is only about a 5% tertiary enrolment ratio in sub-Saharan Africa, compared to an average of 70% in high-income countries. “Online education will make the revolution in traditional higher education, similar to that which the cellphone made with the revolution in communications.” eLearning Africa is the continent’s largest and most influential conference on technology-assisted learning and training. Every year, it brings together over 1,500 people from nearly 100 countries, providing a unique forum for dialogue, networking and the exchange of ideas. The conference also hosts a high-level ministerial roundtable, which provides an opportunity for African education and ICT ministers to meet leading global experts and discuss new opportunities and initiatives in the field of technology and learning. Rebecca Stromeyer, Chief Executive of ICWE GmbH, whose company is co-organising the event said today: “The programme, which we are publishing today, shows that this year’s conference will be the most interesting, challenging and important in the eLearning Africa series. I am delighted to be back in Addis Ababa for our tenth anniversary and very pleased to be working with the African Union and the Government of Ethiopia on this important international event.” ENDS Notes for editors • eLearning Africa, 10th International Conference on ICT for Development, Education and Training • May 20 – 22, 2015 • The African Union Headquarters, Addis Ababa, Ethiopia • Organisers: ICWE GmbH (www.icwe.net), African Union, Ministry of Communication and Information Technology (MCIT) of The Federal Democratic Republic of Ethiopia Contact ICWE GmbH, Ms Rebecca Stromeyer info@elearning-africa.comhttp://www.elearning-africa.com, Tel.: +49 (0)30 310 18 18-0 Press Contact ICWE GmbH, Andrea Ricciarelli Andrea.ricciarelli@icwe.net Tel.: +49 (0)30 310 18 18-43, Fax: +49 (0)30 324 98 33 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2912

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3 research fellow posts at Nottingham

Simon McGrath [simon.mcgrath@nottingham.ac.uk] Sent: 2015-04-15 08:02:40 Subject: 3 research fellow posts at Nottingham

The School of Education, University of Nottingham has just advertised 3 Research Fellowships – full details at https://www.nottingham.ac.uk/jobs/currentvacancies/ref/SOC027515 These posts are for three years, but are intended to be part of a longer term strategy as we look towards the next REF [UK assessment of research excellence].  A successful appointment will be one we employ beyond the three years and who will be an important part of our next REF submission. Nottingham was rated third nationally in Education in 2014 and is targetting a similar performance next time. Applicants will have the opportunity to devote most of their time to their own work, whilst also contributing to the School’s research work more widely. We are looking therefore for outstanding early career researchers whose work fits closely with our own research priorities.  They would already have started publishing in good quality international journals and would have a plan for what research they want to do in the next 3 years I am expecting that at least one of these will be in VET so would encourage you to pass this on to anyone who you think would be a serious candidate for one of these posts. They can contact me in the first instance with any queries. regards Simon view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2911

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  http://www.unevoc.unesco.org/e-forum/Lucas-and-Spencer-2015-Remaking-Apprenticeships.pdf Radhika Naidu [radhika.naidu@ncver.edu.au] Sent: 2015-04-14 Subject: Apprenticeship Completions VOCEDplus is a free international research database for tertiary education, focusing on workforce needs, skills development, and social inclusion. It is produced by the National Centre for Vocational Education Research (NCVER) based in Adelaide, Australia. The VOCEDplus team is working on creating a collection of resources around the topic of Apprenticeships. To help the team with this project, we invite you to participate in our latest online poll which asks: Which aspect of the apprenticeship experience will improve completions? You can vote at: http://www.voced.edu.au/content/which-aspect-apprenticeship-experience-will-improve-completions or via Twitter using @VOCEDplus #ApprenticeshipCompletion. Some recent research on this topic is available in VOCEDplus at http://www.voced.edu.au/search/apachesolr_search/?filters=%20all_subject:%22apprenticeship%22%20all_keyterm:%22completion%22%20sm_date:%22[2012%20TO%202014]%22 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2908 Joseph Hegart [mailto:jahegarty@gmail.com] Sent: 2015-04-13 Subject: Deliberate Practice I hope this will help those who choose to seek help. http://www.marzanoevaluation.com/files/Deliberate%20Practice%20Technical%20Assistance_FL_20120511_NFN.PPTX Slán go foillín, Joseph Prof. Dr. Joseph A. Hegarty, Dip.Htl.Mgnt., M.Ed., Ed.D International Consultant in Culinary & Hospitality Education, Visiting Professor University of West London School of Hospitality & Tourism Associate Lecturer Sheffield Hallam University Specialist in Education Quality Assurance. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2909

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 Bill Lucas [bill@bill-lucas.com] Sent: 2015-04-10 Subject: Re: Vocational Action Research

You might like to look at our Expansive Education Network – http://www.expansiveeducation.net/ - and, in particular, at the volume of action research reports submitted by Highlands College – http://www.highlands.ac.uk/wp-content/uploads/2014/10/HowtoTeachVocationalEducationReport.pdf. We have found action research to be one of the most effective ways of bringing about significant and lasting changes. Prof Bill Lucas view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2900

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bill.lucas@winchester.ac.uk Sent: 2015-04-10 Subject: New research into apprenticeships Dear Friends I offer this recent research to the e-Forum and look forward to your reactions Best wishes from a sunny Winchester! Prof Bill Lucas Attachment: Lucas and Spencer (2015) Remaking Apprenticeships http://www.unevoc.unesco.org/e-forum/Lucas-and-Spencer-2015-Remaking-Apprenticeships.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2905

 

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Giovanni Crisona [mailto:giovanni.crisona@gmail.com] Sent: 2015-04-11 Subject: Re: Online Education Organization and Platform Hello Michael, I implement Moodle from around 20 years it is now stable and very well developed with many additional modules available. It’s opensource, so the software is free but you need knowledge to install and manage it. Currently we are engaged in a new project to deliver advanced manufacturing training courses for a partnership composed by Jaguar Land Rover, FIAT FCA and SAS aviolines. The project is at the early stage. We are building the platform for elearning with moodle. Additionally we focus the development of contents to Kaltura opensource implementation Best regards Dott. Giovanni Crisonà President giovanni@cscs.it | www.cscs.it GRUPPO CSCS | 51100 Pistoia – Italy view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2892 James D. Roumeliotis [jdrazure@gmail.com] Sent: 2015-04-14 Subject: Re: Online Education Organization and Platform Michael, Although Moodle is not Commercial Software and you can use it for free, some users feels it is a little complex to use. If you want to use E-Learning software for your educational institute, there are other Open Source software alternatives. Here are the most recommended Open-Source E-Learning Software. 1. eFront eFront is very simple Open Source E-Learning Software that supports many modules like Courses, Quiz, Survey etc. The open-source edit of eFront will cover a range of your needs. If you are looking for a specialized solution then take a look at different efront editions. 2. openelms Open Elms offers a variety of support and hosting services allowing you hassle-free e-learning implementation. The Software offers Business Focused Learning with Hosting and Support facility. The software allows to Use Jackdaw to create ground breaking training in virtual 3D rooms. 3. Claroline Claroline is an Open Source software to easily deploy a dedicated learning and online collaboration platform. Available in many languages, Claroline can be downloaded and installed freely. The wide range of tools available to the user allows any teacher or learner to set up or run a pedagogical device that promotes learning. The generic tools (calendar, documents, videos, …) allows use of the platform in different contexts. 4. Chamilo Chamilo is a project that opts for free software (meaning open source with a high ethical goal) in a radical way. It aims at bringing you the best e-learning and collaboration platform in the open source world. Best of luck! James D. Roumeliotis Author, Business Lecturer and Advisor Montreal, Canada http://about.me/jdroumeliotis

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Joseph Hegart [mailto:jahegarty@gmail.com] Sent: 2015-04-13 Subject: Deliberate Practice I hope this will help those who choose to seek help. http://www.marzanoevaluation.com/files/Deliberate%20Practice%20Technical%20Assistance_FL_20120511_NFN.PPTX Slán go foillín, Joseph Prof. Dr. Joseph A. Hegarty, Dip.Htl.Mgnt., M.Ed., Ed.D International Consultant in Culinary & Hospitality Education, Visiting Professor University of West London School of Hospitality & Tourism Associate Lecturer Sheffield Hallam University Specialist in Education Quality Assurance. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2909

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 cvaacfp [cvaacfpbulletin@gmail.com] Sent: 2015-04 Subject: CVA-ACFP Newsletter March 2015 is out – L’Infolettre de l’ACFP est maintenant en ligne In English http://cva-acfp.org/a/2015-03-en.html In French http://cva-acfp.org/a/2015-03-fr.html 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. The Newsletter is in English and French. —- 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. Le bulletin est en anglais et en français.

Become a member http://cva-acfp.org/membership/becoming-a-member/ ; Join us in -LinkedIn https://www.linkedin.com/groups?home=&gid=3603028&trk=my_groups-tile-grp ; -Twitter  https://twitter.com/CVA_ACFP -Scoop.It! @Canadian Vocational Association / Association canadienne de la formation professionnelle  Includes all the tags / inclue les étiquettes view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2901

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Carolin Schaulandt [c.schaulandt@unesco.org] Sent: 2015-04-13 Subject: Consultancy UNESCO-UNEVOC Dear all, UNESCO-UNEVOC is looking for a senior consultant: http://www.unevoc.unesco.org/go.php?q=Consultancy+UNEVOC+Network+Support Title of post: Consultancy UNEVOC Network Support Deadline for application: Extended up to 22 April 2015 Duration of appointment: 6 months Preferred starting date: as soon as possible I would be most grateful if this could be shared widely. Thank you kindly, Carolin Schaulandt view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2907

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HAKAN KAHRAMANER [hakan.kahramaner@yalova.edu.tr] Sent: 2015-04-09

Subject: Search Speakers from Egypt, Israel, Kazakhstan, Finland, Greece and Spain

Dear Members, 4th International Vocational Schools Symposium (UMYOS) will be organized by Yalova Vocational School under umbrella of University of Yalova between May 21-23, 2015 at Yalova City,TURKEY.

UMYOS’15 purpose that sharing the academic knowledge with the related industrial sector and determining the benefits of these schools to the young people and the society.

The main theme of the symposium has been specified as “The Role of Vocational Schools in Regional Development”. I am seeking a speakers from Egypt, Israel, Kazakhstan, Finland, Greece and Spain.

Please send your suggestions or petitions to hakan.kahramaner@yalova.edu.tr.

ALL EXPENSES WILL BE CHARGED BY OUR SIDE. You may find further information on our webpage as on http://www.umyos.org Lect.Cpt.Hakan KAHRAMANER Member of Organisation Committe view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2903   UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum Login for read-only access: User “Bulletin”, password “read” Contributions and feedback: unevoc.e-forum@unesco.org

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cvaacfp [cvaacfpbulletin@gmail.com] Sent: 2015-04-08 Subject: Re: Literature of TEVT on Global context

Good afternoon, Here are 2 links that may be of interest – http://cctve.com.cn/images/stories/english/00007-201201/zyjsjy-english-00007-201201.pdfhttp://download-v2.springer.com/static/pdf/285/art%253A10.1007%252Fs12186-008-9016-z.pdf?token2=exp=1428505253~acl=%2Fstatic%2Fpdf%2F285%2Fart%25253A10.1007%25252Fs12186-008-9016-z.pdf*~hmac=fbee3875a7ec9f8da5a82bd8687d26a907cea7c231d665e38c50ea38c7068d35 You may also check our searchable database here http://cva-acfp.org/ Best regards, madeleine view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2890

Mustafa Wahba [mailto:mmm.wahba@gmail.com] Sent: 2015-04-09

Subject: RE: Literature of TEVT on Global context Hi Himal I am not clear about the extent of your requirement for literature in TVET in global perspective. However the literatures which I developed and for which its outline is included in the UNESCO-UNEVOC forum could assist you. I have developed the following 7 Modules covering TVET and Competency Management areas which could improve planning of TVET interventions and management of TVET Systems & Institutions. 1.      Module 1: Strategic Management of TVET & TVET Institutions

2.      Module 2: Quality Assurance Management of  TVET & TVET Institutions

3.      Module 3: Competency Approach to Training and Career Development

4.      Module 4: Maintenance Management of TVET Institutions

5.      Module 5: Monitoring & Evaluation M&E of TVET & TVET Institutions

6.      Module 6: Management Information System MIS & and Knowledge Management KM for TVET & TVET Institutions

7.      Module 7: Competency Assurance Management System CAMS for Enterprises and TVET Institutions The above Training Modules / Courses are covering all the following milestone events associated with a full Training Life Cycle (Training Matrix):

1.      Training Needs Analysis TNA

2.      Job / Occupation Analysis

3.      Identification of Competencie

4.      Competency Development Framework CDF

5.      Selection of Critical Tasks

6.      Development of Curriculum and Training Programmes

7.      Leasrning, Training and Collecting Evidences

8.      Assessment & Verification

9.      Gaps Analysis & Specific Gaps Elimination Programmes SGEP

10.     Retraining The Moderator of this honorable forum can refer you to the outlines, if you feel that can support you in your research.  You can also contact me for further detailed information. Best regards. Eng. Moustafa Wahba Competency Assurance & TVET Consultant Scottish Qualification Authority SQA Qualified Internal Verifier E-mail address: mmm.wahba@gmail.com

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William Radford [mailto:william.radford@actvet.ac.ae] Sent: 2015-04-09 Subject: Subject: Potential Speakers for Innovation Conference

ACTVET is the Abu Dhabi government centre for technical education and training. ACTVET governs STEM high schools, and colleges and polytechnics. We are hosting an Innovation conference in September (2015) and are seeking potential speakers on the topic of innovation in technology education and training. The conference will encompass teaching and learning, governance, administration and leadership. Please send suggestions to william.radford@actvet.ac.ae. Thank you in advance. William Radford Director, Strategic Planning and Performance Management. GoGreen! T +971 2 6132001 F +971 2 6132111 M +971561882001 E william.radford@actvet.ac.ae w www.actvet.ac.ae Abu Dhabi Centre for Technical & Vocational Education & Training view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2902

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e-Forum@unevoc.unesco.org Sent: 2015-04-07 Subject: Knowing Our Changing Climate in Africa – CALL FOR PROPOSALS / Connaitre les  changements climatiques en Afrique – APPEL A  PROPOSITIONS

[Version française en bas de page] CALL FOR PROPOSALS Knowing Our Changing Climate in Africa What are African herders observing about their weather, knowing and learning about their climate and doing to adapt to change? •       Are you from a pastoral community in sub-Saharan Africa? •       Do you work with pastoral peoples to address their issues and concerns? •       Are you willing to take on the challenge of bringing together pastoral communities, scientists and government policy-makers? •       Are you interested in engaging pastoral peoples and herder knowledge of weather and climate in national planning processes for climate change adaptation? UNESCO’s Climate Frontlines initiative is launching a new project for pastoral/herding communities in 13 countries in sub-Saharan Africa (see eligibility criteria below). The project aims at understanding pastoral peoples’ own knowledge of weather and climate, their forecasting skills, and their observations of environmental change. The project goals are •       to build dialogue between community members and climate scientists, •       to strengthen local capacities to engage with national policy-makers on climate change adaptation. Support to successful applicants will take the form of small grants, capacity-building workshops and dialogue sessions involving knowledgeable men and women from herder communities, scientists and policy-makers. UNESCO is looking for dedicated, dynamic and reliable individuals who will work with their communities to achieve the project’s goals. Successful applicants will work with their community to document how men and women read the weather and cope with environmental uncertainty and change. We ask that you propose appropriate ways to develop this documentation. You will help build dialogue between knowledgeable community members with natural and social scientists. These exchanges will contribute to climate policies based on both indigenous and scientific knowledge that address the concerns and needs of pastoral communities. You will need both the time and the skills to work with a variety of stakeholders including researchers and policy-makers, supported by UNESCO, our partners and other successful applicants. KEY QUESTIONS TO BE ADDRESSED The work you will do with your community will contribute to addressing key questions like the following: •       How do people in your community read the weather, forecast rain or drought, and use their meteorological knowledge to guide day-to-day decision-making? •       What environmental changes and trends are being observed by men and women, and how are these affecting herding livelihoods? •       Is your community witnessing an increase in the frequency and intensity of extreme weather events, and if so, how are you adapting? •       Have people in your community had the opportunity to dialogue with national meteorological services or engage in national debates on climate change adaptation? How might such opportunities be increased and enhanced? If you and your community are interested to contribute to the project “Knowing our changing climate in Africa”, please read carefully the following information and fill out the form. IMPORTANT: ELIGIBILITY CRITERIA •       The proposals must involve herding/pastoral/agro-pastoral peoples based in one or more of the following countries: Benin, Burkina Faso, Chad, Djibouti, Eritrea, Ethiopia, Gambia, Mauritania, Niger, Senegal, Somalia, Tanzania or Uganda. •       The proposals must be carried out in communities that consent to participate in the initiative. During the application process, applicants will be asked to prove that the communities are aware of and consent to the proposed initiative. •       The proposed activities must be carried out in 2015-16 and finish in 2016. •       The proposal budget can be up to but not exceeding 5,000 USD •       Applications from indigenous peoples and local communities are encouraged How will applications be evaluated and selected? For the first round of selections, applications will be assessed according to the following: 1.      Application form must be submitted to UNESCO via peoples@climatefrontlines.org by 11 May 2015. Applications submitted after the deadline will not be accepted. 2.      The application must fulfill all of the eligibility criteria. 3.      Applications that fulfill the two requirements above will be evaluated based on the relevance and the design of the proposal. Questions we will ask include: a.      How relevant is the application to the goals of the project? b.      How clear is the background information? Do we understand where the community is and what the key issues are? c.      Is the proposal feasible? Will it result in a report that documents the knowledge of the community in an appropriate way? Only the best applications will be considered for the second round of selections. We will contact these applicants separately to invite them to complete a full proposal form. Therefore, please ensure that you leave a working email. The second round of selection will go into more details and will include a verification process. This project is supported by the Japanese Funds-in-Trust to UNESCO. Fill Application form online (https://docs.google.com/forms/d/1qUppCXDXiRUhmYUrNW7FSrA8vtVqdR8-qEORGe2ngu0/viewform?edit_requested=true) or download it here (http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/SC/pdf/Climate_form_en.pdf) and send to peoples@climatefrontlines.org Website: http://www.unesco.org/new/en/natural-sciences/priority-areas/links/

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APPEL A PROPOSITIONS Connaitre les changements climatiques en Afrique. Qu’observent les pastoralistes africains de leur météo, que savent-ils, qu’apprennent-ils sur leur climat et que font-ils pour s’adapter aux variations ? •       Vous êtes originaire d’une communauté pastorale d’Afrique sub-saharienne ? •       Vous travaillez avec des pastoralistes pour répondre à leurs défis et inquiétudes? •       Vous êtes prêt à relever le défi de réunir les communautés pastorales, les scientifiques et les décideurs politiques gouvernementaux ? •       Vous souhaitez intégrer les savoirs météorologiques et climatiques des pastoralistes et éleveurs dans les processus de planification nationale de l’adaptation aux changements climatiques? L’initiative de l’UNESCO Climate Frontlines lance un nouveau projet destiné aux communautés agro-pastorales de 13 pays d’Afrique sub-saharienne (voir critères d’éligibilité ci-dessous). Le projet cherche à comprendre les savoirs météorologiques et climatiques propres aux communautés pastorales, leur capacité à prévoir le temps et leurs observations sur les changements environnementaux. Les objectifs du projet visent à: •       créer un dialogue entre membres de ces communautés et les spécialistes du climat, •       renforcer la capacité des communautés locales à participer au processus de prise de décision nationale autour de la question de l’adaptation aux changements climatiques. Les candidats retenus bénéficieront d’une petite subvention et prendront part à des ateliers de formation ainsi que des séances de dialogue réunissant détenteurs de savoirs traditionnels, scientifiques et décideurs politiques. L’UNESCO cherche des personnes prêtes à s’investir, fiables et dynamiques et qui travailleront avec leur communauté pour atteindre les objectifs du projet. Les candidats retenus travailleront avec leurs communautés pour documenter la façon dont les hommes et les femmes interprètent la météo et font face aux incertitudes et changements environnementaux. Nous vous invitons à nous faire une proposition sur la manière la plus appropriée de récolter des données sur ce sujet. Vous aiderez également à faire dialoguer les membres de votre communauté détenteurs de savoirs avec les experts en sciences sociales et naturelles. Cet échange aidera au développement de politiques climatiques plus inclusives basées sur les savoirs autochtones et scientifiques, de façon à mieux répondre aux inquiétudes et besoins de ces communautés. Travailler avec ces différents acteurs, en particulier les chercheurs et les décideurs publics, vous demandera du temps et de l’habileté. L’UNESCO, ses partenaires et les autres candidats sélectionnés vous accompagneront dans votre projet. QUESTIONS CLES A ABORDER Le travail que vous effectuerez avec votre communauté contribuera à répondre à des questions clés telles que les suivantes: •       Comment les membres de votre communauté interprètent-ils la météo, anticipent-ils les pluies ou la sècheresse et utilisent-ils leurs savoirs météorologiques dans leurs décisions quotidiennes ? •       Quels types de changements et de tendances sont actuellement observés par les hommes et les femmes de votre communauté ? Comment ces phénomènes affectent-ils le mode de subsistance des éleveurs ? •       Votre communauté est-elle le témoin d’une augmentation de la fréquence et de l’intensité des phénomènes météorologiques extrêmes. Le cas échéant, comment s’y adapte-t-elle ? •       Des membres de votre communauté ont-ils déjà dialogué avec les services météorologiques nationaux ou ont-ils eu l’opportunité de participer aux débats nationaux sur le thème de l’adaptation aux changements climatiques ? Comment ces opportunités peuvent-elles être multipliées ou améliorées ? Si vous et votre communauté êtes intéressés de participer au projet ‘‘Connaitre les changements climatiques en Afrique’’, veuillez lire attentivement les critères d’éligibilité suivants et remplir le formulaire associé. IMPORTANT: critères d’éligibilité •       Les propositions doivent impliquer des communautés d’éleveurs/de pastoralistes/d’agro-pastoralistes situées dans l’un ou plusieurs des 13 pays suivants : Bénin, Burkina Faso, Tchad, Djibouti, Erythrée, Ethiopie, Gambie, Mauritanie, Niger, Sénégal, Somalie, Tanzanie ou Uganda. •       Les initiatives doivent être menées dans des communautés qui consentent à y participer. Lors du processus de sélection, il sera demandé aux candidats de prouver que leurs communautés ont pris connaissance de l’initiative et l’approuvent. •       Les activités proposées devront se dérouler entre 2015 et 2016, et devront s’achever avant fin 2016. •       le budget ne doit pas dépasser les cinq mille dollars des Etats-Unis (5000 $US). •       les candidatures de membres de communautés autochtones ou locales sont fortement encouragées. Comment les candidatures seront-elles évaluées puis sélectionnées ? Pour la première phase du processus de sélection, les candidatures seront évaluées comme suit : 1.      Les formulaires de candidature devront nous être envoyés par courrier électronique à l’adresse peoples@climatefrontlines.org avant le 11 mai 2015. Les candidatures reçues après cette date ne seront pas retenues. 2.      Les candidatures doivent répondre à l’intégralité des critères d’éligibilité. 3.      Les candidatures ayant répondu de manière appropriée aux deux premières exigences seront ensuite jugées selon la pertinence et la qualité de leur proposition. Les questions qui aideront à départager les dossiers sont les suivantes : a.      Comment la proposition répond-elle aux objectifs du projet ? b.      Le contexte est-il clairement défini ? Est-il facile de comprendre où la communauté se situe et quels sont ses principaux défis ? c.      La proposition est-elle réalisable ? Générera-t-elle un rapport qui documentera de façon appropriée les savoirs de la communauté ? Seules les meilleures candidatures accèderont à la seconde phase du processus de sélection. Nous contacterons alors individuellement les candidats pour les inviter à remplir un formulaire plus détaillé. Assurez-vous donc de nous transmettre un email valide. Au cours de la seconde phase de sélection, davantage de détails vous seront demandés et les informations données seront vérifiées. Ce projet est soutenu par les fonds en dépôt japonais de l’UNESCO. Remplir le formulaire de candidature en ligne (https://docs.google.com/forms/d/1lxP9jLDi6gG4A60TVZtI1QAAXpmUH2RZdKl0MF-EzqU/viewform?edit_requested=true) ou le télécharger ici (http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/SC/pdf/Climate_form_fr.pdf) et l’envoyer par courriel à peoples@climatefrontlines.org Site web: http://www.unesco.org/new/fr/natural-sciences/priority-areas/links/ view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2899

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Norashikin Dahlan [mailto:norashikin@ppks.edu.my] Sent: 07 April 2015 Subject: World TVET 2015 Conference – Conference Call for Poster Presentations

Dear Sir / Madam, We are pleased to inform you that Sarawak Skills Development Center (PPKS) will organize World TVET 2015 Conference on 25th to 27th August 2015 at Borneo Convention Center Kuching (BCCK), Kuching, Sarawak, Malaysia. Therefore we would like to invite researchers, practitioners, educators, entrepreneurs, representatives of industries, and scholars for sharing their research findings and experiences on various aspects of TVET to submit an abstract(s) for consideration as poster presentation. The theme of the conference is Quantum Leap: Transformation and Globalisation of Technical Vocational Education & Training (TVET) – Living Skills in the 21st Century. Presenters are encouraged to submit one of the following themes: •       Building a Competitive Workforce for SMEs •       Industry-Driven Training Programmes and Collaborations •        Lifelong Learning – Reskilling and Upskilling •       Government and Policy •       Training Centre Programmes : Meeting Future Labour Market Needs •       Developing Entrepreneurship in TVET / SMEs •       Delivering TVET through e-Learning •       TVET Innovation in Human Resource Development •       Bridging Competency Gap of TVET Educators and Trainers •       Work-based Learning in International Context-Sharing Experience •       E-Learning •       Trades and Qualifications Recognition / National Quality Framework •       TVET Innovation for Sustainable Development Creativity and Innovation Through Lifelong Learning / Competitive Skills Development •       Partnership and Collaborations with Government  and Industry / Cross Boarder Collaboration •       Labour Market Analysis •       Curriculum Development Model •       TVET Teacher Assessment Template / Standard •       Promoting TVET in the Rural and Increase Enrolment •       Apprenticeship Instructional Method on Students’ Achievement and Skill Performance Please provide the following information and format for the abstract: •       One page format; font should be Times New Roman 12 with margins of 1.5 inch (left) and 1 inch (right, upper and lower). •       Title •       Presenter’s name, affiliation, city, state, country •       Include all other co-authors’; name, affiliation, city, state, country •       Must provide e-mail address of Presenter for correspondence •       Attachment of abstract body (200-300 words in MS Words) Deadlines for Abstract Submission:  31st May 2015 All abstracts should be submitted electronically in Word file to Norashikin Dahlan, norashikin@ppks.edu.my, along with cc: to Hallman Sabri, hallman@ppks.edu.my. As a token of appreciation, we will waive the conference fee of USD600. Other expenses are to be covered by the presenting author(s). We would appreciate if you could assist us to convey the information to any interested party to join our poster presentation.  For more information on the conference please visit our website at http://www.worldtvet2015.com.my. Thank you “Celebrating 20th Anniversary of PPKS” Regards, Norashikin Dahlan Pusat Pembangunan Kemahiran Sarawak (PPKS) Jalan Canna Off Jalan Wan Alwi Tabuan Jaya 93350 Kuching, Sarawak Tel: +6082 364198 ext. 137 Fax: +6082 364197 Mobile: +6010 982 9311 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2898

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Joy Prime [invotec@joyprime.com] Sent: 2015-04-05 Subject: NVQ syllabus

Colleagues, I am currently writing an NVQ syllabus and training manual for a level 3 qualification I have been given the National Occupational Standards for the qualification I would be very grateful if anyone can offer some guidance on any of the following: 1  A framework for the syllabus 2  Clarification where within the syllabus would I place the Elements, Performance Criteria and the  Underpinning knowledge 3  Clarification of the definition and purpose of Aims, Goals, Learning Objectives and learning outcomes. 4  I would be most grateful for any assistance Sincerely Joy Prime view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2897

Chammika Pradeep Gunathilake [chammika2010@gmail.com] Sent: 2015-04-07 Subject: Re: NVQ syllabus

Dear Joy, In Sri Lanka we are doing our vocational training based on NVQ system. In our system, elements, performance criteria, underpinning knowledge and skills are written in National Competency Standard (NCS) and based on it we develop curricular for training delivery. We used NCS for assess the student to give NVQ certificate. All our NCS and Curricular developed by relevant industry people with trainers. All NCS developed based on industry need and match the skills of the occupation. You can see our NCS outlineby using the following link http://220.247.221.26/Report_Inquires/Search_Skill.php Thanks Chammika TVEC Sri Lanka

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Jean Hautier [j.hautier2@unesco.org] Sent: 2015-04-02 Subject: RE: TVET in Myanmar

Dear both, Thanks a lot for sharing those documents. We added them for reference in our World TVET database report on Myanmar (see below) www.unevoc.unesco.org/go.php?q=World+TVET+Database&lang=en&ct=MMR Best regards, Jean Hautier, Research Assistant, UNESCO-UNEVOC International Centre (Bonn, Germany) view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2896

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James D. Roumeliotis [jdrazure@gmail.com] Sent: 2015-04-04 Subject: Re: Online Education Organization and Platform Greetings from Montreal, Canada As an educator/lecturer (in vocational studies), author and entrepreneurial adviser, I work with and suggest the following: – Moodle https://moodle.org – Blackboard http://www.blackboard.com The type of online learning system you choose will depend on what you want your online program to be. That, in turn, depends on a number of factors–what students should know and be able to do, technical considerations and the skills of online instructors. Here is a source in the E.U. innovative learning platform for vocational education and training sector. http://www.vles4vet.eu/index.html Here is what I have created and collaborated with (for a “Starting a Business” / “Entrepreneurship” vocational program. www.businesswisdomacademy.com I am at your disposal for any questions regarding this subject matter. Much success! James D. Roumeliotis Author, Lecturer and Entrepreneurial Catalyst Business Wisdom Academy Montreal, QC Canada T: +1.514.715.7785 Linkedin Profile: www.linkedin.com/in/jdroumeliotis   .———————————————————————— . Shaikh Masroor [masroor46@yahoo.com] Sent: 2015-04-03  Subject: Re: Grading system in competency based training Dear Joydeep, In Pakistan we have also developed NVQF and similar to other countries around the globe we are also experiencing issues in implementation of NVQF. In NVQF, assessment specially at lower level required lots of decisions making depends on level of descriptors, which mainly required proper guideline and a team of trained assessors. The implementation of NVQF become rather easy in case of CBT training. Kind Regard, Dr. Masroor Ahmed Shaikh Director, Academics Sindh TEVTA, Karachi, Pakistan Tel No.: (+92-21)99244112-7 Fax No.: (+92-21) 99244118 Mobile No.: (+92) 3332156760 Email: masroor46@hotmail.com http://lnkd.in/dAja8e view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2874   —————————————————————————–

HAKAN KAHRAMANER [hakan.kahramaner@yalova.edu.tr] Sent: 2015-04-01 Subject: Announcement of 4th International Vocational Schools Symposium

Dear e-Forum members, This is to inform you that the 4th International Vocational Schools Symposium will be organized by Yalova Vocational School between May 21-23, 2015 at Yalova City,TURKEY. We will be honoured to host UMYOS’15 with the purpose of sharing the academic knowledge with the sector and determining the benefits of these schools to the young people and the society. The main theme of the symposium has been specified as “The Role of Vocational Schools in Regional Development”. We believe that international participants’ sharing cultural, social and academic discipline understanding and conveying their knowledge will contribute each participant’s both personal and professional development. 400 participants from 15 different countries are expected to join the symposium. Seven journals have been agreed, and about 70 proposals which are approved by the jury will be published in these journals. You may find further information on our website: http://www.umyos.org Ps: Date of Full Text Delivery May extend by myself in case of request Wishing All the Best, Lect.Cpt.Hakan KAHRAMANER Member of Organisation Committe view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2895

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 Barbara Trzmiel [b.trzmiel@unesco.org] Sent: 2015-04-02 Subject: TVET in Myanmar – Q&A with UNESCO TVET Specialist

What is happening in TVET in Myanmar? Who are the key players in TVET in the country? Robyn, UNESCO’s TVET Specialist based in Yangon shares her insight in a Q&A. Read what she has to say here: http://www.unescobkk.org/education/news/article/myanmar-tvet-as-key-to-educational-opportunities-for-all/?utm_campaign=%2Bcambodia&cHash=26a74b94a0768c339c5e7cda5c00495c view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2896

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Sabine Manning [mailto:sabine.manning@wifo.b.shuttle.de] Sent: 2015-04-01 Subject: [L&W] Latest news on European research in learning and work – April 2015

Newsletter for European Research in Learning and Work [L&W] Edition: April 2015 www.news.wifo-gate.org [Impressum] [Conferences] [Networks] [Programmes] [Projects] [Publications] ________________________________________ Dear Colleagues Many thanks to all who contributed information for this edition of the L&W Newsletter! Particularly worth noting are six calls for papers including updates relating to: the “bac pro” Conference in Lille, RWL9 in Singapore (see Conferences), the HRD conference in Cork, the INAP conference in Ballarat, the ReNAdET conference in Cyprus (see Networks) and the HRDI Special Issue on Good Leadership (see Publications). The L&W Newsletter reaches you via a mailing list of over 1400 experts in and beyond Europe. It focuses on transnational research activities in the field of human resource development (HRD) and vocational education and training (VET), centred on major categories: conferences, networks, programmes, projects and publications. The next edition will appear in early June 2015. You are invited to submit short pieces of news (texts of 100 to 200 words, without attachments, but including links to web pages) – please by 31 May 2015 at the latest! Should you prefer to read the current Newsletter edition online, you can find it on the website (www.news.wifo-gate.org) under April 2015: http://www.b.shuttle.de/wifo/educ/news1504.htm Please pass the Newsletter on to your own colleagues and networks – thanks! With best wishes Sabine Manning Research Forum WIFO Editor of the L&W Newsletter ________________________________________ Conferences Call for papers: Conference on the professional baccalauréat The professional approach to the baccalauréat and the increase in levels of education: thirty years of the “pro” baccalauréat. Educational policies, school standards and the labour market Organized on the occasion of the 30th anniversary of the “bac pro”, this multidisciplinary conference looks at the fate of the emblematic French vocational qualification and beyond to address four different issues in an international comparative perspective. 1 – The first issue concerns the “bac pro”, its specialties and its curricula, its students and teachers. 2 – The second issue questions the position of the “bac pro” within the vocational track and more broadly within the educational system, in relation to general and higher education diplomas. 3 – The third topic considers the definition of programs and degrees with regard to the labour market. 4 – The fourth issue addresses the future of VET students and modes of diploma recognition in the labour market. A comparative perspective is welcome, given especially that European recommendations on education, training and certification increasingly play a role in national educational reforms. The conference will take place at the University of Lille 3, from November 17th to 19th, 2015. Proposals in English or French (4000 characters at most) should be sent by April 30th, 2015, to fabienne.maillard@univ-lille3.fr. (Info received from Léna Krichewsky <lena.krichewsky@ovgu.de>) Call for Papers: Researching Work and Learning – Update 9th International Conference on Researching Work and Learning (RWL9) 9-12 December 2015, School of the Arts Singapore We cordially invite you to contribute to RWL9 by sharing your knowledge, experience and insight with international conference delegates. The conference theme of RWL9 is “Work and Learning in the Era of Globalisation: Challenges for the 21st Century”. We welcome submissions for individual papers, symposia, round table and poster presentations. Deadline for abstracts is 19 April 2015 (Sunday). More information on RWL9 is available at www.rwl2015.com . If you have any queries about this Call for Papers, please contact us at rwl2015@ial.edu.sg. (Info received from Sze Min <LIM_Sze_Min@ial.edu.sg>) NOTE: Forthcoming and recent events related to European research in work and learning are listed on the WIFO Conference page [www.conferences.wifo-gate.org]. ________________________________________ Networks Call for papers: International HRD conference – Extended deadline 16th International Conference on Human Resource Development Research and Practice across Europe, at University College Cork, Ireland from the 3rd – 5th June 2015.  The theme of the conference: Towards Evidence Based HRD Practice (www.ufhrd2015.org) Due to numerous requests for extensions, the final paper submission deadline has been extended to 5pm GMT, Tuesday 7th April.  Please note that at least one author for each paper must have registered by that date in order for the paper to be scheduled for presentation and included in the conference proceedings. (Posted by Ronan Carbery <ronan.carbery@UCC.IE> via UF HRD mailing list) Call for papers: INAP conference – Update The INAP Network on Innovative Apprenticeship invites you to the forthcoming conference in Ballarat (Australia) September 1-2, 2015. The theme of the conference, hosted by the Federation University Australia, is “Architectures for apprenticeship: Achieving economic and social goals”. Abstracts are due by April 17th 2015. Enquiries can be made to INAP2015@federation.edu.au. More information about INAP http://www.inap.uni-bremen.de/ including Call for Papers (Info received from Ursel Hauschildt <uhauschildt@uni-bremen.de>) Call for papers: Professionalisation of adult educators – Reminder alert “The role of higher education in the process of professionalisation of adult educators” – 4th Biennial meeting of the ESREA Research Network for Adult Educators, Trainers and their Professionalisation (ReNAdET) 11-13 November 2015, Cyprus, organised by the Open University of Cyprus (OUC) A limited number of papers (max. 50) will be presented. An interactive workshop on the theme “Teaching Narratives” in higher education institutions will also be organised. Deadline for submission of paper proposals: 14th June 2015. A website for the conference registration will be opened in May/June 2015. It will be accessed from the RENADET website (www.esrea-renadet.net). For questions and expression of interest, please contact Maria Cravani (maria.gravani@ouc.ac.cy) or esrea.renadet@yahoo.com (Info received via ESREA-ReNAdET mailing list) Your guide: Who’s who in transnational European VET and HRD research The Directory of Professional Contacts (www.dpc.wifo-gate.org), maintained by the Research Forum WIFO, serves as a Who’s who, offering up-to-date information on more than 200 contacts across 30 countries in the field of transnational European VET and HRD research. Each person included in the DPC is both a producer of transnational research and an active transnational networker. The criteria for inclusion in the DPC and and the references to individual professional work are explained in the introduction. They relate to evidence of transnational activities presented in WIFO resources of European collaboration such as the Bookshelf, Overview of articles, Conference page, ECER VETNET Proceedings and Overview of HRD conference papers, Networks at a glance and Overview of projects. The DPC is updated continuously as part of European collaboration in VET and HRD research. (Contributed by Sabine Manning) NOTE: References to research networks in the field of European work and learning are available on the WIFO page Networks at a glance [www.networks.wifo-gate.org]. Major online resources related to European research networks include the ECER VETNET Proceedings (www.ecer-vetnet.wifo-gate.org) offering a complete and up-to-date collection of conference papers submitted since 1998, and the Overview of selected HRD conference papers (www.ehrd-papers.wifo-gate.org). [Back to Newsletter] ________________________________________ Programmes International MA Degree in Adult Education for Social Change This International Master is a joint degree delivered and awarded by four universities: the University of Glasgow (UK), the University of Malta, the Open University of Cyprus and Tallinn University (Estonia). The programme aims to deliver a curriculum that enables people to work with adults effectively and competently in changing socially diverse contexts. A distinctive feature of this programme is the connection between theory and practice, gained through focused placements and mobility periods between the partner universities. You will receive a theoretical grounding in adult education, as well as intercultural and practical skills development through teaching placements, focused seminars and online courses. It draws together the recognised strengths of the consortium partners into a relevant, joint degree that engages with and responds to such issues as social inequality, migration and intercultural cooperation. Courses are delivered in Glasgow, Malta and Tallinn. We ask you to apply online via the University of Glasgow. The online application and the guide to applying online will be available later. Deadlines: International applications (non-EU) 24 July 2015; EU applications 28 August 2015. Contact: at Cyprus: Dr Maria N. Gravani, maria.gravani@ouc.ac.cy; at Glasgow Dr Bonnie Slade bonnie.slade@glasgow.ac.uk (Info received via ESREA mailing list) NOTE: Contributions are welcome for the next edition of the Directory of Doctoral Dissertations ( www.ddd.wifo-gate.org ), provided as part of the WIFO Gateway, which focuses on European research in the field of vocational education (VET) and human resource development (HRD). Please provide information on expected or newly completed doctoral dissertations investigating issues of HRD, VET or work-related adult education, according to the following pattern: 1*Theme of dissertation (original language AND English); 2*Year of (expected) completion or publication; 3*Author (name and email address); 4*Tutor (name and email address); 5*Institution of tutor (name and home page). Contributions should be posted by email to the editor (sm@wifo-gate.org). ________________________________________ Projects Survey on recognition of volunteering by employers EUCIS-LLL is a partner in the project GR-EAT, which aims to support young volunteers in having their voluntary experience better recognised by employers. We are carrying out research among employers in all types of organisations (public, private and non-profit) to find out about their needs and expectations regarding the recognition of non-formal and informal learning taking place within youth organisations. The final project outcome will be to develop guidelines for youth organisations and produce policy recommendations to improve the recognition of volunteering. The questionnaire http://eucis-lll.us5.list-manage.com/track/click?u=e0ba59dcb487a8983ceda27d9&id=31a4172a4f&e=ef8ba5a4e1 should not take you more than 10 minutes and is open until 30 April. We sincerely hope you will find time to answer the survey and share it with employers you know. By doing that, you will contribute to employer recognition of volunteering experience and building the future of learning. Thank you in advance! EUCIS-LLL Secretariat <info@eucis-lll.eu> www.eucis-lll.eu (Received via EUCIS-LLL mailing list <alen.maletic@eucis-lll.eu>) NOTE: Contributions are invited to update the Overview of European research projects [www.projects.wifo-gate.org], provided as part of the WIFO Gateway. The overview focuses on transnational research projects, mainly supported by EU programmes, in the areas of human resource development, vocational education, work and learning. Please send the following information to the editor (sm@wifo-gate.org):  (A) exact title and acronym (short name) of the project; (B) name and email address of the coordinator or main contact; (C) address of the website (or info page/ flyer) of the project. Contact: Sabine Manning [Back to Newsletter] ________________________________________ Publications HRDI Call for Papers: Good Leadership Human Resource Development International: Special Issue: Good Leadership: A Matter of Learning, Development, Practice or Skepticism? Guest Editors: Anders Örtenblad, Jacky Hong, Robin Snell. Submission Deadline: September 01, 2015 Leadership remains a perennial pre-occupation. There are thousands of research articles on leadership, and hundreds of books. HRDI has already published several dozen papers on leadership. Yet we remain disappointed with, dismayed about, and even frightened of our leaders. Still, we hope for better days. And we invite academics and practitioners to contribute to this special issue on leadership education and development. We have three broad aims. Our first is to build models, which take account of lessons from prior mistakes and tragedies that have arisen from over-romanticizing the leadership role, and which are oriented toward inclusion, participation, and social responsibility. Our second aim is to assemble some cutting-edge research papers on leadership education, development and practice that help us to understand how to provide education or mentorship that contributes positively to benign and effective leadership. Third, we aim to attract contributions that explain and justify the value of novel or paradigm-breaking perspectives on the learning and practice of effective leadership. For additional information or to discuss a potential proposal or idea for a paper please contact: anders.ortenblad@uin.no. Please be sure to follow the author guidelines provided on the HRDI website: http://www.tandfonline.com/toc/rhrd20/current#.VRVmYo79x_g (Received from Valerie Anderson <valerie.anderson@PORT.AC.UK> via UF HRD mailing list) The Routledge Companion to Human Resource Development Edited by Rob F. Poell, Tonette S. Rocco, Gene L. Roth; Routledge 2015 [ http://www.taylorandfrancis.com/books/details/9780415820424/ ] The field of HRD has grown in prominence as an independent discipline from its roots in both management and education since the 1980s. There has been continual debate about the boundaries of HRD ever since. Drawing on a wide and respected international contributor base and with a focus on international markets, this book provides a thematic overview of current knowledge in HRD across the globe. The text is separated into nine sections, which explore the origins of the field, adjacent and related fields, theoretical approaches, policy perspectives, interventions, core issues and concerns, HRD as a profession, HRD around the world, and emerging topics and future trends. An epilogue rounds off the volume by considering the present and future states of the discipline, and suggesting areas for further research. (Info received from Rob Poell <R.Poell@uvt.nl> via University Forum for HRD mailing list) Human Resource Development: A Concise Introduction Ronan Carbery and Christine Cross (eds); Palgrave Macmillan, April 2015 [ http://www.palgrave.com/page/detail/human-resource-development-ronan-carbery/?K=9781137360090 ] This book, edited in the Concise Introduction series, has a skills-building, practical focus yet is underpinned by the latest academic research. Highly engaging and accessible, it brings the subject to life through innovative learning tools including videos and active case studies, alongside a range of international examples. Reviews for the book include: “The authors have expert knowledge of the field and skilfully analyse the complex relationship between HRM and HRD in a way that is rarely explored in other texts. The book offers a welcome new dimension to the subject and succeeds in integrating theory with a questioning of taken-for-granted assumptions. This balancing of simplicity with complexity and breath with depth makes an ideal introductory text for all students studying people management, including executive MBAs.” – Aileen Lawless, Liverpool Business School, Liverpool John Moores University, UK (Contributed by Ronan Carbery <ronan.carbery@ucc.ie>) Competence in Higher Education and the Working Environment National and International Approaches for Assessing Engineering Competence. Frank Musekamp/Georg Spöttl (2014) (eds). Peter Lang [ http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=79760&concordeid=265104 ] Good teaching at universities has gained considerable importance within the last few years. This is especially relevant with regard to the high drop-out rates, above all in engineering sciences. At the moment, however, there is a lack of empirically valid instruments for the assessment of the impact of good teaching on the students’ learning results. This volume, published in both English and German, presents current conceptual and empirical work with a focus on methodology and its didactical application in university teaching. (Contributed by Frank Musekamp <musekamp@uni-bremen.de> and Georg Spöttl < spoettl@uni-bremen.de>) Comparative study on professional knowledge of prospective teachers Sabine Fritsch, Stefanie Berger, Jürgen Seifried, Franziska Bouley, Eveline Wuttke, Kathleen Schnick-Vollmer and Bernhard Schmitz (2015). The impact of university teacher training on prospective teachers’ CK and PCK – a comparison between Austria and Germany. Empirical Research in Vocational Education and Training. Volume 7 Issue 4 [ http://www.ervet-journal.com/content/7/1/4 ] As teacher training plays a major role in the development of (prospective) teachers’ knowledge, differences between the professional knowledge of prospective teachers at Austrian and German universities were examined in the current study. The teacher training systems of business and economic education in both countries differ substantially regarding structure and content. The German system consists of two consecutive phases with different foci (university education with an emphasis on theories and domain-specific knowledge, followed by school-based practical training with the objective of acquiring practical experience). In contrast, Austrian universities offer an integrated approach that combines the two phases (i.e., theoretical input and practical teaching experience are closely linked) at the university level. A paper-and-pencil test was used to measure content knowledge (CK) and pedagogical content knowledge (PCK) in the domain of accounting of prospective teachers in Germany and Austria. The total sample consists of n = 1,401 prospective teachers from German and Austrian universities. Taking the structural differences in teacher education into account, differences in CK and PCK between German and Austrian prospective teachers were expected. Our data confirm these differences. (Contributed by Sabine Fritsch <fritsch@bwl.uni-mannheim.de>) NOTE: Updates on publications provided by the WIFO Gateway include the WIFO Bookshelf [ www.books.wifo-gate.org ], a collection of references to publications focusing on cross-European issues of work and learning, and “From the Journals” – Overview of articles on cross-European issues in VET and HRD research [ www.articles.wifo-gate.org ], selected from European and international Journals related to education research [ www.journals.wifo-gate.org ]. ________________________________________ Impressum Editor of the L&W Newsletter: Dr Sabine Manning, Research Forum WIFO (sm@wifo-gate.org); Address: Neue Blumenstr. 1, D-10179 Berlin, Germany; Editions of the L&W Newsletter: six times a year, every two months (at the beginning of February, April, June, August, October, December); Deadline for contributions to the L&W Newsletter: end of January, March, May, July, September, November; Circulation of the current L&W Newsletter: about 1400 experts in 40 countries (mostly Europe); Details and Archive of the L&W Newsletter [www.news.wifo-gate.org]. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2894

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 Kottmann, Imke [i.kottmann@unesco.org] Sent: 2015-03-31 Subject: UNESCO-UNEVOC call for proposals: innovative capacity building programs

CALL FOR PROPOSALS TVET Capacity Development programme DEADLINE FOR SUBMISSION: 30/04/2015 UNESCO-UNEVOC is looking to support innovative capacity development programmes addressing contemporary issues and challenges in Technical and Vocational Education and Training (TVET) that you consider relevant for your region. We invite you to submit proposals in the thematic areas of youth and skills, greening TVET and information and communication technologies (ICT) in TVET. Ideally, but not necessarily, your proposal is based on an ongoing pilot project/study which has the potential to be scaled up and replicated within your region. We strongly encourage you to consider involving other national/regional UNEVOC Centres, in terms of planning, co-financing or participation. To submit a proposal, your institution should be a UNEVOC Centre. You can find a list of all institutions belonging to the UNEVOC Network here: http://www.unevoc.unesco.org/go.php?q=UNEVOC+Network+-+Countries To participate, please go through the attached document and submit the participation form along with a tentative budget plan to i.kottmann@unessco.org  by 30/04/2015. If you have any questions, please do not hesitate to contact us on the given email address. Thank you and best wishes, Imke Kottmann Ms Imke Kottmann Programme Expert i.kottmann@unesco.org http://www.unesco.org/unevoc Attachment: UNEVOC Call for Proposals http://www.unevoc.unesco.org/e-forum/2015-04-01-UNEVOC-CallForProposals.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2893

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 Damian Boyle [mailto:boyle.damian@northlandscollege.sk.ca] Sent: 2015-03-30

Subject: RE: Workplace Education Program: Engagement Strategies

Good Day, Giovanni Crisona! Thanks very much for your interest in this, and your suggestions.  I believe that you are right about the approach:  turn the problem into the solution. I do very much need help with this, as I have little knowledge and experience with the physical technology, social media, programs, or applications. An informal approach is proposed, largely because very little interest in formal learning (classes or courses) has ever been expressed here.  I look to the most excellent example of The Foxfire Books for inspiration with this: http://www.foxfire.org/thefoxfirebookseries.aspx  Various separate projects could be done in, perhaps in conjunction with other Northlands College programs.  The information generated could also be linked to the Encyclopedia of Saskatchewan, perhaps with cooperation from that end (http://www.esask.uregina.ca/ ). Projects could include: • Developing a Geography, Geology, and Prospecting database, by photographing and geo-tagging items in the field.  Then, transmitting the info to the Mine School for assistance with identification, explanation, and furtherance. • Maps can be generated by the Learner, or by groups of Learners. • Flora and Fauna distribution and populations database.  Traditional medicinal plants could be a special project. • Literacy and Essential Skills development by doing oral histories with family and community members, including photos and videos, and compiling these for sharing and archiving. • ???  (Your suggestions are welcome here.) I note that there are individuals who come to see me about setting up an email account for the first time, and that these folks are my primary audience for this project.  Assistance with producing Letters and Resumes is the most often requested service presently.  An outcome would be the development of a knowledge and skills portfolio that could be used for personal marketing purposes in job search and career development. There are about 60,000 Residents of Saskatchewan’s North who inhabit a region of about 300,000 square kilometers, with limited infrastructure developed.  This land area is about the same size as Italy, which has over 60,000,000 inhabitants (1000x more densely populated).  Education and literacy levels are low, and English is a second language for most. I am of the opinion that the Google platform would be an appropriate starting point, due to the range, simplicity, and versatility of the integrated features offered for free.  I’m thinking of offering some sessions for “How to Use Your Smartphone with Google.” The problem is, I don’t know how to do this myself, as I don’t own a cell phone of any kind.  I’ll ask for volunteers at the Site to help with this. (I am impressed with the Samsung Galaxy Note 4, for my purposes. Recommendations for devices, anyone?) I believe this proposal has sufficient points of coincidence with Adult Learning principles:  autonomy (self-directed), relevance (purpose, past and present experiences), holistic (tangible, interactive), guidance (informal, supportive), community (participatory, situated).  We already know that about 95% of the Workers at McArthur River have learned to make some use of smartphones, so bridging the knowledge gaps appears to be reasonably achievable. Notes & Resources All Signs Point to Yes: Literacy’s Impact of Workplace Health and Safety http://www.conferenceboard.ca/e-library/abstract.aspx?did=2713 The International Adult Literacy Survey (IALS) and its follow-up survey, the Adult Literacy and Life Skills Survey, have assessed literacy skills in Canada and other countries and ranked them on a five-point scale (where level 1 is low and level 5 is high). … Although 58 per cent of the working-age population [in Canada] have literacy skills at level 3 or higher, 42 per cent have literacy skills at the lower two levels—skills too low to perform most jobs well. Mobile Devices & eLearning http://leanforward.com/mobile-devices-elearning/ Americans [that own them] spend, on average 3.5 hours per day on a smartphone and 3 hours per day on a tablet. …if designed properly, elearning programs can be delivered via tablets or traditional computers without the need to maintain separate versions of the program. Smartphones on the other hand often require the design and development of smartphone-specific programs. http://leanforward.com/mobile-devices-elearning/ Using to Learn -  Learning to Use (Dr. Birgit Schmitz) http://iamlnews.blogspot.ca/ …By now 88% of German pupils between 12 and 19 year-olds possess a smartphone and almost 50% of them have an Internet flat rate, which use 81% of 12-19 years-olds to access the Internet on a daily basis (JIM Study, 2014). Thus, for using technology in the classroom pupils do not even rely on a stable school network. Results from the JIM Study further reveal that teens are online for 192 minutes on an average day. Computers and the Internet are used for 51 minutes per day on average as tools for school activities. Question:  If the average Worker at MCA is like the average American (or German youth) in terms of smartphone and/or tablet use, how could the WEP best inject itself into their routines? ALADIN http://www.unesco.org/education/aladin/?menuitem=11&cat=43 Action Research (Jack Whitehead) http://www.actionresearch.net/ Advanced Distributed Learning:  Mobile Learning Handbook http://www.adlnet.org/ Ambient Information Channels (AICHE) http://portal.ou.nl/web/topic-mobile-learning/home/-/wiki/Main/Ambient+Information+Channels;jsessionid=2180AE2FAEB998E38A55997E14675342 Canadian Network for Innovation in Education http://www.cnie-rcie.ca/?q=node Centre for Literacy http://www.centreforliteracy.qc.ca/ Canadian Social Enterprise Guide http://www.socialenterprisecanada.ca/en/learn/nav/canadiansocialenterpriseguide.html Conference Board of Canada http://www.conferenceboard.ca/default.aspx CoP on Learning, Technology and Knowledge Management (ILO) https://ecampus.itcilo.org/course/view.php?id=5 eLearning Africa http://www.elearning-africa.com/ Encyclopedia of Saskatchewan http://www.esask.uregina.ca/ The Foxfire Books http://www.foxfire.org/thefoxfirebookseries.aspx Increasing Access through Mobile Learning http://www.col.org/resources/publications/Pages/detail.aspx?PID=475 International Association for Mobile Learning (IAmLearn) http://iamlearn.org/ mEducation Alliance http://www.meducationalliance.org/ Office of Literacy and Essential Skills (Canada) http://www.esdc.gc.ca/eng/jobs/les/index.shtml Qualcomm:  8 Essentials for Mobile Learning Success in Education https://www.qualcomm.com/documents/8-essentials-mobile-learning-success-education Work-related Informal Learning:  Research and Practice in the Canadian Context http://www.workplaceskills.ca/en/workers/work-related-informal-learning.html Thanks again for your assistance with this project, Giovanni.  I appreciate this very much. Yours, T. Damian Boyle Workplace Educator McArthur River Mine Site Northlands College Box 1000, Air Ronge, Saskatchewan S0J 1L0 Canada www.trainnorth.ca

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Norton, Robert [mailto:norton.1@osu.edu] Sent: 2015-03-31 Subject: RE: Website for vocational training content developing

Dear Nivedita and Others, If you are seriously interested in a process to develop up to date high quality competency-based content for vocational-technical programs and students, you should investigate the DACUM job analysis and SCID curriculum development processes being taught by my former colleagues at the Center on Education and Training for Employment at the Ohio State University. Persons from education and industry from over 55 countries have been trained in these processes.  Several countries have adopted DACUM as the process being used to develop occupational standards for TVET programs. The process is very effective, quick, and low cost. It can help you avoid what I call the expensive WHAT errors, ie., failing to teach what should be taught and teaching what should not be taught. Both of these “errors” cheat the learners and their employers. You can obtain some detailed information about both the DACUM and SCID processes by going to www.dacumohiostate.com .  You may also contact John Moser (moser.120@osu.edu) at CETE/OSU who currently manages these training programs. Dr. Robert E. Norton Former Director, DACUM International Training Center Professor Emeritus, Ohio State University Columbus, Ohio, USA norton.1@osu.edu Dr. Robert E. Norton DACUM/SCID/PBTT Program Director Director, DACUM International Training Center Center on Education and Training for Employment 1900 Kenny Road, Columbus, OH 43210 614-292-8481 – Office, 614-292-1260 – Fax norton.1@osu.edu www.dacumohiostate.com

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James D. Roumeliotis [jdrazure@gmail.com] Sent: 2015-03-31

Subject: Re: Website for vocational training content developing Hello Nivedita, Greetings from Canada. Here are vocational center websites to use as inspiration and content. http://www.shadd.com/ http://www.piuscentre.com/ http://www.access.rsb.qc.ca/ http://www.pearsonskills.com As far as an easy and inexpensive platform is concerned, I highly recommend www.wix.com Aside from teaching business programs at the vocational and college level, I also offer consulting services to vocational centers worldwide. Much success!

James D. Roumeliotis Author, Lecturer and Entrepreneurial Catalyst The affluence MARKETING Group Montreal, QC Canada T: +1.514.715.7785 jdr@affluencemarketing.ca www.affluencemarketing.ca www.unconventionalbusinesswisdom.org  | www.entrepreneurialessentials.com

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Damian Boyle [mailto:boyle.damian@northlandscollege.sk.ca] Sent: 2015-03-25 Subject: RE: Looking for information on soft skills teaching Good Day, Adeline Duclos! I have some experience in area, and have posted links to related materials on EduNorth:  https://edunorth.wordpress.com/ I believe the pages linked below would likely be of most interest for you: Assessment: https://edunorth.wordpress.com/assessment/ Attitude: https://edunorth.wordpress.com/attitude/ Audience Interest: https://edunorth.wordpress.com/audience-interest/ Budget Plan: https://edunorth.wordpress.com/budget-plan/ Customer Service: https://edunorth.wordpress.com/customer-service/ Databases: https://edunorth.wordpress.com/databases/ Instructional Design: https://edunorth.wordpress.com/instructional-design/ Lessons Learned: https://edunorth.wordpress.com/lessons-learned/ Life Plan: https://edunorth.wordpress.com/life-plan/ Management: https://edunorth.wordpress.com/management/ Memory: https://edunorth.wordpress.com/memory/ Morale: https://edunorth.wordpress.com/morale/ Performance: https://edunorth.wordpress.com/performance/ Plain Language: https://edunorth.wordpress.com/plain-language/ Public Speaking: https://edunorth.wordpress.com/public-speaking/ Questions: https://edunorth.wordpress.com/questions/ Research: https://edunorth.wordpress.com/research/ Self Talk: https://edunorth.wordpress.com/self-talk/ Support Groups: https://edunorth.wordpress.com/support-groups/ Teaching Tips: https://edunorth.wordpress.com/teaching-tips/ Team Building: https://edunorth.wordpress.com/team-building/ Thinking: https://edunorth.wordpress.com/thinking/ Train the Trainer: https://edunorth.wordpress.com/train-the-trainer/ Workplace Skills: https://edunorth.wordpress.com/workplace-skills/ Yours, Damian view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2885 From: Prof. Millie Perez [mailto:coordinadoravocacional@yahoo.com] Sent: 2015-03-26 14:32 Subject: Re: Looking for information on soft skills teaching Hello Adeline: Here in United States we have a student organization called SkillsUSA who has a wonderful program of work focalized in soft skills development on vocational schools and technical colleges. Please visit our website SkillsUSA: Champions at Work and take a look of the teaching resources  we have. If you need more info please contact me. Thank you. Millie SkillsUSA: Champions at Work http://www.skillsusa.org/ SkillsUSA is a partnership of students, teachers & industry working together to ensure America has a skilled workforce. SkillsUSA helps each student excel. Prof. Millie Pérez de Francia CSD State Director SkillsUSA Puerto Rico Assoc. coordinadoravocacional@yahoo.com skillsusapr@yahoo.com 787-740-7538  view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2885   From: Joe Lokes [mailto:lokesjoe314@outlook.com] Sent: 2015-03-26 Subject: Re: Looking for information on soft skills teaching Hi Adeline Duclos Sharing this with you; There are five category of soft skills; -behavioral; e.g. leadership development, coaching employees -professional; e.g. legal, project management professional -company specific; e.g. hr policies and procedures, employees orientation -compliance; e.g. sexual harassment, log out/tag out, office ergonomics -job/task skills; responding to inquiry, assembling products, entering purchase orders Whenever I’m tasked to develop a Training Package, I often consider the following “Employability Skills”: -collecting, analysing and organising information -communicating ideas and information -planning and organising activities -working with others and in teams -using mathematical ideas and techniques -solving problems -using technology Thanks Joe view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2885 From: Jean Hautier [j.hautier2@unesco.org] Sent: 2015-03-27 Subject: Re: Looking for information on soft skills teaching Dear Adeline, Thanks for bringing up that question of “teaching soft skills”. As Joe highlighted, “soft skills” can be developed into many broad categories. I would also add that there is no “universal classification of soft skills”, every institution and individual having its own understanding of what “soft skills” should be. On this matter, I would like to draw your attention on one of our recent resources forming part of our TVETipedia glossary: http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&article=Glossary+article%3A+Soft+skills This “further reading” article aims at giving some food for thoughts on the meaning and use of the term, through a selection of commented articles. It is not focused on teaching, but it might help clearing out what we are talking about and what kind of skills you’d actually like to teach ! Best regards, Jean (Research Assistant, UNESCO-UNEVOC International Centre) view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2885 UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum From: Max Ehlers [m.ehlers@unesco.org] Sent: 2015-03-30 Subject: RE: Looking for information on soft skills teaching Dear Jean, dear all, I thank you very much for your answers so far, which help me a lot. Remaining attentive to any further information anyone may have, Kind regards, Dear Adeline, here are a couple of further resources which may also be helpful: Integration of transferable skills in TVET curriculum, teaching-learning, and assessment http://voctech.org.bn/Publications/TransferableSkillsinTVET2014.pdf An article in the TVET@Asia journal: Transferable skills in technical and vocational education and training (TVET): Policy and practice in China http://www.tvet-online.asia/issue/3/bai-geng TVET soft skills projet in Nepal: http://tsspnp.org/ Teaching Soft Skills Through Workplace Simulations in Classroom Settings, by U.S. Department of Labor, Office of Disability Employment Policy http://www.dol.gov/odep/documents/TeachingSoftSkills.pdf Center for Education Innovations: 21st century skills (soft skills) http://www.educationinnovations.org/subject-matter/21st-century-skills-soft-skills MASS project, Teaching and Assessing Soft Skills, K. Kechagias (Ed.) http://mass.educational-innovation.org/attachments/396_MASS%20wp4%20final%20report%20part-1.pdf Best regards Max

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Agnes Marron Rono [mailto:agnesjmrono@yahoo.com] Sent: 2015-03 Subject: Extension of abstract submission dates to RVTTI Conference

Dear Colleagues, Please note that the deadline for submission of abstracts to RVTTI 4th International Conference has been extended as a response to the many abstracts we are still receiving. The new deadline for submission of abstracts is 8th April, 2015. We encourage you to take this opportunity to send yours. Look out for our 3rd Edition of Kenya Jouranl of TVET ISSN 2227-5088. The outline will be in our website shortly at www.rvti.ac.ke . Authors of papers published in this edition have the chance to access the printed version before we offer them to the public. Arrange to get your copy on our alert. Regards, Agnes Rono Conference Coordinator/ Kenya Journal of TVET Deputy Chief Editor, Rift Valley Technical Training Institute, Eldoret, Kenya. Tel:+254722141932 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2864

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Damian Boyle [mailto:boyle.damian@northlandscollege.sk.ca] Sent: 2015-03-26 Subject: Workplace Education Program: Engagement Strategies

Colleagues, I work as a Workplace Educator for Northlands College, and provide learning services to about 1000 itinerant Workers at Cameco’s McArthur River Mine Site, in northern Saskatchewan. This is a fly-in site, with camp accommodations and no other community or services.  (Further details about my work are posted on EduNorth: https://edunorth.wordpress.com/about/ ). I am seeking ways to drive engagement by Workers with the Workplace Education Program.  To that end I am here requesting your assistance for direction to resources, organizations, and individuals that may be able to provide some suggestions about how to best do this. Since July of 2013 I have observed a steep decline in drop-in engagement with the Workplace Education Program on un-paid time (voluntary participation).  This decline in voluntary participation has been coincidental with the provision of cellular service and wi-fi internet access at the Site, plus the now ubiquitous (~95%) adoption of smartphones by Workers. Has your organization experienced similar trends? 1.    With regards to adult Learners, what are the statistical trends for engagement with services for assistance with developing:  Literacy, Numeracy, Workplace Essential Skills, and Adult Basic Education? 2.    What percentage of those adult Learners seeking assistance with developing Literacy, Numeracy, Workplace Essential Skills, and Adult Basic Education, own or regularly use a Smartphone or Tablet? Any direction, suggestions, recommendations, statistics, or thoughts that you could share with me about any of this would be most appreciated. Thanks very much for your assistance with this. Yours, T. Damian Boyle Workplace Educator McArthur River Mine Site Northlands College Box 1000 Air Ronge, Saskatchewan S0J 1L0 Canada 1.306.633.2001 (x8881) www.trainnorth.ca view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2887

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Chris Serwaniko [mailto:serwanico@gmail.com] Sent: 2015-03-27 Subject: Action Research Approaches as used in VET

Dear Forum Members, I wish to get some scholarly experiences (case studies) in the use of action research as a paradigm suitable for VET research. Thank you — Chris Serwaniko Lecturer – Kyambogo University Dept. of Art and Industrial Design Mentor/Coordinator, Masters in Vocational Pedagogy (MVP) Mob: +256 772 400814 Email: cserwaniko@kyu.ac.ug, serwanico@gmail.com view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2888

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ICT in Education Newsletter UNESCO Bangkok Sent: 2015-03-26 Subject: Mobile Learning for Women UNESCO Office in Bangkok

The ICT in Education Newsletter, March 2015, is now available.  Please feel free to forward it to members of your networks. Note that the below text-only version does not include the links to the actual articles, please open the online version for full access. To view online, click here: http://www.unescobkk.org/index.php?id=16075 Subscribe: https://lists.unesco.org/wws/subscribe/ict-newsletter.bgk ICT in Education website: http://www.unescobkk.org/education/ict/ Contact Us: mailto:ict.bgk@unesco.org?subject=ICT%20newsletter%20enquiry Mobile Learning for Women March 2015 | UNESCO Bangkok Office Dear readers, In line with the International Women’s Day on the 8th of March, this month’s e-newsletter will focus on women and mobile learning. As mobile technologies have become more accessible and affordable, mobile learning has called an increasing attention among international development communities as a tool to ensure equality and quality of education for women. It is timely that with the International Women’s Day we look back at the progress achieved so far, and look forward to ways in which we can promote women’s empowerment through mobile learning. Although much progress is evident, we are still a long way from achieving gender equality worldwide. It is thus even more imperative to emphasize the urgent need to educate women in order to ensure their invaluable input and participation in the post-2015 world for peaceful and sustainable societies. This issue intends to provide deeper information on the status of women, educational progress, success and challenges, as well as interesting projects that help educate and empower women. We hope that you enjoy reading this edition! Please let us know if you have any comments or suggestions. HIGHLIGHTS: Mobile Learning for Women (by UNESCO Bangkok, ICT in Education) This article provides the basic information on the women’s status around the world, what the UN and other organizations have done in order to achieve gender equality as well as improved women’s education with the help of mobile technology. Mobile Technology for Girls’ Education and STEM (by Mark West, ICT in Education, UNESCO Paris) Written by the Associate Project Officer at the UNESCO headquarters in Paris, Mark West is the author of Reading in the Mobile Era and the co-author of the UNESCO Policy Guidelines for Mobile Learning.  He has been involved in a number of field projects that use mobile technology in concert with other tools and approaches to improve learning outcomes. SUB-REGIONAL CORNER: CENTRAL ASIA A Review of Education and ICT Indicators in Central Asia (by UNESCO Bangkok) This article provides an overview of Central Asia’s demographics, education challenges and improvements, as well as key ICT indicators. PROGRAMMES AND PROJECTS This issue introduces the readers to various projects by IGOs, NGOs and private sector where mobile technologies are used to empower girls and women. For the full information on each project, please visit the corresponding websites. Mobile Phone Literacy – Empowering Women and Girls As illiteracy has become synonymous with women, the Mobile Phone Literacy project was established in order to address this persistent challenge. It hopes to utilize mobile phones in order to maintain and develop literacy skills, provide access to information, and reach the marginalized girls and women. The English and Information Technology for Adolescents (EITA) project This article provides an overview of the project focused on English and IT skills development for rural adolescent girls in Bangladesh, its purpose, success, and challenges. Business Women: A Mobile Value-Added Service for Women Entrepreneurs This article provides information on the “Business Women” mobile application that has provided business training to over 100,000 women in Nigeria, Tanzania, and Indonesia. The application was a part of a larger project focused on mobile services for women entrepreneurs. Wawared This project aims to improve maternal health through Electronic Health Record by using an SMS system as an information resource to expectant mothers during their pregnancy. Kutch Mahila Vikas Sangathan This Indian NGO has several projects specifically focused on empowering women. For example, their Empowering Panchayati Women-Sushasini project supports women elected representatives to develop their rightful place as the leaders of their communities and marginalized groups, as well as promote transparency and accountability in the village. This NGO also utilizes mobile technology in rural areas in order to increase women’s IT literacy skills. NEWS AND EVENTS: Nomination call for UNESCO-Hamdan Prize 2015-2016 The fourth edition of the UNESCO-Hamdan bin Rashid Al-Maktoum Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers has opened the call for nominations. The prize is awarded every two years and it recognizes initiatives that contribute to improving educational practices around the world, with priority given to developing countries and to marginalized and disadvantaged communities. Deadline for nomination: October 31, 2015. To submit a nomination, please download the guide and the application and nomination forms. For more information, please click here. Gender Summit 6 Asia Pacific 2015 (27-28 August, 2015. Seoul South Korea) This event’s theme is “Better Science & Technology for Creative Economy: Enhancing the Societal Impact through Gendered Innovations in Research, Development and Business”, introducing the research evidence that pertains to the benefits of addressing gender issues in science and technology. eLearning Africa: 10th International Conference on ICT for Development, Education & Training This networking event for ICT-enhanced education and training in Africa is one of the largest conferences in the field, useful for those who wish to develop partnerships, as well as be updated and informed on eLearning themes. RESOURCES: The GSMA mWomen Deployment Tracker This is an interactive mapping of existing mobile products and other resources that promote women’s access and use of mobile technologies in developing countries. Oh My Body A mobile application that provides youth with information about Sexual and Reproductive Health and Rights. A Networked Community for Women’s Leadership in Education Technology A community that consists of business experts, educators, technologists and others with the aim of supporting women’s leadership skills and opportunities in education technology. mEducation Alliance The Alliance committed to improving access to mobile technologies for education, especially in developing country contexts. Their website provides updates on events and resources related to m-learning. iLearn This online platform provides an opportunity for women entrepreneurs to share their success stories, as well as their motivation, knowledge and skills. The Social Entrepreneurs Toolkit The Social Entrepreneurs Toolkit is designed for the point when an entrepreneur feels the pressure shifts, the team starts to grow, momentum takes hold and process becomes an eventuality that feels like it threatens purpose, and ultimately the entrepreneur begins the transition from start up to scale up, and they have to balance management and leadership and working ‘on’ the business with the ongoing need to be ‘in’ the business. A 3-hour workshop to help participants apply the ‘tools’ in their social enterprise comprise the following six activities: 1. Building Superteams 2. Finding Focus 3. Purpose vs Profit 4.      Making Friends with Finance 5. Professional Resilience 6. Reverse Engineering Success. The developer of this toolkit, Mr. Sam Conniff, Chairman of Livity www.livity.co.uk, is happy to share the toolkit with all social entrepreneurs with no financial implications. He hopes to refine it based on feedback from users, with the eventuality of developing it into an app, book or other shareable format to benefit a wider audience. For further information, contact Mr. Conniff directly at sam@livity.co.uk. Gender Inequality Index This GII exposes the human development costs of gender inequality, and provides country information on gender disparities. UNESCO Clearinghouse on Global Citizenship Education hosted by APCEIU The brand new Clearinghouse is a useful platform that is constantly updated with the resources from all parts of the world to raise awareness and facilitate information sharing on Global Citizenship Education. NEW PUBLICATIONS: Fostering Digital Citizenship Through Safe and Responsible Use of ICT: A Review of Current Status in Asia and the Pacific as of December 2014 This brand new publication by UNESCO Bangkok is part of the “Fostering Digital Citizenship through Safe and Responsible Use of ICT” project in partnership with Intel. It explores the various interventions that address issues concerning cybersafety, rights, and wellness. Mobile Technologies and Empowerment: Enhancing Human Development Through Participation and Innovation This publication explores current trends in mobile technologies, its impact in developing countries, the relationship with democratic governance and human development, while identifying important challenges and opportunities in using mobile technologies for development. mHealth for Development: the Opportunity of Mobile Technology for Healthcare in the Developing World This publication focuses on the provision of health services via mobiles technologies in remote, and resource-poor environments. Connectivity: How Mobile Phones, Computers and the Internet Can Catalyse Women’s Entrepreneurship. India: A Case Study. This research focused on India to have a closer look at how ICTs are changing economic opportunities for poor women. With useful insights, the publication also provides recommendations for the private sector, government and nongovernment groups to encourage and support women in business through the use of ICT. The Resilience of Women in Higher Education in Afghanistan Due to the many challenges women face in accessing higher education in Afghanistan, this publication identifies these barriers, while underlining the many strengths and opportunities that can help young girls and women acquire a quality higher education degree. Empowering Adolescent Girls and Young Women through Education This Joint Programme seeks to connect education, health, gender equality and empowerment and enable fruitful environments for girls and women to ensure they are healthy and can make informed decisions about their health, education and employability to successfully participate in society. New Vision for Education: Unlocking the Potential of Technology This report provides an analysis of various research studies in order to better understand and define what we mean by “21st century skills”. In a comparative manner, this study also shows that many countries are lagging behind in many of the 16 identified skills, and provides opportunities for technologies that are employed in contextualized ways. Additionally, it provides resources and tools in order to support instruction. Next Issue: The April issue will focus on the theme of New Learning Technologies. If our readers are interested in contributing to this edition, please do not hesitate to contact us. Contact/Feedback: : ict.bgk@unesco.org ICT in Education website: http://www.unescokk.org/education/ict View previous newsletters: http://www.unescobkk.org/education/ict/enewsletter © UNESCO For enquiries/feedback, email: ict.bgk@unesco.org Visit the ICT in Education website: http://www.unescobkk.org/education/ict View previous newsletters: http://www.unescobkk.org/education/ict/enewsletter/ UNESCO Asia and Pacific Regional Bureau for Education, 920 Sukhumvit Road, Prakanong, Bangkok 10110, Thailand view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2889

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Damian Boyle [mailto:boyle.damian@northlandscollege.sk.ca] Sent: 2015-03-25

Subject: RE: Looking for information on soft skills teaching

Good Day, Adeline Duclos!

 I have some experience in area, and have posted links to related materials on EduNorth:  https://edunorth.wordpress.com/ I believe the pages linked below would likely be of most interest for you:

Assessment: https://edunorth.wordpress.com/assessment/ Attitude: https://edunorth.wordpress.com/attitude/ Audience Interest: https://edunorth.wordpress.com/audience-interest/ Budget Plan: https://edunorth.wordpress.com/budget-plan/ Customer Service: https://edunorth.wordpress.com/customer-service/ Databases: https://edunorth.wordpress.com/databases/ Instructional Design: https://edunorth.wordpress.com/instructional-design/ Lessons Learned: https://edunorth.wordpress.com/lessons-learned/ Life Plan: https://edunorth.wordpress.com/life-plan/ Management: https://edunorth.wordpress.com/management/ Memory: https://edunorth.wordpress.com/memory/ Morale: https://edunorth.wordpress.com/morale/ Performance: https://edunorth.wordpress.com/performance/ Plain Language: https://edunorth.wordpress.com/plain-language/ Public Speaking: https://edunorth.wordpress.com/public-speaking/ Questions: https://edunorth.wordpress.com/questions/ Research: https://edunorth.wordpress.com/research/ Self Talk: https://edunorth.wordpress.com/self-talk/ Support Groups: https://edunorth.wordpress.com/support-groups/ Teaching Tips: https://edunorth.wordpress.com/teaching-tips/ Team Building: https://edunorth.wordpress.com/team-building/ Thinking: https://edunorth.wordpress.com/thinking/ Train the Trainer: https://edunorth.wordpress.com/train-the-trainer/ Workplace Skills: https://edunorth.wordpress.com/workplace-skills/ Yours, Damian view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2885

 UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum

Login for read-only access: User “Bulletin”, password “read” Contributions and feedback: unevoc.e-forum@unesco.org

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From: Prof. Millie Perez [mailto:coordinadoravocacional@yahoo.com] Sent: 2015-03-26
Subject: Re: Looking for information on soft skills teaching
Hello Adeline:
Here in United States we have a student organization called SkillsUSA who has a wonderful program of work focalized in soft skills development on vocational schools and technical colleges.
Please visit our website SkillsUSA: Champions at Work and take a look of the teaching resources  we have.
If you need more info please contact me. Thank you. Millie SkillsUSA: Champions at Work http://www.skillsusa.org/ SkillsUSA is a partnership of students, teachers & industry working together to ensure America has a skilled workforce. SkillsUSA helps each student excel.
Prof. Millie Pérez de Francia CSD State Director SkillsUSA Puerto Rico Assoc. coordinadoravocacional@yahoo.com skillsusapr@yahoo.com 787-740-7538

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Fiona Cameron-Brown [mailto:fiona@fionacameronconsulting.co.za] Sent: 2015-03-25 Subject: Training / skills development initiatives for ship/boat building

I am looking for information about industry-driven education and training initiatives that focus on ship and boat building in the Netherlands, Norway, China and Brazil. Any links or information would be most helpful and can be sent to either this address (fiona@fionacameronconsulting.co.za) or to sbb@fionacameronconsulting.co.za Many thanks in advance, for your help Fiona Cameron-Brown view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2886

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Barbara Trzmiel [b.trzmiel@unesco.org] Sent: 2015-03-25 Subject: UNESCO TVET Conference, Malaysia, postponed to August

Dear e-Forum members, This is to inform you that the Asia-Pacific Conference on Education and Training has been postponed and will now be held from 3-5 August in Kuala Lumpur, Malaysia. For more information, please visit our website: http://www.unescobkk.org/education/tvet/asia-pacific-conference-on-education-and-training/ Best, Barbara view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2847 UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum Login for read-only access: User “Bulletin”, password “read” Contributions and feedback: unevoc.e-forum@unesco.org

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 Giovanni Crisona [mailto:giovanni.crisona@gmail.com] Sent: 2015-03-11 Subject: Re: Looking for ideas on innovative strategies for effective management of TVET workshops

dear Ugochukwu, I send you a link to two pedagogic tools that I have created and that has been implemented with a large number of TVET student groups. Both have been included in several EU Commission funded programmes. you can use it for free up to your needs to design new activities. here the links: LEA game: http://www.crisona.it/?p=279 sample download: http://www.crisona.it/wp-content/uploads/2003/01/Career-Counselling-Planning-GAME.pdf CARDS for discussions: http://www.crisona.it/?p=287 You can also download the LIFE train the trainers package designed to include skills for life in tvet courses: https://docs.google.com/file/d/0BxPvXJ9Sd7M1X1NMQzF4VnRsOFE/edit I’m at your disposal, Best regards Dott. Giovanni Crisonà President Tel: 39057350444 | Mobile: +393933342353 giovanni@cscs.it | www.cscs.it giovanni.crisona GRUPPO CSCS Via Puccini n° 80 | 51100 Pistoia – Italy

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 Krolak, Lisa [mailto:l.krolak@unesco.org] Sent: 2015-03-24 Subject: ALADIN Online Alert #3 / Alerte en ligne ALADIN #3 / Alerta Online ALADIN #3

Dear Members of the UNEVOC e-Forum, With this message I send to you the recent ALADIN Online Alert, designed to share recent online and full-text information and documents in the areas of adult learning, adult literacy, lifelong learning and TVET. The ALADIN Online Alert is a new ALADIN initiative, developed by ALADIN member Sharon Hackett from CDÉACF and ALADIN coordinator Lisa Krolak (UIL Hamburg), based on the good example of the IBE Online Alert of ALADIN member International Bureau of Education (IBE). Aladin Online Alert: http://www.unesco.org/education/aladin/pdfaladin/Aladin_Alert_3.pdf Aladin: http://www.unesco.org/education/aladin In this alert you can find for example the following items in the area of TVET: (please note that all resources are fully linked in the Aladin Online Alert) TVET International International Journal for Research in Vocational Education and Training, Vol 1, No 2 Source: IJRVET 1/2 , (2014-12) Skills inequalities in 21 countries: PIAAC results for prime-age adults Source: WZB, 2014-12 UNEVOC network manual of operating procedures Manual available in AR | CH | EN | FR | RU | ES Source: UNEVOC, 2015-03-11 Africa Better Education for Africa’s Rise : The Bear Project Source: UNESCO, TVET Section, 2014-2015 Arab States Better Skills, Better Jobs, Better Lives: a Strategic Approach to Education and Skills Policies for the United Arab Emirates Source: OECD, 2015-02-09 Asia and the Pacific Using the experiences of skilled migrants to reflect on continuing education policies for workforce and sustainable development Source: Encyclopaideia: Journal of Phenomenology and Education, 18/40 (2014) Europe and North America Handbook for VET providers Source: CEDEFOP, 2015-02-18 Improving functional skills qualifications Source: Ofqual, 2015-01-27 La formation duale Source: Bulletin de l’Observatoire compétences-emplois  5/4 (2015-02) Skillset and Match, Issue 3 Source: CEDEFOP, 2015-01 Stronger VET for better lives : Cedefop’s monitoring report on vocational education and training policies 2010-14 Source: CEDEFOP, 2015-03-03 I hope you find the ALADIN Online Alert useful and I encourage you to share it with your colleagues and networks. Best wishes, Lisa Krolak ALADIN coordinator UNESCO Institute for Lifelong Learning (UIL) Hamburg (Germany) view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2884

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ICWE Press Service [mailto:press@icwe.info] Sent: 2015-03-24

 Subject: eLA15: Focus on ICT for education in rural Africa

Press release eLearning Africa, 24 March 2015 eLearning Africa 2015 Focus on ICT for education in rural Africa High-level presentations at eLearning Africa, Africa’s leading conference on technology for development and education, will focus on the role ICTs are playing in transforming the continent’s rural economies by improving access to information and training. Over 70 per cent of African workers are employed in farming and the role ICTs can play in boosting agricultural growth has been identified by the African Union as a key factor in making a reality of its 2063 Vision of a “transformed continent.” The subject has been described as “critical” by African political leaders and will be one of the matters under discussion at a roundtable meeting for education and technology ministers at the conference. eLearning Africa will provide a showcase of a series of presentations about new training-based solutions to some of the most enduring challenges facing Africa’s farming and rural communities. Presenters include: Mr Willis Ndeda Ochilo of CABI, a leading agricultural entomologist, who will explain how CABI’s ‘Plantwise’ initiative, which organises weekly plant clinics supported by an online database with access to international expertise, is helping to improve the productivity of agricultural crops. Ghanaian Mr Albert Yeboah Obeng of Foresight Generation Club, who will discuss the contribution new initiatives, such as online farmer association meetings and agricultural e-commerce, can make not only to economic growth but to more environmentally sensitive farming practices and the development of resilience to the effects of climate change. Mr Creesen Naicker of the MRP Foundation (a part of the Global Literacy Project), who will demonstrate the free, tablet-based learning platforms his organisation has been providing to disadvantaged rural populations in parts of South Africa, such as Kwa Zulu Natal. Mr Nathan Castillo of the University of Pennsylvania will show the effect on struggling learners in rural areas of South Africa of providing culturally contextualised, high-quality digital content in local languages through the ‘Bridges to the Future Initiative.’ “If proven successful,” says Mr Castillo, “the programme will be scaled up to other low performing provinces and then throughout the entire country as a means of improving the quality of early literacy learning that takes place in the most marginalised environments.” ENDS Notes for editors •       eLearning Africa, 10th International Conference on ICT for Development, Education and Training •       May 20 – 22, 2015 •       The African Union Headquarters, Addis Ababa, Ethiopia •       Organisers: ICWE GmbH (www.icwe.net), Ministry of Communication and Information Technology (MCIT) of The Federal Democratic Republic of Ethiopia Contact ICWE GmbH, Ms Rebecca Stromeyer info@elearning-africa.com, http://www.elearning-africa.com, Tel.: +49 (0)30 310 18 18-0 Press Contact ICWE GmbH, Andrea Ricciarelli Andrea.ricciarelli@icwe.net Tel.: +49 (0)30 310 18 18-43, Fax: +49 (0)30 324 98 33 Social media Facebook Group: eLearning Africa Group Facebook Page: eLearning Africa Facebook Page Twitter: @eLAconference #eLA15 LinkedIn: eLearning Africa Youtube Channel: Youtube ICWE Press releases http://www.elearning-africa.com/press_media_news_releases.php News Portal www.ela-newsportal.com eLearning Africa “Through your Lens” Photo Competition http://www.elearning-africa.com/press_media_photo_competition_home_2015.php Photographs http://www.elearning-africa.com/press_media_gallery_2014.php view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2883

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Long, Mike [mailto:mike.long@cna-qatar.edu.qa] Sent: 2015-03-24

 Subject: TVET Vacancy in Qatar – QAPCO Professional Chair in Vocational Studies

Please feel free to share the following announcement among your networks:

QAPCO Professional Chair in Vocational Studies THE OPPORTUNITY: The College of the North Atlantic-Qatar, in partnership with the Qatar Petrochemical Company (QAPCO), invites applications for the newly created QAPCO Professional Chair of Vocational Studies. The initial term of the Chair will be for a 3 year period and based at the College of the North Atlantic-Qatar campus in Doha, Qatar. JOB DESCRIPTION: The fundamental role of the QAPCO Professional Chair in Vocational Studies is to strengthen the applied learning experience delivered by CNA-Q and QAPCO personnel to their students and trainees.  As well, the Chair will be a beacon for development in the TVET sector nationally, regionally, and internationally.  To that end, the candidate will work closely with the College, QAPCO, industry, government departments and agencies, and other educational institutions within Qatar to develop best practices in TVET programming and delivery frameworks, and to promote the value of vocational education and the critical role it plays in Qatar’s economic development. JOB QUALIFICATIONS: CNA-Q seeks candidates who have considerable experience in and have made outstanding contributions to national and international technical and vocational education programming, classroom practice, governance models, and policy. The role is ideally suited to an individual with more than 15 years of industry/college level training experience particularly in an engineering/oil and gas related field. This is not a position where the primary responsibility is academic research. Rather, it is a position designed for a highly experienced, internationally respected, and transformative vocational expert who has a record of proven successes in optimizing national TVET systems. A minimum of a Master’s degree, in addition to the above, is required. Candidates must demonstrate exemplary communication and interpersonal skills and expert fluency in English. Effective problem solving skills, an ability to work in a team and learner-centered environment, and the ability to develop effective working relationships within the College and QAPCO, and with government ministries and industry stakeholders is also required. Intercultural competence, including intercultural sensitivity and adaptability, and the ability to conduct oneself appropriately and effectively in another culture are essential. COMPENSATION: The QAPCO Professional Chair in Vocational Studies comes with a highly attractive salary and expat benefit package. APPLICATION DEADLINE AND PROCESS: The position will remain open until a suitable candidate is identified; however, it is anticipated that the Chair will take up residence in Qatar as soon as possible in the 2015-2016 academic year. A full job description is available to interested and qualified candidates by emailing oari@cna-qatar.edu.qa with the subject line “QAPCO Professional Chair in Vocational Studies”. Final application documents are to include: • Cv • Letter of interest outlining alignment with the Job Description criteria • 4 letters of reference We wish to thank all applicants for their interest, but kindly note only shortlisted candidates will be contacted for follow-up interviews. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2882

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Call For Papers at the 4th Arca Conference

 

Emmanuel Bamfo-Agyei [mailto:emmanuel.bamfo-agyei@cpoly.edu.gh] Sent: 2015-03-20 Subject: Call For Papers at the 4th Arca Conference

The Applied Research Conference in Africa Secretariat is pleased to announce the Call for Papers for its fourth Research Conference. The aim of the Applied Research Conference in Africa is to provide a platform for capacity building and networking among researchers in Africa. THEME: RELEVANCE OF RESEARCH IN ACHIEVING THE MILLENNIUM DEVELOPMENT GOALS IN AFRICA Papers relating but not limited to the following disciplines are welcome: Engineering; Built Environment; Hospitality and Tourism; Food Science; Oil, Gas and Energy; Medicine; Statistical Modelling; Information and Communication Technology; Applied Sciences & Arts; Business; Social Sciences; Humanities. Submission of full paper:     15th April 2015 Refereeing decision:          15th June 2015 Submission of revised paper:  1st July 2015 Conference:                   6th-8th August 2015 www.arcaconference.org You can visit www.ajaronline.com for journal papers. Emmanuel Bamfo – Agyei Director of Technical Vocational Education and Training(TVET) Cape Coast Polytechnic P. O. Box AD50 Cape Coast, Ghana Tel: +233(0)231321326/244026432 Email: emmanuel.bamfo-agyei@cpoly.edu.gh Email:kwaminabamfoagyei@gmail.com view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2880

Sent: 2015-03-19 Subject: Report `New Vision for Education – Unlocking the Potential of Technology`

Dear Forum Members, The World Economic Forum has just released a report entitled “New Vision for Education – Unlocking the Potential of Technology”. “The New Vision for Education project examines the pressing issue of skills gaps and explores ways to address these gaps through technology.” This might well be of interest to many of you. The Executive Summary is available here: http://widgets.weforum.org/nve-2015/#summary The full report (about 8 MB) can be downloaded from here: http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf Best regards Hans Krönner view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2879

Puna Das [mailto:puna_05@yahoo.co.in] Sent: 2015-03-18 Subject: UNESCO Open Access (OA) Curriculum is now online

UNESCO’s Open Access (OA) Curriculum is now online Curriculum for Researchers Module 1: Scholarly Communications Module 2: Concepts of Openness and Open Access Module 3: Intellectual Property Rights Module 4: Research Evaluation Metrics Module 5: Sharing your Work in Open Access Curriculum for Library Schools/ Librarians Module 1: Introduction to Open Access Module 2: Open Access Infrastructure Module 3: Resource Optimization Module 4: Interoperability and Retrieval Full-Text PDF Download: http://cssp-jnu.blogspot.in/2015/03/unescos-open-access-oa-curriculum-is.html ~~~~ Dr. Anup Kumar Das New Delhi, India http://anupkumardas.blogspot.in/ ~~~~ view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2878

Dear Gabriel,

we as UNESCO-UNEVOC are very happy to receive your message and question about teachers/educators/trainers knowlege in ICT in education because we have just started to intensify our activities in ICTs in TVET. We will come back to this forum soon with questions about this topic. I have attached a list of some publications (still small and under development) about ICTs in TVET/education (see link at bottom). Perhaps you can find some interesting articles in it. Further research on UNESDOC http://www.unesco.org/new/en/unesco/resources/publications/unesdoc-database/ might be heplful. Another resource could be the Mobile Learning Week which recently took place in Paris: http://www.unesco.org/new/en/mlw Regards, Uta Roth UNESCO-UNEVOC

Attachment:

Bibliography on ICT in TVET/education http://www.unevoc.unesco.org/e-forum/150113-bibliography_ICT_in_TVET-ur.pdf

Simon Broek [s.broek@ockham-ips.nl] Sent: 2015-03-09

Subject: Looking for good practices in TVET lecturer education and skills development

Dear colleagues,

For a joint European Union/South African study on TVET lecturers in Africa, we are looking for global good practices in TVET lecturer education, both pre-service as in-service that could serve as inspiration for developing TVET lecturer education systems in South Africa, Ghana, Tanzania, Cameroon and Egypt.

Good practices can address: – Specific (new) policies on TVET lecturer education, both pre- and in-service (what are promising developments and trends?) – The implementation of TVET lecturer education policies (how do countries do it?) – Develop specific competency-areas, such as didactics, subject knowledge, work-place knowledge (where should TVET lecturer education focus on?)

It should be noticed that the study primarily focuses on college lecturers, hence the study is more attuned to the school-based TVET system than the work-based TVET system. We would like to match good practices to the situations we come across in the five African countries to provide tailored recommendations. However, we will distribute the good practices identified more broadly to the TVET community as well. Looking forward hearing about interesting practices! Thanks in advance,

Simon s.broek@ockham-ips.nl

view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2868

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From: Simon McGrath [Simon.Mcgrath@nottingham.ac.uk] Sent: 2015-03-10
Subject: Re: Looking for good practices in TVET lecturer education and skills development Simon I don’t know if you know about this VVOB project from South Africa – http://www.vvob.be/vvob/en/programmes/south-africa-improvement-further-education-and-training – which finished a couple of years ago.

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Assistance in conducting a study tour

bai ndure [mailto:baindure@yahoo.com] Sent: 2015-03-10 Subject: Assistance in conducting a study tour Dear E-Forum Members, I am Mr Bai Ndure, a Gambian national and head of TVET unit. I am requesting from all of you to assist me with invitation letter to conduct a study tour in any country with good TVET system. i want to create a very good TVET system in my country since our TVET system is very weak and not quite relevant at all. I will pay for my airticket and so on and will need little assistance from the host country. Counting on your usual gesture towards my request, i remain obliged. Regards, Bai Ndure view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2871

 Medel-Anonuevo, Carolyn Sent: 2015-03-10 Subject: RE: Assistance in conducting a study tour Dear Bai Ndure You might want to try Ethiopia or Ghana. Perhaps you might want to write the respective TVET authorities in the country, and ask for support in the context of south-south partnership. CAROLYN MEDEL-ANONUEVO Senior Programme Specialist (Education) UNESCO Regional Office for Southern Africa Tel.    (263 4) 776775-9 Fax.    (263 4) 776055 Email   c.medel-anonuevo@unesco.org Website www.unesco.org/harare

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Subject: UKFIET International Conference on Education and Development

UKFIET International Conference on Education and Development CALL FOR PAPERS

DEADLINE MARCH 20

 Dear colleagues,

the 13th UKFIET International Conference on Education and Development, “Learning for Sustainable Futures – Making the Connections” will be held from the 15th to 17th of September 2015 at the University of Oxford, UK. See http://www.ukfiet.org/ The conference’s sub-theme “Decent and Sustainable Work” will be co-convened by UNESCO-UNEVOC and the Centre for International Education Research, University of Nottingham. It will be concerned with matters of theory, policy, practice and evaluation and will include policymakers, practitioners and researchers. Proposals are invited which address the following questions: – What does a transformative approach mean in terms of TVET’s contribution to key issues such as sustainable development, human development, lifelong learning or innovation? – How can the transformative approach be reflected in new policies? – What promising practices in transforming TVET already exist and what is their potential for wider replication? – How can new evaluation approaches be used to support practical transformations at the institutional level? Please read more on the sub-theme here: http://www.ukfiet.org/conference/2015-conference-sub-themes/ We invite you to submit papers on the sub-theme Decent and Sustainable work from February 20 – March 20, 2015. This needs to be done formally at http://ukfiet2015.exordo.com/login but please do feel free to discuss drafts if you need to with Simon McGrath (simon.mcgrath@nottingham.ac.uk) and Imke Kottmann (i.kottmann@unesco.org). Please contact Simon if you are having problems with the submissions site. Submission Guidelines The following are guidelines for submission of a paper, symposium and pop-up talk. Please use the following in preparing your submissions: – The maximum length of an abstract is 250 words. – Abstracts are expected to show a clear link to the overall conference theme and chosen sub-theme. You will be required to select which sub-theme best aligns to your submission. – Avoid including references in the abstract unless essential. – Avoid an overly long title for your abstract. For symposium submission, the title of the paper must be included in the abstract. This will put further pressure on the word count so please choose your titles carefully. – Ensure that the context of your abstract is sufficiently clear, e.g. country(ies) of focus, level of education addressed, type or period of research etc. – Indicate, if appropriate, whether the abstract is based on ongoing or completed research. – Use clear and concise language. The official language of the conference is English. Please refer to this link also for the comprehensive submission guidelines: http://www.ukfiet.org/conference/2015-conference-participation-guidance/ For further information please feel to contact us. We appreciate if you could further help us disseminating this call for papers through your networks! Kind regards, Simon and Imke view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2865

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Sent: 2015-03-05 Subject: CIES2015: Education and skills for greening economies

59th Annual Conference of the Comparative and International Education Society

March 8 –13, 2015: Washington, D.C.

PANEL DISCUSSION, 9th March 2015, 1.15 – 2.45 pm Washington Hilton Hotel, Terrace Level, Fairchild West SESSION TITLE:  EDUCATION AND SKILLS FOR GREENING ECONOMIES ISSUES TO BE COVERED IN THE PANEL DISCUSSION The panel will take up issues relating to the role of education and training for greening economies and for sustainable development.  It will draw on the results of a recently completed ADB study on Education and Skills for Inclusive Growth and Green Jobs to explore the transformational role education and training can play in shaping a sustainable future and in assuring an equitable and inclusive society. Specialized skills and talent need to be built to envision a future that is cognizant of the environmental footprints of economic choices. Just as companies have started to acknowledge triple bottom lines of economic, social and environmental gains, so should countries in looking at triple wins of high growth, high employment and high potential for greening. In addition participants from other institutions will share their insights and experiences on the need for capacity development to support and sustain greening initiatives. Two panelists will specifically address the issue from the stand point of Technical and Vocational Education and Training while two other experts will explore the relevance to training and knowledge development from the lens of greening initiatives and the demands they place on human development. Thus the panel will address the topic from different view points with the objective of outlining key policy actions that need to be taken particularly in developing countries of Asia. Chair/Moderator: Shanti Jagannathan, Senior Education Specialist, Asian Development Bank, Philippines Panelists: Rupert Maclean, Honorary Professor of International Education, HKIEd. Hong Kong SAR Deo Prasad, Program Director, Sustainable Development, Architectural Studies, University of New South Wales, Australia. Muthukumara Mani, Lead Economist, The World Bank Margarita Pavlova, Director, UNEVOC Centre, The Hong Kong Institute of Education ===Presentation Abstracts=== Rupert Maclean, Honorary Professor of International Education, HKIEd. Hong Kong SAR Greening TVET for a sustainable future in Asia Asia is experiencing major economic growth and restructuring. Although this economic growth will generate enormous additional wealth, there is an increasing concern that this will not be inclusive and that such rapid growth will be at the expense of the natural and social environment. This presentation will report on the approach and findings of a large scale research study recently sponsored and undertaken by the Asian Development Bank (Manila) on education and skills for green growth and the greening of jobs. This research undertook case studies of India, Indonesia, Sri Lanka and Vietnam, drawing on both quantitative and qualitative sources of data. The presentation will examine the scope and methodology of the study, key issues addressed and  main findings concerning: the role of technical and vocational education and training in addressing emerging challenges; the important roles of government, the business sector, NGOs and development agencies; big change issues emerging from the findings; and areas for further research. Deo Prasad, Program Director, Sustainable Development, Architectural Studies, University of New South Wales, Australia. Sustainability education across sectors – Australian perspective Australia is a developed economy and one which has a high per capita carbon footprint. However the need for education and skills development across sectors is still important for ensuring it can underpin a future greener economy shift. This talk will present activities and initiatives within Australia and those that it supports more broadly in the region, particularly in relation to green skills agreement. The talk will also explore the urban sector in more detail in terms of delivering smart, sustainable and resilient cities of the future. In order to fix the urban problems in growing cities and to design better cities there will need to be a heavy reliance on specific skills and a multidisciplinary approach to problem identification and solving. There are initiatives in place that are trying to bring about this shift in training at all levels. Muthukumara Mani, Lead Economist, The World Bank Will green growth deliver more and better jobs? Job creation is of utmost priority in most developing countries. Millions enter the labor force every month in South Asia. They not only need jobs but better jobs to enjoy the basic standard of living. Growth policies are seen as lynchpin for job creation. But will green growth deliver more and better jobs?  Developing countries need to invest in capacity development, training and education to help people gain access to such jobs.  Workforce development policies and strategies need to take a forward looking approach towards the greening of economies. This presentation will explore the costs of greening of the economies in relation to developing the skills and talent required to optimize and sustain investments made. Margarita Pavlova, Director, UNEVOC Centre, The Hong Kong Institute of Education Empowering people to participate in greening economies People are at the heart of greening economies. Their skills and attitudes are crucial for setting up goals for greening and achieving green restructuring. This paper presents some results of the ADB study and explores the reasons for greening TVET and the extent to which programs have been changed due to greening of economies. It also analyses interesting initiatives, current practices in curriculum development and policies required to support greening of skills. The presentation will address the state of readiness of TVET institutions in responding to emerging training needs for greening economies. It will discuss recommendations on training institutions in developing countries can best equip their workforce with the skills needed to support to transition to greening of the workplace and the development of green products and services. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2866

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From: NOAH NOAH Jean Crépin [akakobala@gmail.com] Sent: 2015-03-10 Subject: Re: ICT in education in Africa

Dears collegues Many thanks for your reactions ICT integration in my UNEVOC Center need to be considered has a discipline, has a second option after skills and pedagogicals methods. The publication which referred to the report of UNESCO-UNEVOC online conference 14-28 may, 2013 “ICTs for TVET” have been very interesting. But if you have something else which can give us others informations please don’t hesitate. Thank you all for your hard work NOAH NOAH JEAN CRÉPIN ICT center of UNESCO-UNEVOC Center of lycée technique de Nkolbisson Phone : 237 694879175 akakobala@gmail.com view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2787

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berhanu tadesse taye [berhanutat@yahoo.com] Sent: 2015-03-09 Subject: Project on Air Pollution in the context of Ethiopia based on Kaizen philosophy

Berhanu Tadesse Taye Amended in Feb 2015 Addis Ababa Ethiopia Abstract The purpose of the study project proposal is to assess Air Pollution in the context of Ethiopia. I want to share my views on the problem that the country has faced and on some of the practical remedial approaches to the problem at hand and designed this mini project for the purpose of obtains funding from donors. I am enthusiastic to lend a hand with by providing innovative practical training based on Kaizen philosophy for individuals formulating them in to micro and small enterprises and entrepreneurs on reduction of air pollution and family planning even at rural area. Ethiopia identified major gaps in the national effort to reduce vulnerability in one of the area of Wag Himra zone Ziqualla Woreda on food insecurity, environmental degradation and embark on a path of sustainable development. High population growth rate combined with backward technologies results in undue pressure on natural resources and lead to chronic vulnerability. The main types of degradation considered are deforestation, traditionally using animal dang for cooking and “Kuraze” for lighting which results brought by this is soil erosion and pasture problems.   The goal of this mini project is to contribute to the reduction of air pollution through better understanding of it and related things which aggravate the issues. Since the profile that female-headed households are more vulnerable to food insecurity and exposed to pollute themselves by household activities. These practices of utilization, in unsustainable manner, have obviously accelerated the deforestation rate resulting in the environmental degradation, climate change, and decline in the soil fertility. So, if you have something about my shared ideas, please lend me your views in your ‘utopian universe’. We can do something by sharing our ideas with each other thereby reducing air pollution better than before. In summary, we can reduce the amount of carbon emission into the air by supplying modern cooking device (i.e. mitad), solar device and Small Scale Bio-Gas Production for every rural and urban areas. Therefore, we can increase our technological beneficiaries, transforming traditional ways of living into modern ways of living. Due to this fact, since the world is dynamic we shall improve our curriculum at the TVET Colleges in the country to be responsive to the societal and economical problems. The quality of life in the woreda is low as indicated lack of using technological equipment and the increasing crude population density. Since we are rich in terms of Sun shine we should have to use it as a sour of energy by making or buying the device solar at household level. The project’s general goal is to contribute to the sustainable development and utilization of the natural resources of the country. The project included the practical production training manual which has scientific description of fuel saving stoves by using materials mold cast…, production raw materials including installation of the last production of mirt stove and how to use it properly, In 1998 E.C or in 2005 G.C, Save the Children United Kingdom (SC UK) attested the researcher by writing a letter of accreditation and vivid clarification about the letter of accreditation, UNESCO-UNEVOC official invitation, Picture of Old (traditional) and modern cooking devices used for baking Injera and its impact and healthy production of new devices, also this mini research includes readers’ comments on the theme. Strongly recommend that, Implement effective and efficient policy interventions encourage invention and innovation for urban and rural areas support and strive for proper utilization of affordable and appropriate technological equipment for the farmers. Tables of content 1.      Project on Air Pollution in the context of Ethiopia     4 1.1.    Introduction    4 2. A Short Account on Agricultural Natural Resources in the World…3 3. A Short Account on Agricultural Natural Resources in Ethiopia……5 3.1.    Introduction    7 3.2.    Asset, non-farm income and coping strategies    7 3.4.    Rapid population growth 9 3.18.3. General Characteristics of Improved Stoves      18 3.25.1. Raw material preparation        25 3.25.2. Production      26 3.25.3. Transportation of mirt stove    27 3.26.   Installation of Mirt stove      27 3.26.1. Different Types of Platforms    28 3.26.2. Seqela Platform Made from Earth and Stone       28 3.26.3. Seqela Platform Made from Stone/Hollow Block or Bricks  29 3.27.   Installation of Mirt Stove      29 3.27.1. How to Use Mirt Stove   30 4.      Specific area of the study called Wag Himra zone Ziqualla Woreda        30 4.2.    Demographic Characteristics     32 4.3     Environmental aspects of Ziqualla Woreda        33 4.4     Empirical evidence of the study 33 5. Conclusion………………..…….34 6. Recommendation…………….…….34 7.1.    To Whom It May Concern  36 7.1.1.   Little to clarify the above     38 Readers Comment on the article……….44 Attachments: Kaizen philosophy (Small improvement) with respect combating air pollution http://www.unevoc.unesco.org/e-forum/1.-Project-on-Air-Pollution-in-the-context-of-Ethiopia.doc Kaizen philosophy (Small improvement) with respect combating air pollution http://www.unevoc.unesco.org/e-forum/1._Project_on_Air_Pollution_in_the_context_of_Ethiopia.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2870

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Shakawat Ali [mailto:sakawat_ali@yahoo.com] Sent: 2015-03-06 Subject: Re: Colours of a Teacher

Comments: A Teacher Should Know his/her subject clearly?? A Teacher Should Understand that teaching is the best profession?? A Teacher Should discharge his/her duties sincerely?? Dr. Engr. Md. Sakawat Ali Principal Bangladesh-Korea Technical Training Centre (BKTTC) Mirpur Road, Darus-Salam, Dhaka-1216, Bangladesh Phone: +88-02-9000184 (Off), +88-02-9000116(Res) Mobile: +88-01552398373, +88-01711976709 E-mail: sakawat_ali@yahoo.com, principalbkttc67@yahoo.com Website: www.skilledbangladesh.info/Bangladesh_Korea

From: Dr.Vinay Swarup Mehrotra [drvs.mehrotra@gmail.com]

Dear Tarun, Happy Holi! I think on this pious occasion, you have asked an auspicious question. A Teacher should know his/her subject well. A Teacher should understand his/her students well A Teacher should do whatever best he/she can do to ensure that his/her students acquire those competencies that would help them to become socially, culturally and economically empowered and motivate them to serve humanity. Best wishes, Dr. Vinay Swarup Mehrotra Head, Curriculum Development & Evaluation Centre and NSQF Cell, PSSCIVE, Bhopal __________________________________ Sent: 2015-03-06 From: Thumakunta Sree Rama [papecrats@gmail.com] Respected Sirs, I cannot resist my temptation of passing on three of my articles reflecting the importance of a Teacher, ready with the psychology of the Students and Parents: Teacher – Children & Me and my World (Word Document): http://www.unevoc.unesco.org/e-forum/Teacher—Children—Me-and-my-World.doc Yours Sincerely T.H. Sree Rama Temple of Enlightenment Awakening Creativity, Honour, Etiquette &

From: Marina Metreveli [mailto:icctgeorgia@gmail.com] Sent: 2015-03-10 Subject: Re: Colours of a Teacher

Dear Friends, Am Marina from Georgia From Teaching English language i moved to  Rural Tourism (SRT) expert, but teaching process will be always the priority among the experience had explored. The main thing for the teacher is his/her higher professionalism. And the necessary thing is: Students come to your classes not only to master English, but also to be happy for warm relationship, mutual understanding and friendship. No friendly relations with teacher, no desirable results in teaching. This is just the preface. Currently our NGO is focused upon Adults and Vocational Education to train rural population in the field of SRT: the effectively coached students will become the professional entrepreneurs and will improve their livelihood. We could share with more if your interest if followed. Have a nice day. Best regards Marina Metreveli International Center for Caucasus Tourism Director/RT Expert 7, M. Lebanidze Str., 0119,Tbilisi, Georgia https://www.facebook.com/pages/International-Center-for-Caucasus-Tourism/1414661915444917 icctprojects@gmail.com www.icct.ge

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John Okewole [scholaruse@yahoo.com] Sent: 2015-02-24 Subject: 2015 School on Hands-On Research in Complex Systems

Dear All, The International Centre for Theoretical Physics in Trieste, Italy is requesting for applications into the 2015 School on Hands-On Research in Complex Systems to be held in Trieste, Italy from 28 June-10 July 2015. The Hands-On Schools provide young scientists exposure to laboratory research involving tabletop experiments, opportunities for professional development (e.g., tutorials on scientific communication, proposal writing), and a forum to present original research. Applications should be made on the web site http://indico.ictp.it/event/a14296/ and March 1, 2015 is the deadline. Please pass on as spaces are still available. John Okewole UNEVOC Centre for Research and Sustainable Development Yaba College of Technology, Lagos Nigeria Attachment: 2015_Hands_on_School http://www.unevoc.unesco.org/e-forum/2015_Hands_on_School_poster.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2857

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Openbaar gedeeld25 feb. 2015

To highlight success stories as well as identify strategies to overcome the gaps that remain, this week we are co-hosting Mobile Learning Week 2015 together with +UNESCO in Paris, France. With the theme “Leveraging technology to empower women and girls”, this fourth yearly gathering gives a record number of more than 1,200 participants a venue to learn about and discuss technology programmes, initiatives and content that are helping to bridge gender gaps in education. Learn more:     http://ow.ly/JAeTZ        #MLW2015

——————————————————————————————————– Satu Järvinen [satu.jarvinen@omnia.fi] Sent: 2015-02-23 Subject: Join DACUM for the first time in Europe / May 18-22 in Finland DACUM (Developing A Curriculum) is a quick yet highly valid job analysis technique. The DACUM process is used to determine the competencies that should be addressed in a training curriculum for a specific occupation. DACUMs are used to develop job profiles for all types of occupations, including top-level managers and specialized jobs. This cost-effective and efficient technique has been validated through research and compares very positively with other job analysis methods. The DACUM Facilitator Training Institute has been designed to provide participants with the necessary knowledge and skills required to successfully coordinate and facilitate a job/occupational analysis using the DACUM approach. It will also introduce participants to key strategies, techniques, and practical approaches for the development of instructional materials. Omnia, the Joint Authority of Education in the Espoo Region, Finland has the privilege to organize the first ever DACUM facilitator training in Europe. This 5-day programme is organized in Finland 18 – 22 May 2015. The number of participants to this high-level training is limited to a maximum of 10 attracting top education experts from Finland and at an international level. More information is available at https://www.omnia.fi/dacum and the attached documents. For more information you may also contact Ms. Satu Järvinen, preferably via email. Looking forward to meeting you in Finland in May! Best Regards, Satu Järvinen Satu Järvinen (Ms) Expert, Education Partnerships Omnia, The Joint Authority of Education in the Espoo Region PO Box 77700, FIN-02770 CITY OF ESPOO satu.jarvinen@omnia.fi skype: sjarvin Tel./WhatsApp: +358 40 126 4936 Facebook: https://www.facebook.com/omniaedupartnerships Attachments: DACUM Brochure http://www.unevoc.unesco.org/e-forum/DACUM-Brochure.pdf DACUM Flyer Finland http://www.unevoc.unesco.org/e-forum/DACUM-Flyer-Finland_satu.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2856 ——————————————————————————————————— Lisa Freiburg [lfr@mdf.nl] Sent: 2015-02-17 Subject: Re: Training programme for entrepreneurship development in water, sanitation and hygiene (WASH) in Ghana Hi Vincent, Thanks for your message. The programme is still under development. The target group of the training will be the youth (up to 35 years old), especially those youth who are finding it difficult to find employment, but of course we would welcome others who are interested in setting up a business in WASH as well. If you would like to receive updates about the programme, please have a look at www.startwashingup.wordpress.com or contact me directly at lfr@mdf.nl I came across interesting work done in India around business development in WASH. Its a toolkit for those who are looking to set up a business in this sector. http://www.microwaterfacility.org/library/water-and-sanitation-business-development-toolkit/276/general-information.html I hope others will also find it useful for their work. Regards, Lisa view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2835 —————————————————————————————————– Himal Karki [himal82@yahoo.co.in] Sent: 2015-02-11 Subject: TEVT and SLF How can we link TEVT with sustainable livelihood framework (SLF)? ###Moderator comment: I believe it would be helpful if you could provide more background information about the motivation of this very important question. Meanwhile please take a look at the publications in this list, this should be a good starting point: http://www.unevoc.unesco.org/go.php?akt=ft&q=UNEVOC+Publications&unevoc=0&qs=livelihood You can find a definition of “Livelihood Skills” in the TVETipedia Glossary: http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&id=604 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2844 —————————————————————————————————— Max Ehlers [m.ehlers@unesco.org] Sent: 2015-02-12 Subject: UNESCO Mobile Learning Week 2015 Dear colleagues, In 2 weeks time, UNESCO will once again host the Mobile Learning Week  in Paris.  This year’s theme is “empowering women and girls”. The event will support discussion around four focus areas: equitable access, gender-sensitive content and pedagogy, literacy and skills development. UNEVOC will participate in the event. Together with the UNESCO’s section of Youth, Literacy and Skills Development we will organize a session with the following title: Using mobile technology in skills development for women: A glimpse into promising practices to improve skills for employability The session will be on Tuesday, 24 February 12:10 to 13:30 The set of breakout sessions will look specifically at creative initiatives which have been developed in Africa (Tunisia), Asia (Philippines and Bangladesh) and Europe (Finland), where especially designed applications act as tools to support skills development and women and girls transition to the labour market. It will also explore the potential of data analytics in using the available data about the users and their needs. The breakout session will be organised in a panel presentation with interactive activities to demonstrate the applications. During the session, 2 UNEVOC Centres will be presenting their work: Maria Susan P. Dela Rama, Executive Director of the Certification Office in TESDA, Philippines, will present on “Upskilling and empowering Overseas Filipino Workers in vulnerable work areas through online training programs”. Mervi Jansson, Director of Education Partnerships in Omnia, Finland will highlight a project on “Using mobile technology and social media in training the entrepreneur community in Finland”. For a full description of the session please consult the attached document (see link below) As far as I know it is still possible to sign up for participation in Mobile Learning Week. For more information about the event, please consult http://www.unesco.org/new/en/mlw Best regards Max Ehlers UNESCO-UNEVOC International Centre Attachment: UNEVOC session MLW 2015 http://www.unevoc.unesco.org/e-forum/2015-02-10-TVET-session-at-MLW-2015.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2849   ——————————————————————————————————- Barbara Trzmiel [b.trzmiel@unesco.org] Sent: 2015-02-12 Subject: UNESCO TVET Conference, June 2015, Malaysia Dear e-forum members, I am pleased to inform you that UNESCO is organizing a regional TVET conference from 10-12 June 2015 in Kuala Lumpur, Malaysia. As a follow up to the 3rd International Congress on TVET (Shanghai, 2012), the Asia-Pacific Conference on Education and Training aims to bring together a range of TVET stakeholders (high-level government officials, development partners, representatives from the corporate sector, NGOs, civil society, youth and employer organisations, as well as researchers) to discuss TVET development in the Asia-Pacific. This Conference will focus on key issues in TVET such as ICT, partnerships, greening TVET and skills for economic development. If you would like to know more, visit our conference website: http://www.unescobkk.org/education/tvet/asia-pacific-conference-on-education-and-training/ Best, Barbara view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2847 ——————————————————————————————————– Serena Gut [info@vpet-congress.ch] Sent: 2015-02-12 Subject: Second VPET Congress: 20 – 22 June 2016 Dear Colleagues We are pleased to announce the second edition of the International Congress on VPET: It will take place from 20 – 22 June 2016 in Winterthur, Switzerland! Details about the next edition’s focus and the programme will soon be available on the website www.vpet-congress.ch and on www.facebook.com/VPET.Congress We would be happy to meet you at the congress’ second edition on this important subject of vocational and professional education and training from 20 – 22 June 2016 in Winterthur. Best regards from Winterthur, LOC VPET Congress email: info@vpet-congress.ch web: www.vpet-congress.ch facebook: www.facebook.com/VPET.Congress view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2846 —————————————————————————————————- Julia Schmidt [mailto:juschmi8@googlemail.com] Sent: 2015-02-11 Subject: 1st issue of Newsletter Learning and Working in the Informal Economy published Dear Colleagues, The GIZ Toolkit „Learning and working in the informal economy“ has become a great success, and we have received a lot of positive feedback on it: http://www.giz.de/expertise/html/10629.html We are now happy to announce the launch of the Toolkit Informal Economy Newsletter. Its aim is to inform readers about new trends and articles within the Toolkit. The newsletter will also provide links to other relevant publications. It will be published two to three times a year. The focus topic of the first issue is the informal economy in Africa. Among other articles, it contains an Editorial by Franziska Franzen, Desk Officer TVET at the BMZ, and a review of “Learning in Africa’s Informal Economies” between 1965 and 2015 by Robert Palmer. You can subscribe to the newsletter in the GIZ media centre at: Thematic Newsletters > Toolkit Informal Economy at http://www.giz.de/en/mediacenter/117.html For any questions, or to suggest further contributions to the toolkit, please contact us at toolkit@giz.de. Best regards, Julia Schmidt on behalf of the GIZ Toolkit Team view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2845 —————————————————————————————————-   TVET Students and Equal Opportunity principles Dear Ahmed, I think it is great idea to establish separate learning paths for students learning TVET courses. In Somalia/Somaliland, TVET graduates are allowed to join universities only if they have other qualifications, like secondary certificate or equivalent. We also set some equalities between TVET and other formal education qualifications. For example, we have three Levels of TVET graduation. If a student graduates from Level I, his/her qualifications gives the opportunity to join Primary school and if he/she has Level II qualifications, He/She can join secondary and then follows university for Level III graduates. Now I see you are starting foundations of special technical institutions and I think it is more effective than the holistic approach. In doing so, I have the following suggestions to be considered before trainings started: 1. Development of TVET Qualification Framework 2. Establishment of National TVET Qualification Authority that resumes overall implementation responsibility. 3. Development of Examination and Certification Modalities 4. Since you are shifting to new scenario, you may need to consider development of new Modules/curricula for trainings Kind Regards, Jimale Magan |  Skills Training and Employment Promotion (STEP) Project Manager| Save the Children | Somaliland Country Office | Tel +252 2 570163/570159/570158| Mobile +2522 (0) 63 4465380| Skype: jimce.magan | jimale.magan@savethechildren.org  | www.savethechildren.net

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Serena Gut [info@vpet-congress.ch] Sent: 2015-02-19 Subject: Re: Second VPET Congress: 20 – 22 June 2016

A pre-registration for the VPET Congress in June 2016 in Winterthur, Switzerland is now possible on: http://www.vpet-congress.ch/?q=en/preregistration Best regards, Serena Gut view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2846

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Dr.Suniti Sanwal [drssanwal@gmail.com] Sent: 2015-02-20 Subject: Re: Seeking help in developing skills development programs India

PSS Central Institute of Vocational Education (NCERT) Bhopal,has been mandated by MHRD for developing Competency curriculum and courseware for all vocational courses at school level. You may see the Website www.cive.org Regards Prof. Suniti Sanwal Professor & Head Department of Humanities, Science, Education & Research PSS Central Institute of Vocational Education (A Constituent Institute of NCERT,Ministry of Human Resource Development, Government of India) RIE Campus Shyamala Hills Bhopal-462013 MP (India) http://www.psscive.nic.in view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2851

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Anthony Mann [anthony.mann@educationandemployers.org] Sent: 2015-02-26 Subject: New publication

New publication:  How should our schools respond to the demands of the twenty first century labour market?  Eight perspectives A new publication from Education and Employers Research highlights the ways that schools, with a focus on the UK, can respond to a jobs market which has changed radically over the last generation making it more difficult for young people to compete for available employment. How should our schools respond to the demands of the twenty first century labour market? Eight perspectives Edited by Dr Anthony Mann (Education and Employers Research) and Prue Huddleston, Emeritus Professor at the University of Warwick, the new report features interviews with eight leading commentators on the relationship of education and employment: •       The head of education and skills at the world’s most influential international body working on these questions (Andreas Schleicher of the Organisation for Economic Co-operation and Development), the head of the world’s leading academic institute focused on education (Professor Chris Husbands of the UCL Institute of Education) and the chair of Education, Training and Skills at the University of Oxford (Professor Ewart Keep) •       Leaders of workplace membership bodies representing some 200,000 owners of small businesses (David Pollard of the Federation of Small Businesses), 135,000 professionals working in human resources (Peter Cheese of the Chartered Institute of Personnel and Development) and of six million individual employees (Kay Carberry of the Trades Union Congress) •       The editors of the two most important international academic journals addressing these questions: Professor Lorna Unwin of the Journal of Vocational Education and Training, and Professor Hugh Lauder of the Journal of Education and Work, each of whom is a prolific and globally influential scholar exploring the relationships between education, skills and work. Three key themes emerge from the interviews: •         the working world is becoming more complex increasing the significance of careers education especially where it is rich in workplace contacts •         school to work transitions are becoming ever more fractured requiring young people to leave education better equipped with recruitment skills, resilience and support into employment •         employers are becoming more demanding seeking recruits who are personally effective in applying knowledge in unfamiliar situations raising the importance of enterprise education. The report forms part of an ongoing project looking at how schools can best prepare young people for successful working lives. To read the report: http://www.educationandemployers.org/research/how-should-our-schools-respond-to-the-demands-of-the-twenty-first-century-labour-market-eight-perspectives/ More details: www.educationandemployers.org/research Dr Anthony Mann Director of Policy and Research Education and Employers Taskforce Challoner House 19-21 Clerkenwell Close London EC1R 0RR Telephone 0207  566 4880 Mobile 07748 140 617 www.educationandemployers.org Inspiring the Future – tens of thousands of people talking about their careers, jobs, and education route Research – Latest research, seminars and conferences @Edu_employers view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2861

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Rajan M Karakkattil [rkarakkattil@gmail.com] Sent: 2015-02-26 Subject: Skill Development Practitioners/experts for the interactive dialogue-reg

Sir We are a development organization based in Thiruvananthapuram, India working for the marginalized sector of the society  through sustainable livelihood promotion and skill development. We have collaborated with various development organizations working in the field of skill development. We are in the process of scaling up the existing projects and programmes. We are seeking skill development practitioners and experts in the field for the further development and engagement with various projects in the organization. If you seem that you are interested for the assignment, please respond to Rajan M Karakkattil Chief Programme Coordinator Malankara Social Service Society St.Mary’s Campus, Pattom .P.O Thiruvananthapuram-04 Kerala India Mob# 919846159915 Email :rkarakkattil@gmail.com www.msss.org view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2862

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Jeremy Gibberd [mailto:itshose@gmail.com] Sent: 2015-02-25 Subject: Call for abstracts Smart and Sustainable Built Environment Conference

The second call for abstracts for the fifth International Smart and Sustainable Built Environment Conference (SASBE2015) is now open. Deadline for Abstracts is 31 March 2015. SASBE2015 is part of a global conferences series, with previous events being organized in Australia (2003), China (2006), The Netherlands (2009) and Brazil (2012). The conference is hosted by CIB (International Council for Research and Innovation in Building and Construction), the CSIR and the University of Pretoria and will be held on 9, 10, 11 December 2015, in Pretoria, South Africa. Building Research Information (BRI), Smart and Sustainable Built Environments (SASBE) and Acta Structilia Journals have expressed an interest in publishing papers from the conference For more information, and to submit an abstract, visit www.sasbe2015.com view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2863

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Subject: The CVA-ACFP December 2014 Newsletter / CVA-ACFP Infolettre décembre 2014

From: cvaacfp [cvaacfpbulletin@gmail.com] Sent: 2015-01-14 Subject: Subject: The CVA-ACFP December 2014 Newsletter / CVA-ACFP Infolettre décembre 2014

In English http://cva-acfp.org/a/2014-12-en.html In French http://cva-acfp.org/a/2014-12-fr.html 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 The Newsletter is in English and French. —- 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. Le bulletin est en anglais et en français. – Become a member http://cva-acfp.org/membership/becoming-a-member – Join us in LinkedIn http://goo.gl/O9isT – Twitter  https://twitter.com/CVA_ACFP – Scoop.It! @Canadian Vocational Association / Association canadienne de la formation professionnelle Includes all the tags / inclue les étiquettes view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2826

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2015-01-14 Subject: Re: Measuring skills for work – indicators for a post-2015 TVET target

Dear E-forum members, Just a reminder: the online-consultation on education indicators for the Post-2015 global agenda is still on… but not for long. Which indicators (existing or not) have the potential to be globally comparable and relevant to the Post-2015 targets ? Should some outcome indicators be prioritized ? … You have until the 30th of January to send your ideas and feedbacks on those key issues for TVET (and education) to the UNESCO Institute for Statistics (UIS). The consultation is wide-opened. Quoting M.Albert Motivans (UIS), UIS “very welcome the views of governments, international organizations, non-governmental organizations, researchers, teachers, youth and anyone with an interest in education”. The feedback form is available here: http://www.uis.unesco.org/Education/Pages/post-2015-education-indicators.aspx?SPSLanguage=EN You can also read the call from M. Albert Motivans (UIS) on NORRAG: https://norrag.wordpress.com/2015/01/14/post-2015-education-calling-for-your-feedback-by-30th-january-2015/. And, of course, do not hesitate to further discuss the matter on this e-forum thread! Best regards, Jean view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2798

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Sent: 2015-01-12 Subject: Arabterm: Technical Dictionary in Arabic, English, German and French

Dear e-Forum users, we invite you to read this article on the efforts at unifying the Arabic language especially with regards to technical terms for certain specialised concepts. The information on this article has been submitted by Bouamar Lamyaa, who works for Arabterm: http://en.qantara.de/content/the-arabic-language-a-better-understanding According to the description on the website at http://www.arabterm.org Arabterm is a joint publication of the Arab League Educational, Cultural and Scientific Organization (ALECSO) and the German Federal Ministry for Economic Cooperation and Development (BMZ).  The independent project based is on the measures for standardising technical Arabic terminology, which are being led by the Arabisation Coordination Bureau (BCA) in Rabat on behalf of ALECSO. These standardisation measures are governed by the decisions made at the General Conferences on Arabisation, organised and held regularly by ALECSO, and attended by language academies and education ministers from Arab League member states. These measures also have been reflected in the ‘standardised dictionary’ published by ALECSO. In ARABTERM, an asterisk marks each entry that has already undergone this Arabisation process. The Technical Dictionary ARABTERM, organised per industry sector, provides a generally accessible reference for the consistent translation of textbooks, curricula, technical manuals and other specialised texts. Users are encouraged to actively contribute to the dictionary. An interactive discussion forum offers you the opportunity to exchange ideas on linguistic problem areas in the various disciplines, as well as suggest new terms or more detailed definitions. These discussions and suggestions will provide the basis for an annual revision of the databank conducted by the Arab-German expert groups. Tarik Bary, who is also a professor at Ain Shams University in Cairo, has been working for years with a team of translators to deal with such problems. They are contributing to an online dictionary called “Arabterm”, compiling technical terms in Arabic, English, French and German. Of the six volumes planned, four have already been published and are available for free online: “Automotive engineering”, “Water technologies”, “Renewable energies” and “Electrical engineering”. Two more volumes, “Textile industries” and “Transport and infrastructure”, are coming soon. ***Moderator comment: We have tried to get in touch with Lamyaa Bouamar and Arabterm. However, the email address provided by Bouamar Lamyaa [lamyaa.bouamar@giz.de] is not working, nor is info@arabterm.org. This is why we have decided to hold back many messages that Lamyaa Bouamar has tried to disseminate on the e-Forum in the past. If anybody is in touch with Lamyaa or others involved in the project please let them know so they can fix this issue. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2825

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Subject: RE: Training and evaluation

Hi Ziba Training is now becoming an Industry and your enquiries are major ones and have to be answered via dedicated lengthy courses. It doesn’t  matter your are specialized in Electrical, Mechanical, Control / Instrumentation, Civil or Process / Production Engineering, the same methodologies in Training & Evaluation (Assessment and Verification) are applied. I have developed such required courses and you can refer to my publications of the outline of these courses at the following documents: Competency Assurance Management System CAMS for Enterprises & TVET Institutions http://www.unevoc.unesco.org/e-forum/Competency-Assurance-Management-System-CAMS-for-Enterprises—TVET-Institu_.doc Competency Based Approach to Training & Career Development – Course Outline http://www.unevoc.unesco.org/e-forum/Competency-Based-Approach-to-Training—Career-Development–Course-Outline.doc Quality Assurance Management of TVET & TVET Institutions – Course Outline http://www.unevoc.unesco.org/e-forum/Quality-Assurance-Management-of-TVET—TVET-Institutions—-Course-Outline.docx Strategic Management of TVET & TVET Institutions – Course Outline http://www.unevoc.unesco.org/e-forum/Strategic-Management-of-TVET—TVET-Institutions—-Course-Outline.doc Eng. Moustafa Wahba Competency Assurance & TVET Consultant Scottish Qualification Authority SQA Qualified Internal Verifier IV E-mail address: mmm.wahba@gmail.com

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Subject: RE: Seasons greetings and a look back at 2014

Dear Colleagues and Forum Members, Let me join the sentiment of appreciation and convey my thanks for the learning opportunities offered by this list server and the generosity of colleagues.  Thank you all for an interesting discourse in 2014! To broaden the scope of discussion, I would like to share a recent article that we published which linking TVET with workforce development and country development.  This research examined the experience of Singapore and its development strategy anchored in its human resource development interventions and raised the question whether Singapore experience is unique and can’t be replicated.  This paper titled “Learning to Grow Beyond the Middle Income Trap – Singapore as an Export Model?” is available at http://poldev.revues.org/1803 Wishing you all a productive 2015 and another fruitful exchanges, Lichia Saner-Yiu Prof. Lichia Saner-Yiu, Ed.D. Centre for Socio-Eco-Nomic Development Accredited by ECOSOC since June 2014 Special Consultative Status to the United Nations CP 1498, Mont Blanc, 1211 Geneva 1, Switzerland Tel. +41-22-906-1720, Fax. +41-22-738-1737 www.csend.org, www.adequate.org, www.diplomacydialogue.org

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Seasons greetings and a look back at 2014

Subject: Seasons greetings and a look back at 2014

Dear e-Forum members, Season’s Greetings and a Happy New Year 2015 to you all from the UNESCO-UNEVOC International Centre! For UNEVOC, it was an important year. In October, we organized the 3-day global forum “Skills for work and life – post 2015” in Bonn, with one extra day only for UNEVOC Centres. It was the largest and longest event we have ever organized, and it was very fruitful. Of course, all of this will have to be translated into continuing intensification of UNEVOC Network collaboration to exchange promising practices, learn from one another and start joint initiatives. To learn more about the Global Forum, see here: http://www.unevoc.unesco.org/go.php?q=SWL+2015+-+Programme On the e-Forum, we have seen yet another year of enriching discussions and information exchanges. We would like to thank all of you for continuing to contribute to the discussions and for sharing your knowledge and insights! Just like in previous years, e-Forum membership has continued to grow. More than 3700  (one year ago: 3250) individuals are currently subscribed to the mailing list, and many more follow discussions using the online interface. The largest group of members come from the Asian region, followed by Africa, Europe/North America, Latin America and the Arab States. Partly this reflects population figures, but in some parts of the world it will certainly have a major effect that almost all exchanges are in English. A record number of 1,640 messages have been shared from January until today, coming from more than 577 different contributors (which is less than 2013). In total we had 312 different discussion topics. The “Top 10 Contributors in 2014″ were Moustafa Wahba, Myrla Morta, Simon McGrath (he moderator one of our virtual conferences), the UNESCO-UNEVOC International Centre, YP Chawla, James D. Roumeliotis, Damian Boyle, Rajat Khawas, Dr Ahmed Elgeushey, and Rafael Barrio Lapuente. This year we organized three more virtual conferences on the e-Forum platform. In April we saw active participation in an unusual topic: Revising the 2001 Revised Recommendation concerning Technical and Vocational Education. In May Professor Bill Lucas moderated Vocational Pedagogy: what it is, why it matters and how to put it into practice. And in October we discussed Skills for the creative industries. The reports that were published on the basis of these virtual conferences are available to everyone at http://www.unevoc.unesco.org/go.php?q=e-Forum%20-%20Virtual%20Conferences We welcome any suggestions you may have to improve the virtual conferences. Of course, if you have general feedback about the e-Forum, we would also love to hear from you. Many have also participated in survey about our online services, the feedback will be considered in future developments. You are always welcome to send us feedback through unevoc.e-forum@unesco.org! On behalf of the entire UNEVOC team, we would like to wish you all a very happy festive season and look forward to receiving your contributions in the New Year.  Please find our season’s greeting here: http://www.unevoc.unesco.org/fileadmin/up/UNESCO-UNEVOC-ChristmasGreetings.jpg Best regards, The e-Forum Team and all staff at the UNESCO-UNEVOC International Centre view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2812

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Subject: Language and Linguistics MOOCs ready to register

https://www.youtube.com/watch?v=cmoBVyujIko#t=52

Dear VLC Community members, In February, we will witness a massive launch of massive (free) open online courses in linguistics. Four courses will start on 1 February 2015: Linguistics 101 – Fundamentals Linguistics 103 – The Nature of Meaning Linguistics 201 – The Structure of English and the new “adaptive MOOC” Linguistics 104 – Morphology and Syntax (which will start slightly later in March) This is the first time that a “MOOC Curriculum” will be on offer. And as usual, we will supply you with the wealth of VLC material: Multimedial Virtual Sessions, Mastery Worksheets, Videos (Macro- and Microteaching) plus flanking material (our usual interactive practicals and a lot more). For the first three MOOCs, you can already register, MOOC 104 will be up soon. To register, just login to the VLC, then visit the registration office and select your course(s). Each course start site provides you with further details. So join us and be part of it. J. Handke on behalf of your VLC-Team Contact: www.linguistics-online.com or http://youtu.be/cmoBVyujIko for details view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2816 Subject: RE: Language and Linguistics MOOCs ready to register Good Day, Juergen! I have posted links relating to Languages and Linguistics on EduNorth: https://edunorth.wordpress.com/languages/ These links are pasted below. (Note to our Good Moderators:  Please, Please, Please make hypertext work in e-forum messages.  Thanks!) [Moderator comment: agreed, have to seriously consider switching from text-only to HTML. In this case, dear e-Forum users: Please use the above link for full access to the list below] Mine Lingo & Slang Dictionary of Slang (UK) http://www.peevish.co.uk/slang/index.htm Dictionaries and Glossaries:  Language Portal of Canada http://www.noslangues-ourlanguages.gc.ca/decouvrir-discover/outils-tools/ol-lt-eng.html?gclid=CPvk1ND97rsCFYw1QgodokIAYg Glossary:  Cornish Mining World Heritage Site http://www.cornish-mining.org.uk/delving-deeper/glossary GLOSSARY OF FREQUENTLY USED TERMS IN EXCAVATION AND BLASTING http://www.nps.gov/history/history/online_books/npsg/explosives/Terminology.pdf Glossary of Terms (The Northern Miner) http://www.northernminer.com/resources/Tools/glossary.aspx?&er=NA How to Speak like a Gold Miner: Slang in the Yukon http://learni.st/users/Klondike/boards/49903-how-to-speak-like-a-gold-miner-slang-in-the-yukon#/users/Klondike/boards/49903-how-to-speak-like-a-gold-miner-slang-in-the-yukon Mindat:  Searchable Database and Glossary http://www.mindat.org/ Mining Glossary (Mineral Resource Analyst Group) http://www.mrag.ca/Mining_Glossary.html Slang Dictionary (John Camden Hotten) http://www.gutenberg.org/ebooks/42108 U.C.L.A. Slang 2 (Pamela Munro, et al.) http://www.linguistics.ucla.edu/publications/OPL_12.pdf Unspeakable English http://www.bbc.co.uk/radio4/routesofenglish/storysofar/programme2_4.shtml Language Learning & Tutoring Resources Online Advancing Cultural Diversity in Volunteer Management American Association for Applied Linguistics American Speech – Language – Hearing Association (ASHA) American Translators Association ArabTerm Technical Dictionary:  Arabic-German-English-French Bilingual Bambino (Deaf Sign Language) Bob Wilson’s autoenglish British Association for Applied Linguistics CALPER (Pennsylvania State University) Canadian Association of Speech – Language Pathologists & Audiologists CBC – ESL (Pilot Project, 2011) Center for Applied Linguistics (CAL) Children of the Code Cree – English – French Dictionary (East Cree) Cree (Four Directions Institute) Cree Dictionary (Nehiyaw Masinahikan) Cree Literacy Network DANA Foundation (Brain Information Gateway) Dene / Cree Elderspeak Dogrib Dictionary (UVic) English as She is Spoke English Language Teaching (Canadian Center of Science and Education) English Pronunciation Online (English – Spanish) English Spanish Translator Org ESL & GED (Lake Country Adult Learning Connection) ESL and Applied Linguistics (Cambridge University Press) ESL and Literacy:  A Survey of the Literature (Centre for Literacy) ESL Special Collection (National Institute for Literacy) Esperanto Firefox Language Support First Nations Languages of British Columbia (UBC) First People’s Language Resources (People’s Paths) Foreign Language Dictionaries & Translations (Humanitas International) GNU Operating System How Young Children Learn English as Another Language (Opal Dunn) Indigenous Language Institute Instructional Models and Strategies for Teaching English Language Learners Joomla! Journal of Neuroscience Kato Lomb’s Strategies for Language Learning and SLA Theory (Scott Alkire) Language Anxiety and Learner Self-Management (Hauk & Hurd) Language Conferences Worldwide Language Geek Language Portal of Canada Languages Canada Languages Commissioner of the N.W.T. Learning Paths (Luciano Mariani) LINC 4 Classroom Activities (Canada) LINC Home Study (LEAD, Canada) Linguapax Literacy Information and Communication System (LINCS) Mandatory Language Testing (Canadian Bar Association) Moniyaw Linguist National Association for Language Development in the Curriculum (UK) National Asssociation of Judiciary Interpreters & Translators Native Languages of the Americas Native Village Language Library Omniglot:  Writing Systems & Languages of the World On Language, Translation and Comparative Stylistics (Erudit) On Teaching Strategies in Second Language Acquisition (Yang Hong) Online Dictionary of Playground Slang (ODPS) PeaceWomen Translation Initiative Phonetics and Phonology (Macquarie University) Phraselator (Voxtec) Places of Articulation Diagrams (Azus Notes) Poetry Translation Center Primary Languages (UK) Proceedings of the National Academy of Sciences (US) Reverso:  Translations, Grammar, Conjugations RWTH Arabic – to – English Spoken Language Translation System (IEEE) Saskatchewan Indian Cultural Centre:  Our Languages SEDL (Southwest Educational Development Laboratory) Six Key Strategies for Teachers of English-Language Learners  (UC Santa Cruz) Society for Neuroscience Summer Institute of Languages in Mexico The SWADESH List of Basic Vocabulary Words in Eight Languages https://webspace.utexas.edu/bighamds/LIN312/Files/Swadesh.pdf Teaching English (British Council) TECNOPARLA (Speech to Speech:  Spanish, Catalan, English) TESL Canada Federation TESL-EJ (Electronic Journal for English as a Second Language) Text Size in Translation (W3C) Translate Text on iGoogle TUN Institute of Learning (Burmese, English, and Pali) Turtle Island Native Network Tutor Support (Hopelink) Ultraconserved words point to deep language ancestry across Eurasia http://www.pnas.org/content/early/2013/05/01/1218726110.full.pdf+html Yinka Dene Language Institute (YDLI) By the way, if you have any links to resources relating to Plain Language & Cartoon Use for Instruction and Learning, please do share these me. Thanks! Yours, T. Damian Boyle Workplace Educator Northlands College Canada www.northlandscollege.sk.ca

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cvaacfp [cvaacfpbulletin@gmail.com] Sent: 2015-02-08 15:14:07 Subject: CVA-ACFP Newsletter January 2015 / CVA-ACFP Infolettre de janvier 2015

In English http://cva-acfp.org/a/2015-01-en.html In French http://cva-acfp.org/a/2015-01-fr.html 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 The Newsletter is in English and French. —- 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. Le bulletin est en anglais et en français. – Become a member http://cva-acfp.org/membership/becoming-a-member – Join us in LinkedIn http://goo.gl/O9isT – Twitter  https://twitter.com/CVA_ACFP – Scoop.It! @Canadian Vocational Association / Association canadienne de la formation professionnelle Includes all the tags / inclue les étiquettes view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2839

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Lisa Freiburg (lfr@mdf.nl) Sent: 2015-02-05 Subject: Training programme for entrepreneurship development in water, sanitation and hygiene (WASH) in Ghana

Dear e-Forum members, Last year, I left UNEVOC in Bonn to start working in Ghana on entrepreneurship development in the water, sanitation and hygiene (WASH) sector. Together with my colleagues, we are looking to develop a training programme that supports the promotion of setting up enterprises in the WASH sector by providing young people with the knowledge, skills and attitudes to set up sustainable WASH enterprises. Introducing such a (training) programme should improve access to WASH facilities (poor sanitation is one of Ghana’s key challenges, and the source of numerous serious diseases), as well as serving the growing numbers of young people who are unable to find a job yet are interested in setting up a business. As I have just arrived in Ghana, I would like to learn about what other organisations are doing in this respect (enterprise development / training in WASH), especially in Ghana/West-Africa. If you are an organisation working in Ghana on WASH in schools and entrepreneurship development, I would love to hear from you. You can contact me directly at lfr@mdf.nl Thank you! Lisa Trainer Consultant, MDF West Africa https://www.mdf.nl/mdf-offices/mdf-west-africa/welcome-to-mdf-wa/ view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2835

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ADAPT International [ls@adapt.it] Sent: 2015-02-05 Subject: E-Journal of International and Comparative Labour Studies, January 2015, Volume 4, Issue No. 1

ADAPT University Press E-Journal of International and Comparative Labour Studies January 2015, Volume 4, Issue No. 1 Dear Friends and Readers, We are pleased to deliver the latest issue of the E-Journal of International and Comparative Labour Studies, the online review promoted by ADAPT University Press. Below you will find the contributions, which can be downloaded free of charge from the EJICLS website. For further information and to submit your manuscript, make contact with us at ls@adapt.it Best wishes. Malcolm Sargeant and Michele Tiraboschi Web version: http://www.adapt.it/EJCLS/index.php/ejcls_adapt/issue/current Full Manuscript (pdf): http://www.adapt.it/EJCLS/index.php/ejcls_adapt/article/download/262/334 Contributions Pietro Manzella, Lost in Translation: Language and Cross-national Comparison in Industrial Relations Andrew Langille, Lost in Transition: The Regulation of Unpaid Labour during the School-to-Labour Market Transition in Ontario Davide Arcidiacono, Between Training and Work Experience: The Effectiveness of Post-graduate Internships and Placement Services Anthony P. Carnevale, Andrew Hanson, Learn & Earn: Career Pathways for Youth in the 21st Century Lilli Casano, Building Employability in Higher Education and Research Paths: Experimental Forms of Higher Apprenticeships and Industrial Doctorates in Italy Ezequiel Saferstein, Daniela Szpilbarg, Working in Informational Capitalism: The Case of the Argentinean Publishing Industry Peter Norlander, Christopher Erickson, Sarosh Kuruvilla, Rangapriya Kannan-Narasimhan, India’s Outsourcing Industry and the Offshoring of Skilled Services Work: A Review Essay Commentary Samuel Andreas Admasie, Ethiopia and the Surge of Wage Labour Book Reviews Ian Hampson, Workforce Development and Skill Formation in Asia by John Benson, Howard Gospel and Ying Zhu. A Review view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2837

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SEED [seedawards2015@seed.uno] Sent: 2015-02-05 Subject: 2015 SEED Awards: Call for applications now OPEN

Dear Friends and Colleagues, We are pleased to inform you that SEED has just launched the 2015 SEED Awards for innovative start-up enterprises that aim to generate environmental, social and economic benefits at the local level. This year SEED celebrates 10 years of SEED Awards. During that time, we have recognised 175 SEED Winners from 37 countries and accompanied them in their initial scale-up. In this 2015 Award cycle, SEED will make available up to 29 SEED Awards to enterprises in Ethiopia, Kenya, Malawi, Morocco, Mozambique, Namibia, Tanzania, Uganda and South Africa. Two SEED Awards are available to enterprises that are run or owned by women and prioritise women‘s empowerment; one of these is for an enterprise in any country that is not an OECD or EU member, the other to an enterprise in Kenya. Candidates can apply from 02 February 2015 until 31 March 2015, 23:59 CET. For detailed information please refer to the attached call for applications and press release or to the SEED homepage. To enhance the number of high-quality applications, we would be grateful if you could spread the word through your networks, and/or include the news in any bulletins or newsletters. In addition, it would help us if you would let us know of any relevant events where the call for applications could be circulated more widely. The launch of the 2015 SEED Awards is only the start of the various activities we have planned for 2015. The SEED Team would be pleased to meet you at the SEED South Africa Symposium on 26-28 May 2015 in Johannesburg, the SEED Africa Symposium 2015 on 9-10 September 2015 in Nairobi, Kenya, or at one of our national dialogue fora. For more information visit our new website at www.seed.uno and stay updated on the development of SEED Winners and other enterprises through the SEED Blog. We would like to thank you in advance for helping in the promotion of the call for applications. For information about the SEED Awards, visit the SEED website http://www.seed.uno or contact the SEED Awards team at: seedawards2015@seed.uno or Tel: +49 30 8900068 99. For any other queries about SEED, email SEED at: info@seed.uno Kind regards, The SEED Team Attachments: SEED 2015 Call for Applications http://www.unevoc.unesco.org/e-forum/seed_2015_call_for_applications_-_english.pdf Presse release SEED award 2015 http://www.unevoc.unesco.org/e-forum/unep_pr_-_2015_seed_awards.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2836

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Haider Nazia EDA HAINA [nazia.haider@eda.admin.ch] Sent: 2015-02-04 Subject: Opportunity for Consultancy in Bangladesh: CMES

Dear Colleagues, Please find attached a draft ToR for an upcoming review, scheduled to take place this spring (late March – April 2015, preferably) in Bangladesh. This review will specifically look at the Technical Management Centres (TMCs) that have been set up by CMES (a Swiss and Swedish funded grassroots level NGO) in Phase 5 of the project. The purpose of this consultancy is to assess the TMCs and to recommend whether it is possible to make these centres sustainable within a limited time frame. More information about the project is available on the following website: http://www.swiss-cooperation.admin.ch/bangladesh/en/Home/Employment_and_Income_Generation/Skills_Development/CMES For this task, SDC and Sida are searching for an international consultant. If you/your agency is interested in the task, please email me at nazia.haider@eda.admin.ch (with copy to Ms. Zahid farzana.zahid@gov.se) with the following documents: 1.     updated resume 2.     consultancy charges per day 3.     and availability/dates for the review Please do send us the required information by 10 February 2015 (please note that applications not containing all the information required will not be considered). Should you be shortlisted for the task, I will email other documents required to complete the full proposal. Please note that we are seeking this support from various agencies through a closed tender and will shortlist according to internal criteria. Kind regards, Nazia Nazia Haider Senior Programme Officer Swiss Agency for Development and Cooperation (SDC) Embassy of Switzerland Bay’s Edgewater, 8th Floor, Plot 12, North Avenue, Gulshan 2, Dhaka 1212, Bangladesh Tel.  +88 02 55 05 1601, Ext: 123 Fax  +88 02 55 05 1614 nazia.haider@eda.admin.ch www.sdc.org.bd Attachment: CMES Consultancy in Bangladesh http://www.unevoc.unesco.org/e-forum/CMES_ToR_TMC-Evaluation_final.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2833

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safaa Tauil [info@arabterm.org] Sent: 2015-02-02 Subject: Arabterm technical dictionary Newsletter

Arabterm Newsletter Issue 4 has been published: http://www.arabterm.org/index.php?id=78&L=1 It provides updates on recent Arabterm developments. N°4 – JANUARY 2015 Editorial: Sun is the main source of energy in our solar system. The amount of energy it produces in one day or less equals or exceeds that produced by other energy sources in a year or more. Yet the challenge that still faces mankind is finding the way to compile and store this energy and use it when needed. … Zoom: BCA and GIZ have recently uploaded the remaining volumes on ARABTERM website, increasing the number of terminological entries online. The interactive dictionary now covers six technical fields, they are: Automotive Engineering, Water Technologies, Renewable Energies, Transport and Infrastructure, Textile and Electrical Engineering. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2825

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Katharina Kerres [k.kerres@unido.org] Sent: 2015-02-02 Subject: How-to Guide on TVET Public Private Development Partnerships

Dear e-Forum Members, The Learning and Knowledge Development Facility (LKDF), a Sida-UNIDO initiative that aims to promote industrial skills in developing countries, has recently published a How-to Guide on “Developing and Implementing Vocational Training PPDPs”. The Guide has been produced as a learning product from the LKDF’s initial experience working with vocational training PPDPs in Iraq, Ethiopia and Uruguay. It was created to share learning from PPDPs in terms of how to develop and implement them successfully, what has worked and what to watch out for. Please feel free to have a look at our website: http://lkdfacility.org/ and to download the Guide from: http://lkdfacility.org/type-of-resources-.html view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2832

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Yalams Simon [mailto:yalamss@yahoo.com] Sent: 2015

Subject: Basic Requirements for Establishing Centre for Research & Innovative Entrepreneurship Development

Dear E-forum members,

What are the 1. Curricular requirements 2. Facilities & Equipment requirements 3. Policy  and 4. Other Requirements for establishing a Research & Innovative Entrepreneurship Centre in a Community? I will appreciate detailed contributions and links if any please. Professor Simon M.Yalams Director UTech /UNESCO-UNEVOC Centre for Research and Sustainable Development Faculty Rep. to SGSRE, University of Technology (UTech.), Jamaica Prog. Leader, Msc/MPhil/PhD in Career and Technical Education. Email: yalamss@yahoo.com; yalamss@gmail.com view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2828 ——————————————————————–

UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum Login for read-only access: User “Bulletin”, password “read” Contributions and feedback: unevoc.e-forum@unesco.org Unsubscribe: www.unevoc.unesco.org/go.php?q=e-Forum+Unsubscription

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From: Mustafa Wahba [mailto:mmm.wahba@gmail.com] Sent: 2015
Subject: RE: Basic Requirements for Establishing Centre for Research & Innovative Entrepreneurship Development
Hi Yalams,
General Consideration of Establishment of Vocational Training Centers VTCs In general, and in order to establish your proposed Centre for Research & Innovative Entrepreneurship Development in Jamaica, I would refer you to the Courses / Modules, I developed addressing the Methodologies for Establishing and Managing Technical and Vocational Education and Training TVET Institutions (Institutes, Centres & Industrial Schols). Refer to my following publications in UNESCO-UNEVOC:
1. Competency Assurance Management System CAMS for Enterprises & TVET Institutions http://www.unevoc.unesco.org/e-forum/Competency-Assurance-Management-System-CAMS-for-Enterprises—TVET-Institu_.doc 2. Competency Based Approach to Training & Career Development – Course Outline http://www.unevoc.unesco.org/e-forum/Competency-Based-Approach-to-Training—Career-Development–Course-Outline.doc 3. Maintenance Management – Course Outline http://www.unevoc.unesco.org/e-forum/Maintenance-Management—Course-Outline.docx 4. Management Information System MIS & Knowledge Management KM for Enterprises & TVET Institutions http://www.unevoc.unesco.org/e-forum/Management-Information-System-MIS—Knowledge-Management-KM-for-Enterprise_.docx 5. Monitoring & Evaluation M&E of Enterprises & TVET Institutions – Course Outline http://www.unevoc.unesco.org/e-forum/Monitoring—Evaluation-M-E-of-Enterprises-–TVET-Institutions—-Course-O_.docx 6. Quality Assurance Management of TVET & TVET Institutions – Course Outline http://www.unevoc.unesco.org/e-forum/Quality-Assurance-Management-of-TVET—TVET-Institutions—-Course-Outline.docx 7. Strategic Management of TVET & TVET Institutions – Course Outline http://www.unevoc.unesco.org/e-forum/Strategic-Management-of-TVET—TVET-Institutions—-Course-Outline.doc Particular Consideration of Entrepreneurship  Development as an Approach to Establishment of Vocational Training Centers VTCs The role of entrepreneurs is recognized to be of great significance in accelerating the pace of growth of economic development of a country. The developed countries owe much of their economic development to the entrepreneurs of their respective countries. Developing and underdeveloped countries having seen the history of economic development in developed countries are now conscious of the significance of entrepreneurship development. Entrepreneurship need not simply be confined to industry, trade and commerce but would be far greater when people in all work situations start reflecting entrepreneurial behavior.  Developing economies need greater number of people possessing entrepreneurial qualities and capable of taking decisions under conditions of uncertainties. It is this class of human resources which has the potential of transforming their under developed economies into developed economies. There is a growing realization that both quantity and quality of entrepreneurs are of utmost significance for achieving the goal of economic development. Active entrepreneurs can fully utilize the country’s available resources like labor, technology and fund to the greatest possible advantage. Entrepreneurship training in most countries of the world is being increasingly tried to promote local entrepreneurship and accelerating the pace of small and medium enterprise SME development .The old belief that entrepreneurs are born and not created seems to be have faded away and people now belief that entrepreneurial behaviour can be created. Needless to emphasize that quality and quantity of entrepreneurship inputs are crucial in the process of entrepreneurship development. The subject of entrepreneurship has thus become important and necessary for the education sector which is directly responsible for the development of the economy of one country. The entrepreneur skills and entrepreneurship took their serious place in the educational system mainly into educational curricula of TVET Institutions including Vocational Training Centers VTCs and Universities (Higher Education). The TVET as sub-sector within the education sector is specifically responsible to provide technical and skilled manpower to the large, medium and small scale enterprises and industries. Training of Entrepreneur skills and Entrepreneurship One of the new TVET methodologies to develop quality based TVET is to Include training in Entrepreneur Skills and Entrepreneurship in the education curricula for the TVET Institutions including Vocational Training Centers VTCs as part of the  Personal / Behavioral Competencies to be acquired by the trainees / students / workers through the teaching of: •       Foreign Languages •       Computers •       Communication Skills (Written and Oral) •       Interpersonal Skills (Team Work, Relations, Adaptability, Attentiveness, Accessibility, etc) •       Supervisory Skills (Leadership, Planning, Decision Making,etc) •       Staff Development •       Delegation of Authority •       Personal Attributes (Able to Distinguish between Priorities, Assess Situation, Working Independently, Stability, initiative, Self Confident, Professionalism, Open Minded, Perseverant, etc) •       Knowledge Acquisition •       Knowledge Transfer •       Etc. All the above Personal / Behavioral Competencies would assist the students / trainees / workers to activate the responsibility and the attitude for decision making behavior and promote independence entrepreneur spirit. Conclusion In conclusion, you can establish your proposed Vocational Training Centre for Research & Innovative Entrepreneurship Development in Jamaica on the basis of the Methodologies highlighted in the above Coursers / Modules and at the same time you can use an “Entrepreneurship  Development Approach” to design your curriculum and practical training programmes. Best regards. Eng. Moustafa Wahba Competency Assurance & TVET Consultant Scottish Qualification Authority SQA Qualified Internal Verifier E-mail address: mmm.wahba@gmail.com

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 Barbara Trzmiel [b.trzmiel@unesco.org] Sent: 2015-01-22 06:07:34 Subject: Consultancy: ICT-enhanced innovative pedagogies in TVET

Dear E-Forum Members, UNESCO Bangkok seeks to conduct a research study entitled “Beyond Access: ICT-enhanced Innovative Pedagogy in TVET” in an effort to facilitate a better understanding of the potential of ICT in promoting innovative pedagogies and highlight promising practices of ICT use in TVET. In particular, this study aims to: 1) take stock of and document innovative practices of harnessing the potential of ICT in TVET in the Asia-Pacific region (AP), 2) explore ways to improve the pedagogical relevance of TVET to meet the changing skill needs of a digital society, and 3) provide policy recommendations for the innovative use of ICT and ways to increase quality of teacher training in TVET. If you are interested in working with us to conduct this study, please access the following link to find out the details of this assignment, as well as the application requirements. http://www.unescobkk.org/fileadmin/user_upload/Job2015/TOR_-_Consultant_ICT_enhanced_Innovative_Pedagogy_in_TVET.pdf Application deadline is 6 February 2015. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2827

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Subject: Creating Opportunities – II-nd International Conference on Inclusive Education, Georgia

II-nd International Conference on Inclusive Education “Creating Opportunities” General description: Aim of the conference The aim of the II-nd International Conference on Inclusive Education is to introduce the current process, achievements and challenges of inclusive vocational education development in Georgia to all the professionals and stakeholders of inclusive education as well as to the community interested in this area of education.  At the same time, the conference will serve as a platform for the field experts and representatives, to define the perspectives and supporting mechanism for the employment of persons with special needs included in the vocational education system. The aspects of the quality vocational education and provision of the equal opportunities will be discussed based on the analyses of the local context and international vision. The International conference will provide the platform for discussion of the main trends in inclusive education development. Participating bodies: International and local expert, politicians, representatives of inclusive education, entrepreneurship, vocational education and employment spheres will participate in the conference. The key speakers of the conference will be Mr. Stephen Beyer – The Deputy Director of the Center for Learning Disabilities in the School of Medicine, Cardiff University Mr. Christy  Lynch -  The founder of the European Supported Employment Union and the member of the Council of World Supported Employment Association. To insure the comprehensive analysis of inclusive educational services available in Georgia, the representatives of different agencies will participate in the conference: The Ministry of Labor, Health and Social Affairs, Public Defender’s office, State University, local and international NGO-s, DPO-s, representatives of the municipalities, public schools and VET centers, etc.  Special focus will be made on involvement and participation of the students with special needs. Topics of the Conference: The Ministry of Education and Science of Georgia will present the report on the accomplishments and activities undertaken in recent years for the introduction and ensuring of quality vocational education for persons with special educational needs. At the same time, the strategies supporting the employment of persons with disabilities/special educational needs will be defined at the conference. The results of the studies conducted in the field of inclusive education in Georgia will be presented at the conference, serving as an important baseline for determining of the correct course of inclusive education development. The analyses of the latest international trends and innovations will be discussed at the conference with Georgian and international experts. Prioritized topics: International trends in inclusive vocational education and employment: achievements and challenges; Local perspectives of inclusive vocational education development: inclusive education policy and practice in vocational education system; International approaches to the employment of persons with disabilities/special educational needs; Supporting Strategies for the employment of persons with disabilities/special educational needs; Entrepreneurship – innovative thinking in education;   The role of University education in formation of the sustainable system of inclusive education – local and international approaches. Conference format: Conference format includes the plenary sessions and parallel working meetings Conference dates: April 14 -15, 2015. Persons interested to participate in the conference should fill out registration form: http://goo.gl/forms/gNAUD6QRSp Deadline for the registration is January 30 Nikoloz Meskhishvili Head of Social Partnership Support Division Vocational Education Development Department Ministry of Education and Science of Georgia Attachment: Description II-nd International Conference on Inclusive Education (pdf) http://www.unevoc.unesco.org/e-forum/2015-04-Georgia-Conference-on-inclusive-education.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2820

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Eriks Grinbergs [grinbergs.eriks@gmail.com] Sent: 2015-02-09  Subject: Questionnaire: Formation of collaborative networks in vocational education

As currently a comparative study on formation of cooperation networks in vocational education is carried out, we invite you to share your experience with us. Your answers will provide a significant input in the promotion of cooperation networks of vocational education institutions in Latvia. Sincerely yours, Eriks Grinbergs https://docs.google.com/forms/d/1vd6Ptx5rcL384C1pT0i4kOqWgrHYj09G6R7z9yRgXNU/viewform?edit_requested=true view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2840

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Sabine Manning [sabine.manning@wifo.b.shuttle.de] Sent: 2015-02-02 14:50 Subject: [L&W] Latest news on European research in learning and work – February 2015

Newsletter for European Research in Learning and Work [L&W] Edition: February 2015 | www.news.wifo-gate.org [Conferences] [Networks] [Programmes] [Projects] [Publications] Dear Colleagues Many thanks to all who contributed information for this edition of the L&W Newsletter! Particularly worth noting are four calls for papers relating to: the RWL9 in Singapore and the VET Congress in Bremen (see Conferences), the INAP conference in Ballarat and the ReNAdET conference in Cyprus (see Networks). The L&W Newsletter reaches you via a mailing list of over 1400 experts in and beyond Europe. It focuses on transnational research activities in the field of human resource development (HRD) and vocational education and training (VET), centred on major categories: conferences, networks, programmes, projects and publications. The next edition will appear in early April 2015. You are invited to submit short pieces of news (texts of 100 to 200 words, without attachments, but including links to web pages) – please by 31 March 2015 at the latest! Should you prefer to read the current Newsletter edition online, you can find it on the website www.news.wifo-gate.org under February 2015. Please pass the Newsletter on to your own colleagues and networks – thanks! With best wishes Sabine Manning Research Forum WIFO Editor of the L&W Newsletter Conferences Call for Papers: Researching Work and Learning 9th International Conference on Researching Work and Learning (RWL9) 9-12 December 2015, Singapore We cordially invite you to contribute to RWL9 by sharing your knowledge, experience and insight with international conference delegates. Researching Work and Learning is the leading international research conference series serving the field of workplace learning and providing a critical platform for researchers and professionals. The conference theme of RWL9 is “Work and Learning in the Era of Globalisation: Challenges for the 21st Century”. Topics include (but are not limited to): Work and Learning in Small/Medium Sized Enterprises; Work and Learning in Low Wage, Low Skill, Contingent or Precarious Employment; Continuing Professional Development and/or Learning; The Role of Institutional Infrastructure in Learning through Work; Life Stages, Careers, Work and Learning; Job Design, Organisational Culture and Structure; Equity or Meritocracy in Work and Learning; Educational Leadership and Shifting Workforce Paradigms; Methodological Approaches to Researching Work and Learning; Organised Labour/Union Perspectives on Work and Learning; Socio-Cultural and Cultural-Historical Work Activity Research; Transnational Labour/Migration, Work and Learning. We welcome submissions for individual papers, symposia, round table and poster presentations. Deadline for abstracts is 3 March 2015 (Monday). More information on RWL9 is available at www.rwl2015.com. If you have any queries about this Call for Papers, please contact us at rwl2015@ial.edu.sg. (Info received from Sze Min <LIM_Sze_Min@ial.edu.sg>) Call for Papers: Crossing Boundaries in VET International Research Conference “Crossing Boundaries in Vocational Education and Training: Innovative Concepts for the 21st century”, 2nd – 4th September 2015, University of Bremen, Institute of Technology and Education (ITB), Germany The European Research Network in Vocational Education and Training (VETNET) in cooperation with the International Research Network in VET-Research (IRN-VET) invite you to submit paper proposals. The focus of the conference is on Systems, Institutions and Practices. Systems (Level 1): Socio-culturally different VET systems have evolved along conceptual lines. Institutions (Level 2): Formal and informal regulatory systems have formed within the different VET systems. Practices (Level 3): In the institutions or systems of rules, practices have been established to cope with the central questions of teaching, learning, and competence development. The three levels are influenced by conceptual ideas, terms, and constructs. How do these conceptual ideas take shape, what are their boundaries, for what background are they valid, what are the underlying assumptions, what developments are evident, and which are fit for the future requirements of the 21st century? With reference to at least one of these levels we invite researchers from the VET field as well as from adjacent disciplines to submit paper proposal (500-1000 words) until February 27 2015. Please send your abstract to VETCONGRESS@uni-bremen.de. For more information please visit our website: http://www.vetnet-congress.eu (Posted by Michael Gessler <mgessler@uni-bremen.de>) Call for papers: International Conference on Management The Athens Institute for Education and Research (ATINER), a world association of academics and researchers, organizes its 13th Annual International Conference on Management, 29-30 June & 1-2 July 2015, Athens, Greece. Please submit a 300-word abstract before 9 March 2015, by email (atiner@atiner.com), addressed to Dr. Sharon Claire Bolton, Head, Management Research Unit, ATINER & Head, The Management School, University of Stirling, UK. Please include: title of paper, full name(s), current position, institutional affiliation, an email address and at least 3 keywords that best describe the subject of your submission. Decisions will be reached within four weeks of your submission. Should you wish to participate in the Conference without presenting a paper, for example, to chair a session, to evaluate papers which are to be included in the conference proceedings or books, to contribute to the editing of a book, or any other contribution, please send an email to Dr. Gregory T. Papanikos, President, ATINER & Honorary Professor, University of Stirling, UK (gregory.papanikos@stir.ac.uk). For more information please go to http://www.atiner.gr/management.htm (Info received via UFHRD mailing list c/o Monica Lee <blackheb@GMAIL.COM>) NOTE: Forthcoming and recent events related to European research in work and learning are listed on the WIFO Conference page [www.conferences.wifo-gate.org]. Networks Call for papers: INAP conference The INAP Network on Innovative Apprenticeship invites you to the forthcoming conference in Ballarat (Australia) September 1-2, 2015. The theme of the conference, hosted by the Federation University Australia, is “Architectures for apprenticeship: Achieving economic and social goals”. The following topics will be addressed: Governance, including stakeholders’ roles and responsibilities; Didactics (teaching & learning); What makes a high quality apprenticeship?; Economic investment and benefit of apprenticeship; School to work transition and youth employment; Status of apprenticeship as a career path; Apprenticeship’s contribution to social justice. Abstracts are due by March 15th 2015. Ballarat is an historic town, related to the 1850s Australian Gold Rush, about 100km from Melbourne.  VET-related visits will be organised for the day before the conference (31st August), and a tourist trip the day after the conference (September 3rd). The working language is English. In order to cover some of the organisational costs there will be a fee (provisional, yet to be confirmed) of 200 Euro/ $300 AUD for people presenting papers and 170 Euro/ $250 AUD for others. Conference proceedings including summaries of papers will be handed out to all people attending. Enquiries can be made to INAP2015@federation.edu.au. More information about INAP http://www.inap.uni-bremen.de/ including Call for Papers (Info received from Ursel Hauschildt <uhauschildt@uni-bremen.de>) Call for papers (ReNAdET): Professionalisation of adult educators “The role of higher education in the process of professionalisation of adult educators” – 4th Biennial meeting of the ESREA Research Network for Adult Educators, Trainers and their Professionalisation (ReNAdET) 11-13 November 2015, Cyprus, organised by the Open University of Cyprus (OUC) The purpose of ESREA-ReNAdET biennial meetings is to bring together researchers, policy makers and practitioners from the field of adult education to present and exchange their ideas on the roles of adult educators and trainers in Europe as well as to discuss issues relevant to their professional status and development. This biennial meeting focuses on the important yet less discussed role of higher education institutions in both delivering academic programmes that provide relevant cognitive and professional skills and competences to future adult educators, and in being more actively involved in the current dialogue with regard to the professionalisation paths of adult educators and trainers. A limited number of papers (max. 50) will be presented. An interactive workshop on the theme “Teaching Narratives” in higher education institutions will also be organised. Deadline for submission of paper proposals: 14th June 2015. A website for the conference registration will be opened in May/June 2015. It will be accessed from the RENADET website (www.esrea-renadet.net). For questions and expression of interest, please contact Maria Cravani (maria.gravani@ouc.ac.cy) or esrea.renadet@yahoo.com (Info received via ESREA-ReNAdET mailing list) VETNET – Proceedings of papers for ECER 2014 Papers from last year’s VETNET programme at ECER (European Conference on Educational Research) at Porto have been published in the online Proceedings 2014 available at: http://www.ecer-vetnet-2014.wifo-gate.org/. In addition to the submitted papers, the proceedings include references to papers published elsewhere, particularly in the new International Journal for Research in Vocational Education and Training (IJRVET). This double-blind peer reviewed open access journal, available at http://www.ijrvet.net/, is the official organ of the European Research Network in Vocational Education and Training (VETNET). Among the papers of the 2014 ECER Proceedings, several offer insights into major issues of VET research across Europe, in particular work process knowledge, mobile learning and accompanying research (Kämäräinen et al.), problem-solving skills (Hämäläinen et al.) and broadly based skills profiles (Kaiser). The annual Proceedings for ECER 2014 are part of a resource base providing a complete record of annual VETNET proceedings since 1998 (www.ecer-vetnet.wifo-gate.org). (Contributed by: Sabine Manning) Update: Who’s who in transnational European VET and HRD research The Directory of Professional Contacts (www.dpc.wifo-gate.org), maintained by the Research Forum WIFO, serves as a Who’s who, offering up-to-date information on more than 200 contacts across 30 countries in the field of transnational European VET and HRD research. Each person included in the DPC is both a producer of transnational research and an active transnational networker. The criteria for inclusion in the DPC and and the references to individual professional work are explained in the introduction. They relate to evidence of transnational activities presented in WIFO resources of European collaboration such as the Bookshelf, Overview of articles, Conference page, ECER VETNET Proceedings and Overview of HRD conference papers, Networks at a glance and Overview of projects. The DPC is updated continuously as part of European collaboration in VET and HRD research. (Contributed by Sabine Manning) NOTE: References to research networks in the field of European work and learning are available on the WIFO page Networks at a glance [www.networks.wifo-gate.org]. Major online resources related to European research networks include the ECER VETNET Proceedings (www.ecer-vetnet.wifo-gate.org) offering a complete and up-to-date collection of conference papers submitted since 1998, and the Overview of selected HRD conference papers (www.ehrd-papers.wifo-gate.org). Programmes Course on Common Nordic Challenges in VET The course “Common Nordic Challenges in Vocational Education and Training”, 10 ECTS for Nordic students, is a developmental project funded by Nordplus. The course takes place in week 17, from 20 to 25 April, in Oslo (see details). Akershus University College arranges this course at Master’s level dealing with the challenges Vocational Education and Training experience in a Nordic and international comparative view. The purpose of this course is to develop knowledge of current challenges concerning the theory and practice dimension of vocational education in Finland, Sweden, Denmark and Norway through comparisons, also outside of the Nordic countries. The course will discuss questions concerning how to develop vocational competence. What can be learnt in schools and what can be learnt in companies? What are the risks and benefits? How to improve cooperation between schools and working life? The course aims at discussing all these questions in a comparative view. The course is designed for Master students with experience from or interest in vocational education or students in vocational teacher education in Denmark, Finland, Sweden and Norway. Students must have completed a Bachelor’s Degree or the equivalent. While admission to the present course is already closed, it is planned to arrange a Nordic VET Master course once a year, and each year in a new Nordic country. (Contributed by Vibe Aarkrog <viaa@edu.au.dk>) Call for Paper: Cultures of Programme Planning We are pleased to inform you about the Call for Paper for the international conference “Cultures of Programme Planning in Adult Education” and the short questionnaire “profiles of programme archives”. The conference will take place in September 2015, 28th to 29th in the city of Hannover, Germany. It is organized by the Leibniz University Hannover (Prof. Steffi Robak), the German Institute for Adult Education in Bonn (Dr. Marion Fleige, Dr. Klaus Heuer) and the Humboldt University, Berlin (Prof. Aiga von Hippel, Prof. Bernd Käpplinger, Prof. Wiltrud Gieseke). It is a joint activity by the expert group on programme planning. The deadline for submission has been extended to February 20th 2015. Please submit your abstracts to Steffi.Robak@ifbe.uni-hannover.de or to Fleige@die-bonn.de by February 20th, 2015. We will get back to you by March 15th, 2015. Conference website: http://www.die-bonn.de/institut/dienstleistungen/servicestellen/programmforschung/conference2015/default.aspx (Call received via ESREA mailing list on behalf of ReNAdET) NOTE: Contributions are welcome for the next edition of the Directory of Doctoral Dissertations (www.ddd.wifo-gate.org), provided as part of the WIFO Gateway, which focuses on European research in the field of vocational education (VET) and human resource development (HRD). Please provide information on expected or newly completed doctoral dissertations investigating issues of HRD, VET or work-related adult education, according to the following pattern: 1*Theme of dissertation (original language AND English); 2*Year of (expected) completion or publication; 3*Author (name and email address); 4*Tutor (name and email address); 5*Institution of tutor (name and home page). Contributions should be posted by email to the editor (sm@wifo-gate.org). [Back to Newsletter] Projects CARER+ final conference The CARER+ project (http://carerplus.eu/) organises its main conference in Paris, France (Venue: Palais du Luxembourg) on 27th of March, 2015, focusing on digital competence development in the field of care and social care. It will be a one day free & open event with online registration. The Conference will be the meeting place of active policy-makers, researchers of digital competence development and practitioners of social care systems. If you are interested in presenting a policy initiative, an innovative practice or research project related to digital competences of carers or ageing-well in the digital world, please contact Eva Suba < suba@eden-online.org>. (Posted by Eva Suba, EDEN) Outcomes of ConVET partnership project The European partnership project “Connectivity in Vocational Education and Training” (ConVET) was recently concluded. The ConVET partnership involved various VET organisations (universities, vocational teacher training centres, VET providers and organisations from the world of work) of different countries (Switzerland, Germany, Austria, Italy and Finland), which were interested in developing a common understanding of school-workplace connectivity, conceptualised as a current challenge for the entire VET system. Various activities were successfully carried out during the two years period of the ConVET project, including comparative curricula analysis, exchanges of good practices and inspiring discussions about current challenges and possible solutions dealing with school-workplace connectivity. ConVET has constituted a significant opportunity of reciprocal knowledge for all the partners and it has contributed to reinforcing collaboration between researchers and VET providers across the different countries. As a result of the entire project, a shared list of key points and recommendations to support school-workplace connectivity in VET was drafted. All outcomes and documents were consolidated on the ConVET website (www.projectconvet.eu), which is available for everybody who is interested. Contact persons: Prof. Dr. Carmela Aprea (SFIVET) carmela.aprea@iuffp-svizzera.ch; Dr. Viviana Sappa (SFIVET) viviana.sappa@iuffp-svizzera.ch (Posted by Carmela Aprea) Conclusion of FLin€VET partnership project The Leonardo da Vinci partnership project FLin€VET (Exploring Conceptions of Financial Literacy in the European VET Context) aimed to analyse and compare if and how Financial Literacy is actually represented in existing national VET programmes and to offer an arena for discussing the adequacy of existing Financial Literacy conceptions. To address these aims, the project brought together a group of partners with different missions and expertise in VET from Switzerland, Germany, Austria, Italy and the UK. FLin€VET was successfully concluded in September 2014 after a two-year term. The main activities were the development of a Financial Literacy framework, the analysis of national curricular documents, the performance and analysis of stakeholder interviews with national key actors in VET and in the Financial Literacy debate as well as the development of key recommendations for fostering Financial Literacy in curriculum development, intervention design and teacher education. In a final panel discussion in Frankfurt, our Financial Literacy framework was discussed with four experts and stakeholders from the Financial Literacy debate. For further information, please consult the project website: www.flinevet.eu. Contact persons: Prof. Dr. Carmela Aprea (SFIVET) carmela.aprea@ehb-schweiz.ch; Seraina Leumann Sow (SFIVET) seraina.leumann@ehb-schweiz.ch (Posted by Carmela Aprea) NOTE: Contributions are invited to update the Overview of European research projects [www.projects.wifo-gate.org], provided as part of the WIFO Gateway. The overview focuses on transnational research projects, mainly supported by EU programmes, in the areas of human resource development, vocational education, work and learning. Please send the following information to the editor (sm@wifo-gate.org):  (A) exact title and acronym (short name) of the project; (B) name and email address of the coordinator or main contact; (C) address of the website (or info page/ flyer) of the project. Contact: Sabine Manning Publications Interactive Research on Innovations in VET Joanna Burchert, Aimée Hoeve, Pekka Kämäräinen: Interactive Research on Innovations in Vocational Education and Training (VET): Lessons from Dutch and German cases. International Journal for Research in Vocational Education and Training Vol 1, No 2, 2014 [Details and Download] This article focuses on parallel examples of interactive research (IR) in vocational education and training. The Dutch cases were based on a national innovation project in the field of vocational education and training (VET) and with a focus on hospitality and the construction industry. The German cases are part of an EU-funded project “Learning Layers” and both from the construction sector. The authors interpret IR as a process that brings together practitioners and researchers with the aim to implement an innovation. The Dutch project aimed to create hybrid learning environments. The German project supported the introduction of digital media in training centres and affiliated networks. The process of innovating thereby turned into a learning process for all persons concerned: original ideas of the concerned concepts matured, boundaries between research and practice were crossed and new, sometimes surprising ideas for further development emanated. These experiences draw attention towards the processes of research and innovation instead of only documenting results in the sense of summative evaluation. The article was written at a time when both projects were still at the phase of ‘work in progress’. The authors agreed on a mutual follow-up when the projects are reaching their final or more mature stages. (Contributed by Joanna Burchert <burchert@uni-bremen.de> and Pekka Kämäräinen <pkamar@uni-bremen.de>) Comparative study on training policies – request for collaboration Kim, Hae Na: Comparative Studies: Youth Unemployment, Education and Training Policies in Germany, South Korea, Spain and the United States. Paper presented at the 15th International Conference on HRD Research and Practice Across Europe, Edinburgh 4th and 6th June 2014. UFHRD Conference Archives [Details] The purpose of this study was to compare the effectiveness of training and education polices in reducing youth unemployment and provide insight into this global problem by analyzing and comparing situations in Germany, South Korea, Spain and the United States. This study is based on literature reviews using web based and database search. Research questions are (1) what are the education and training policies among selected countries to reduce youth unemployment? What are the characteristics of these training policies? (2) How are these policies and training programs implemented to reduce the mismatch between youth qualification and the demands of the labor market and to search for more effective training programs? The findings are that diverse government supported education and training may help to promote a smooth transition into employment and to reduce youth unemployment, although vocational education might not be a cure-all. Now, the author wants to collaborate with scholars and professionals who have expertise and experience about the dual training system in Germany, Switzerland or Spain to develop this paper further. Please contact the author by email, kim.3207@osu.edu. (Contributed by Hae Na Kim) Comparative study on advancement potential among managers Wohkittel, Joseph. Perceptions of high advancement potential among managers in European countries. Paper presented at the 15th International Conference on HRD Research and Practice Across Europe, Edinburgh 4th and 6th June 2014. UFHRD Conference Archives [Details] The purpose of this study was to identify behaviors associated with predicted advancement potential among managers in seven European countries; Belgium, France, Germany, Italy, the Netherlands, Sweden, and the United Kingdom. Archival multisource feedback data were used for this project, all of which were gathered using the same platform.  Once identified, the behaviors were compared across the countries studied and against those noted in the United States.  In each of the countries, a step-wise logistic regression procedure yielded a statistically significant model.  There were six managerial behaviors predictive of high advancement potential in the U.S., three in France, three in Germany, two in Sweden, and six in the United Kingdom.  Results indicate that unique behaviors were associated with predictions of high advancement potential in each of the countries studied.  The conclusion was that U.S.-based models of behaviors predictive of advancement potential are not useful in the countries studied. (Contributed by Joe Wohkittel <wohk0001@umn.edu>) NOTE: Updates on publications provided by the WIFO Gateway include the WIFO Bookshelf [www.books.wifo-gate.org], a collection of references to publications focusing on cross-European issues of work and learning, and “From the Journals” – Overview of articles on cross-European issues in VET and HRD research [www.articles.wifo-gate.org], selected from European and international Journals related to education research [www.journals.wifo-gate.org]. Impressum Editor of the L&W Newsletter: Dr Sabine Manning, Research Forum WIFO (sm@wifo-gate.org); Address: Neue Blumenstr. 1, D-10179 Berlin, Germany; Editions of the L&W Newsletter: six times a year, every two months (at the beginning of February, April, June, August, October, December); Deadline for contributions to the L&W Newsletter: end of January, March, May, July, September, November; Circulation of the current L&W Newsletter: about 1400 experts in 40 countries (mostly Europe); Details and Archive of the L&W Newsletter: www.news.wifo-gate.org view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2834

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 Ugochukwu Chinonso Okolie [mailto:nonyeck@gmail.com] Sent: 2015-02-10 Subject: Call for Papers- International Conference on Education for Sustainable Development (ICESD) 2015

Dear Researchers, We are inviting you to participate in the International Conference on Education for Sustainable Development (ICESD 2015). The conference will be held from 6th to 7th October, 2015 at the Ebonyi State Staff Development Center, Abakaliki, Ebonyi State Nigeria. The conference is organized by the Nigeria Educational Leadership Programme. This year, the International Conference on Education for Sustainable Development (ICESD 2015) Theme is; Emerging Trends in Education for Sustainable Development in Developing Countries – Vision 2025. All accepted papers for the conference, which are registered for presentation in the ICESD 2015 conference will be published free in the Journal of Educational Policy and Entrepreneurial Research (Vol.2, N0. 10, October, 2015) (ISSN: 2408-6231-Online)  (ISSN: 2408-770X- Print). The conference aims to provide a forum to researchers, practitioners, educators, entrepreneurs, representatives of industries, Educational Research Institutes across Developing Nations, and scholars in Education sector for sharing their research findings and experiences on various aspects of education, including recent trends, issues, and challenges. Our goal is to provide an international setting for analysis and reflection of emerging issues related to education. The conference seeks to discuss the current benchmark of Education in Developing Countries and possibly suggests way forward. We welcome submissions which seek to understand the interaction and interconnection between the concepts of education for sustainable education in developing countries. Papers, presentations, workshops and panels are invited on issues related to the conference theme. We are inviting you to submit Abstracts/ Papers for presentations in the International Conference on Education for Sustainable Development (ICESD 2015). You are encouraged to submit papers covering recent trends, issues, and challenges to education for sustainable development. Topic Areas (All Areas of Education are invited) •  Academic Advising and Counselling •  Art Education •  Adult Education •  Business Education •  Guidance and Counselling Education •  Curriculum, Research and Development •  Distance Education •  Early Childhood Education •  Educational Administration •  Educational Foundations •  Educational Measurement and Evaluation •  Entrepreneurship Education •  Educational Psychology •  Educational Technology •  Education Policy and Leadership •  Elementary Education •  Health Education     •  Higher Education •  Human Resource Development •  Indigenous Education •  Language Education •  Mathematics Education •  Music Education •  Reading Education •  Rural Education •  Science Education •  Secondary Education •  Social Studies Education •  Special Education •  Student Affairs •  Teacher Education •  Technical and Vocational Education •  Instructional Technology •  Cross-disciplinary areas of Education •  Other Areas of Education Abstract/Paper Submissions: Researchers wishing to submit abstracts and papers for the ICESD conference should submit through the e-mail submissions@icesd2015.org. If you submit abstract, please note that you have to submit full paper for publication in the International Journal of Educational policy and Entrepreneurial Research (JEPER) Vol.2. N0. 10 October, 2015. Please find attached call for Abstract/Papers for details or contact the International Conference on Education for Sustainable (ICESD-2015) Coordinator: Ugochukwu Okolie through the emails: secretariat@icesd2015.org.

You can also call +2349095291427 anytime. Or visit the conference website www.icesd2015.org Regards! Conference Secretariat ICESD-2015 Attachment: Conference Flyer ICESD 2015 http://www.unevoc.unesco.org/e-forum/conference-Flier.JPG

 

view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2843

 

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*Worldview Mission  is Standing Up ,* Taking Action* , **Making Noise for the United Nations MDGL’s !!!**

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