UNESCO 2014

 

Integrated Courses / Training Sessions in Review, Design, Implementation and Evaluation of TVET Systems and Policies

Moustafa Wahba [mailto:mmm.wahba@gmail.com] Sent: 2014-12 Subject: Integrated Courses / Training Sessions in Review, Design, Implementation and Evaluation of TVET Systems and Policies I noticed with interest that the UNESCO cluster office in Quito, in collaboration with the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago), and with the support of the Youth Literacy and Skills Section at UNESCO HQ and UNESCO-UNEVOC, are proposing to organise a blended-learning course to develop capacities in the review, design, implementation and evaluation of TVET policies in the Andean countries. The UNESCO is currently calling for interested organisations, preferably located in the region, to submit an application for the development and delivery of the course. In view of the above announcement I wish to advise the following details of the Integrated Courses / Training Sessions which I developed for ”Review, Design, Implementation and Evaluation of TVET Systems and Policies” and advise that I am willing to address these courses in English online or at class via the Skills Section at UNESCO HQ and UNESCO-UNEVOC for those interested bodies / individuals. In different Enterprises and Technical and Vocational Education and Training TVET Institutions (Institutes, Centres and Industrial Schools), 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 Training Programme for Review, Design, Implementation and Evaluation of TVET Systems and Policies ” to enhance the capacity building of the Managers, Executive Officers, 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. The “Integrated Training Programme” explains in detail the TVET Systems, 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 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 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 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2805

 

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Rajat Khawas [mailto:rajatkhawas@gmail.com] Sent: 2014-12-12 Subject: Education Qualification Framework and credit transfer approach between countries Dear Forum Members, As per CEDEFOP, 142 countries globally have Qualification Frameworks. In India, we have National Skills Qualification Framework. There has been a parallel initiative in India where the National Higher Education qualification Framework is looking at defining competencies and credit transfer which can align globally with other Qualification frameworks. My questions and request for inputs are two : 1. Is there a different Framework for Skills and Education anywhere else / or any other parts of the world?  As a framework facilitates movement of resources both horizontal and vertical and improves mobility -all these are based on competencies and credit transfer. Hence, do we need two separate initiatives? http://www.skilldevelopment.gov.in/content/nsqf -is the link to the NSQF of India under NSDA which is under Ministry of Skills. 2.  What are the examples available globally to evolve the descriptors, competencies and testing protocols for various qualifications for easy transition and mobility of students within India /in a country and abroad/another country. While doing this, the issues related to the mechanism through which the competencies can be translated into credits and/or hours, the seamless amalgamation of the formal and non-formal modes of earning credits and fixing the minimum credits for certification.  This is an initiative under the University Grants commission of India which regulates Higher Education through the Universities in India. Please do take some time and revert as this is a very serious area and as India prepares itself for the world and to the world-if we get this wrong, we will again lose the opportunity to be one of the key players. We lost it 20 years back when started we liberalisation but a concerted effort was not there. I will welcome inputs in any form or attachments or links. Looking forward to your responses from this group. Warm regards Rajat  Khawas view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2804   Damian Boyle [mailto:Damian_Boyle@cameco.com]

 

 

Sent: 2014-12-15 Subject: RE: Education Qualification Framework and credit transfer approach between countries Good Day, Rajat! I don’t have any direct answers for you today, but I have posted a set of links relating to Prior Learning Assessments (and assessments generally) on EduNorth:  https://edunorth.wordpress.com/assessment/   This relates also to immigration concerns. Canada is struggling with this as well, as we do not have National oversight on Education.  Education is the domain of the Provinces, and this has resulted in significant impediments to the flow of skilled workers to regions where they are in demand.  The primary problem is about the acceptance of the evidence of developed knowledge and skills (certifications).  Things are improving, but very slowly.  In the meantime, our economy has been compromised, and continues to be. Best wishes. Yours, Damian T. Damian Boyle Workplace Educator Northlands College McArthur River Mine Site Saskatoon, Saskatchewan    S7M 1J3 Canada www.trainnorth.ca                         Joe.Wilson@sqa.org.uk

[mailto:Joe.Wilson@sqa.org.uk] Sent: 2014-12-16 Subject: RE: Education Qualification Framework and credit transfer approach between countries Ahmed, It certainly is possible – closest I think that exists at moment are things like wikiversity https://www.wikiversity.org/ It is a short step from sharing curriculum to sharing and co-creating competency frameworks. Organisations like my current one a national awarding organisation make all our units and frameworks freely available. Have a look at www.sqa.org.uk for the unit and course catalogues. In terms of credit transfer we have the http://scqf.org.uk/ with deep and robust links to the European Qualifications Framework http://scqf.org.uk/more/european-international/eqf/ It will take a while for global frameworks to develop and become accessible to all. I think some of the big computer vendor certification programmes are probably closest there is to global curriculums currently. There are also a lot of profit taking middle men in qualifications business and many of these organisations will strongly resist the opening up of curriculum. Not to be underplayed – there are too a lot of regional variations – that would need to be accommodated in any global frameworks. Kind Regards Joe view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2804

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Katerina Ananiadou [k.ananiadou@unesco.org] Sent: 2014-12-16 Subject: Call for expression of interest – blended learning course on TVET policy review in Latin America

The UNESCO cluster office in Quito, in collaboration with the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago), and with the support of the Youth Literacy and Skills section at UNESCO HQ and UNESCO-UNEVOC, are proposing to organise a blended-learning course to develop capacities in the review, design, implementation and evaluation of TVET policies in the Andean countries. UNESCO is currently calling for interested organisations, preferably located in the region, to submit an application for the development and delivery of the course. Please see below for detailed Terms of Reference and contact information (in Spanish) http://www.unesco.org/new/es/quito/media-service/single-view/news/desarrollo_de_un_curso_sub_regional_semi_presencial_para_el_fortalecimiento_de_capacidades_en_la_revision_el_diseno_la_implementacion_y_la_evaluacion_de_politicas_de_educacion_y_formacion_tecnica_y_profesional/#.VIitmjGG-So.

view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2805

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Marcia Rowe Amonde [Marcia_Rowe@heart-nta.org] Sent: 2014-12-12 Subject: TVET Conference in the Caribbean (Jamaica) May 2015 – Call for Papers

Colleagues, please see attached details regarding the upcoming TVET Conference in Jamaica. The theme is ‘STEM Education in TVET: Imperative to National and Regional Development.’ You are encouraged to submit papers on any of the following strands: Mainstreaming TVET in the Education System Transforming TVET through Science, Technology, Engineering and Mathematics Integration TVET and Industry Engagement Stimulating Innovation through STEM in TVET TVET: The Application of STEM for Economic Development STEM Focused TVET for Sustainable Development TVET and Quality Assurance Effective Leadership and Management in TVET Please send papers to tvetpapers@gmail.com. The deadline for submission of abstracts is January 31, 2015. Attached are flyers providing additional details. Please see conference Website for further information: www.soeconferences.com/tvet Marcia Rowe Amonde HEART Trust NTA Jamaica Attachments: TVET Conference in the Caribbean – May 2015 http://www.unevoc.unesco.org/e-forum/Conference-Strands-and-Details-TVET-Conference-2015.pdf TVET Conference in the Caribbean – May 2015 http://www.unevoc.unesco.org/e-forum/Conference-Strands-and-Details-TVET-Conference-2015(2).pdf Call for Papers http://www.unevoc.unesco.org/e-forum/Call-for-papers-TVET-Conference-2015.pdf Call for Papers http://www.unevoc.unesco.org/e-forum/Call-for-papers-TVET-Conference-2015(2).pdf Flyer, TVET Conference 2015 http://www.unevoc.unesco.org/e-forum/Flyer-TVET-Conference-2015.pdf TVET Conference in the Caribbean – May 2015 http://www.unevoc.unesco.org/e-forum/Flyer-TVET-Conference-2015(2).pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2803

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Marcia Rowe Amonde [Marcia_Rowe@heart-nta.org] Sent: 2014-12-12 Subject: TVET Conference in the Caribbean (Jamaica) May 2015 – Call for Papers

Colleagues, please see attached details regarding the upcoming TVET Conference in Jamaica. The theme is ‘STEM Education in TVET: Imperative to National and Regional Development.’ You are encouraged to submit papers on any of the following strands: Mainstreaming TVET in the Education System Transforming TVET through Science, Technology, Engineering and Mathematics Integration TVET and Industry Engagement Stimulating Innovation through STEM in TVET TVET: The Application of STEM for Economic Development STEM Focused TVET for Sustainable Development TVET and Quality Assurance Effective Leadership and Management in TVET Please send papers to tvetpapers@gmail.com. The deadline for submission of abstracts is January 31, 2015. Attached are flyers providing additional details. Please see conference Website for further information: www.soeconferences.com/tvet Marcia Rowe Amonde HEART Trust NTA Jamaica Attachments: TVET Conference in the Caribbean – May 2015 http://www.unevoc.unesco.org/e-forum/Conference-Strands-and-Details-TVET-Conference-2015.pdf TVET Conference in the Caribbean – May 2015 http://www.unevoc.unesco.org/e-forum/Conference-Strands-and-Details-TVET-Conference-2015(2).pdf Call for Papers http://www.unevoc.unesco.org/e-forum/Call-for-papers-TVET-Conference-2015.pdf Call for Papers http://www.unevoc.unesco.org/e-forum/Call-for-papers-TVET-Conference-2015(2).pdf Flyer, TVET Conference 2015 http://www.unevoc.unesco.org/e-forum/Flyer-TVET-Conference-2015.pdf TVET Conference in the Caribbean – May 2015 http://www.unevoc.unesco.org/e-forum/Flyer-TVET-Conference-2015(2).pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2803

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Subject: Studies on success of TVET Graduates

Dear Members of the UNEVOC Community, I am currently looking for studies that have looked into the success of TVET program graduates in various areas including: employment and tertiary education. Possibly studies that have compared the success of TVET program graduates to graduates of other programs, such as public or private schools. Any help or advice would be greatly appreciated. Warm regards, Marie-Claire Burt Programa Escuelas Autosuficientes Fundación Paraguaya Manuel Blinder 5589. Asunción, Paraguay Correo: mcburt@fundacioparaguaya.org.py www.fundacionparaguaya.org.py view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2822

J M Deurwaarder [jdeurwaarder2004@yahoo.com] Sent: 2015-01-11

Subject: Re: Studies on success of TVET Graduates See Bota tracer studies (Botswana) Attachment: Bota tracer 2010 http://www.unevoc.unesco.org/e-forum/BOTA_tracer-study-2010.pdf

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Sent: 2014-12-12 Subject: New country reports in World TVET database

Dear e-Forum members, It is our pleasure to inform you that we have added thirteen new country reports to our World TVET Database which is accessible at http://www.unevoc.unesco.org/go.php?q=World+TVET+Database The following countries have recently been added: Benin Cambodia Chad Iraq Latvia Lithuania Myanmar Nepal Philippines Qatar South Africa Uganda USA The World TVET Database provides concise, reliable and up-to-date information on countries’ technical and vocational education and training systems around the world. It aims to offer information for researchers, policy makers and students and encourages further research on TVET. Country reports contain information on different aspects of TVET systems: • TVET mission, legislation and national policy or strategy • Structure of the TVET system: formal, non-formal and informal TVET systems • Governance and financing • TVET teachers and trainers • Qualifications, qualification frameworks and quality assurance • Current and ongoing reforms, projects and challenges We would like to thank all UNEVOC Centres and partners who have contributed to the reports so far. We are working hard to make more country reports available and are calling for support from the UNEVOC Network to validate future reports. Please let us know your comments and feedback by replying here or sending an email to: k.ananiadou@unesco.org Best regards, UNESCO-UNEVOC view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2802

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Sent: 2014-12-04 Subject: Measuring skills for work – indicators for a post-2015 TVET target

Dear e-Forum colleagues, in the context of defining the “post-2015″ education goals one important aspect is what indicators can be defined that will effectively help to measure the achievement of the goals. This is to notify you that until 30 January 2015 the UNESCO Institute for Statistics (UIS) invites users to contribute to a consultation process on the topic of education indicators by filling in a form. More information is available here: http://www.uis.unesco.org/Education/Pages/post-2015-education-indicators.aspx?SPSLanguage=EN (available in English and French) In the last couple of days, the “NORRAG NEWSBite” blog @ http://norrag.wordpress.com has published a series of articles on “Education Post-2015″. One article looked specifically at the chances of an explicit technical and vocational skills target in the post-2015 development agenda: http://norrag.wordpress.com/2014/12/03/an-open-invitation-to-the-technical-and-vocational-skills-community-its-time-to-gate-crash-the-post-2015-party/ Regarding the assessment of the achievement of targets Robert Palmer writes in this article: “We are still not clear on what we are measuring – and this will seriously affect choice of target. Experience suggests that we do not set targets without indicators. But does this mean a clear cut rule: no indicator, no target? If so, TVSD is in serious trouble.” A background document: “Towards indicators for a post-2015 education framework” by the Post-2015 Education Indicators Technical Advisory Group of the EFA Steering Committee is available in a number of languages (see pages 17-19 of the document for skills education indicators): > English: http://www.uis.unesco.org/Education/Documents/towards-indicators-for-post-2015-education-framework-nov2014.pdf > French: http://www.uis.unesco.org/Education/Documents/towards-indicators-for-post-2015-education-framework-nov2014FR.pdf > Arabic: http://www.uis.unesco.org/Education/Documents/towards-indicators-for-post-2015-education-framework-nov2014AR.pdf > Spanish: http://www.uis.unesco.org/Education/Documents/towards-indicators-for-post-2015-education-framework-nov2014-es.pdf Currently (July 2014) the Open Working Group (OWG) of the United Nations General Assembly defines the skills target as follows: >>> By 2030, increase by x% the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship <<< “What should be measured? Key concepts to measure in this target include: – Knowledge and skills for employment, decent work and life, and entrepreneurship; – Participation in technical and vocational, upper secondary and tertiary education and training; – Affordable technical, vocational and tertiary education; and – Quality technical, vocational and tertiary education.” (quoted from the UIS background document, page 18) By the way: On Twitter you can follow and contribute to discussions using hashtag #Education2015. Best regards Max Ehlers UNESCO-UNEVOC 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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NOAH NOAH JEAN CREPIN [akakobala@gmail.com] Sent: 2014-12-01 Subject: ICT in education in Africa

Hello Ladies and gentlemen I’m JEAN CRÉPIN NOAH NOAH New focal point of UNESCO-UNEVOC Center of technical high school of Nkolbisson Yaoundé, see http://www.unevoc.unesco.org/go.php?q=UNEVOC+Network+-+Centre&id=518 I just have a professional concern with the following: • In your respective countries, what methods do you use to enable easy integration of ICT in the education system • What multimedia resources can you offer me for the integration of ICT in Cameroon? thank you for your active reaction. 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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Jean Hautier [j.hautier2@unesco.org] Sent: 2014-12-10 Subject: Re: ICT in education in Africa

Dear M. Noah Noah, Thanks for raising the issue of ICT in TVET. It is indeed a key-element that implies plenty of challenges worth discussing. Unfortunately, like M. Behari Moohanty highlighted, it is hard to provide you with relevant information without a more precise request/context. If you have interest in ICT for TVET in general, I would invite you to have a look at the following UNESCO-UNEVOC resources: -   The e-forum hosted a virtual conference on the theme “ICT for TVET” in May 2013. You can still have access to all the contributions (http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&fita=vcict ) and to the report –including a summary of the discussions: http://www.unevoc.unesco.org/fileadmin/up/2013eForum_virtual%20conferenceICTs%20for%20TVET.pdf -   UNESCO-UNEVOC has compiled a database of “promising practices” (innovative practices – ‘success stories’- that have proven to be effective and that promote TVET in some profound way).  2 of them – while not being implemented in Africa – directly refer to ICT. http://www.unevoc.unesco.org/go.php?q=Promising+Practices+List&id=4 http://www.unevoc.unesco.org/go.php?q=Promising+Practices+List&id=3 -   You can also search on our Online library, which possesses references of more than 4 000 publications. http://www.unevoc.unesco.org/go.php?q=UNEVOC+Publications&lang=en&st=adv&unevoc=0 I am sorry not to bring publications specific to the African/Cameroonian context. I still hope those general resources will be of some help ! Best regards, Jean Hautier Research assistant, UNESCO-UNEVOC International Centre (Bonn, Germany)

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From: Mukta Verma [mukta68@yahoo.com] Sent: 2014-12 Subject: Re: National nomenclature and qualifications framework

UAE has recently developed national qualification framework QFEmirates. You can check it at http://www.nqa.gov.ae

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Abbas Ali [abbas.ali@tusdec.org.pk] Sent: 2014-12-10 Subject: Significance of TVET during periods of instability and crisis – Example of Pakistan

***Moderator comment*** Dr. Ali Abbas has shared a paper with us below that highlights the role TVET can play in situations of unrest and crisis. It looks at the importance of Technical & Vocational Education and Training in Pakistan during the recent economic crises resulting due to insurgency. It is thus a good contribution to our discussion on the role of TVET for peace. *** The paper by Dr. Ali Abbas (see link at bottom) highlights the importance of Technical & Vocational Education and Training in Pakistan during the recent economic crises resulting from insurgency and years of regional instability, underpinned by decades of poor governance. The war in neighbouring Afghanistan led to militancy spill-over into Pakistan and resulted in heavy loss to the educational infrastructure, leaving millions of youth in the lurch with no direction to follow. The unemployment gap between well-educated young people and those who left school early widened during the crisis. Forcible closure of schools further reduced opportunities to develop knowledge and skills that would help access work, and added to numbers of boys and young men with no productive activity, who were then recruited by militants. Illiteracy, combined with strong religious beliefs, has left the population – especially but not only women – very vulnerable to the distorted messages. To cope with such a critical situation, the Khyber Pakhtunkhwa government has initiated a number of initiatives and reforms, such as inviting the private sector to take part in provision of TVET, and the complete revision of TVET curricula to make its courses more practical and responsive to market demand. Simple distribution systems help women’s production to successfully reach sophisticated markets. All of these activities offered more durable employment opportunities, and raised productivity and earnings. The paper concludes that it is a person’s education that determines whether he or she will be extremely or only moderately exposed to the economic and social risks in times of crisis. The value of education increases during an economic crisis. Those who lack education stand to lose a lot; those who have invested in it, can still reap its benefits. If interested, please read the full paper which is available through the link below. Attachment: TVET Sector in Pakistan http://www.unevoc.unesco.org/e-forum/Call-4-papers_G-R-E-A-T–conference.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2801

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Damian Boyle [mailto:Damian_Boyle@cameco.com] Sent: 2014-12-01  Subject: RE: Competences and skills required for disaster risk reduction

Good Day, Laurence Neufville!

I don’t mean to be flippant here, but it seems to me that the best approach to mitigating risk of disaster is:  “Follow the instructions.”  Elaborating slightly:  “Do not exceed design limitations.” Fundamentally, this is an attitude issue.  Enforce compliance on small infractions to prevent major calamities.  Catastrophic ailures occur most commonly because workers with knowledge and skills (competencies) chose to ignore some details. The 2nd National Risk and Culture Study http://www.culturalcognition.net/projects/second-national-risk-culture-study.html Be Brutally Honest: How Good Is Your Organization’s Risk Culture? http://www.conferenceboard.ca/e-library/abstract.aspx?did=5633 Hazards Magazine http://www.hazards.org/chemicals/ Injury Prevention Literature Update & Archive Database http://www.safetylit.org/index.htm Links to a variety of related resources are posted on EduNorth: OHS & Personal Well Being https://edunorth.wordpress.com/ohs/ For the related subject of Disaster Response, check out: Disaster City “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.” http://www.teex.com/teex.cfm?pageid=ESTIprog&area=ESTI&templateid=1944 Many lessons are to be learned from those who did not follow the instructions. Stay safe.

Yours, Damian T. Damian Boyle Workplace Educator Northlands College Canada www.northlandscollege.sk.ca

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SL [mailto:sxmlow@gmail.com] Sent: 2014-12-01 15:19 Subject: Re: Competences and skills required for disaster risk reductionDear Larry

Australia has a disaster health competency available: http://www.researchgate.net/profile/Frank_Archer/publication/43202723_A_national_framework_for_disaster_health_education_in_Australia/links/0fcfd50af577d88312000000 This may also be useful: http://www.em.gov.au/Publications/Australianjournalofemergencymanagement/PastIssues/Pages/AJEM28FOUR/FutureconsiderationsAustraliannursesdisasterpreparedness.aspx I apologise in advance if you were wanting information on general disaster management, as my studies were specific to disaster health management. I can also link you to the researcher of the curriculum if you like. Kindest regards Sarah

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 jagannath tegar [mailto:tegar@urgentmail.com] Sent: 2014-12-08 11:04 Subject: Re: RE: Competences and skills required for disaster risk reduction.
In view of deriving competence and skill for disaster risk reduction, the best way is to use DACUM approach The other way is organize a search conference.
Dr J. P. TEGAR PROFESSOR & HEAD Department of Civil and Environmental Engineering National Institute of Technical Teachers’ Training & Research, Bhopal (Under Ministry of Human Resource Development, Govt. of India)
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munas kalden [mailto:kmunas@gmail.com] Sent: 2014-12-02 09:59 Subject: Re: Competences and skills required for disaster risk reductionThe Following could be useful, Larry.http://www.orealc.cl/unesco-66-aniversario/wp-content/blogs.dir/9/files_mf/drr_pilot_21.1.13_web.pdfhttp://www.sustainabilityfrontiers.org/index.php?page=evaluation-and-other-technical-reports

http://www.preventionweb.net/files/26470_drrincurriculamapping30countriesfin.pdf http://www.preventionweb.net/files/4006_ADPCEducGuidelineConsultationVersion3.1.pdf kind regards, munas DRR and Peacebuilding Expert

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GERMAN ACADEMY [info@germanacademy.net] Sent: 2014-12-01 02:25:01 Subject:  International Winter School: “Wind Energy, Solar Power & Biogas Plants”

International Winter School  “Wind Energy, Solar Power & Biogas Plants” Offered by  GERMAN ACADEMY FOR RENEWABLE ENERGY AND ENVIRONMENTAL TECHNOLOGY & Fraunhofer IWES Contents of the modules: 1.   Wind Energy Fundamentals of Wind Energy Resource Assessment Wind Energy Project Planning Grid Connection of Wind Farms Excursion to Manufacturer Climb a Wind Turbine 2.   Solar Energy ( Photovoltaic) Fundamentals of PV – Technology Offgrid PV – Hybrid Systems Grid Integration of Renewable Energy Project Planning of Large Scale Solar Parks Field Trip to Manufacturer Excursion to Operator and different large scale Solar Fields 3.   Biogas Plants Fundamentals of Biogas Use Technology of Biogas Plants incl. Operation and Maintenance Biogas Up-Grading Economics of Biogas Production Visit of various Biogas Plants All events will be held in English. For further information according venue, accommodation and registration please contact us at : info@germanacademy.net We encourage you to check our website http://german-academy.eu/index.php/programs for further information in PDF format about the contents, registration process, deadlines, visa, accommodation, target groups, options and fees. The German Academy for Renewable Energy and Environmental Technology offers this Winter School “Wind Energy, Solar Power & Biogas Plants” in cooperation with Fraunhofer Institute for Wind Energy and Energy System Technology (IWES). This winter school consists of three one-week modules which combine theory and practice and focus on wind, solar and biogas energy. Through lectures, presentations, and exercises participants foster their knowledge about renewable energy. Each module includes a highly valuable practical part where participants visit German manufacturers and companies in the wind, solar and biomass field. These activities offer participants the opportunity to discuss their topics of interest with experts, producers and potential business partners. You can still apply….!!!! Hurry up! Send us your entries. If you are interested and you have not yet registered for any of our winter courses would be advised to do it NOW in order to reserve a place on the course. Date: 2 – 20 February 2015 – Kassel (Germany) Venue German Academy’s class at Fraunhofer IWES, in Kassel, Germany Target Group Professional engineers, technicians, and academic sectors who wish to get a comprehensive introduction to renewable energy technologies, students of engineering or related areas as well as investors and educators in the field of renewable energies. Certificate A certificate of participation will be handed out to the participants upon completion of the program. Participants must have attended at least 90% of the summer course. Registration procedure For registration, please fill in the attached form and send it with your updated CV to the address below. Kindly specify that you wish to join our summer school. In few days you will know if you application has been accepted. http://www.germanacademy.net/images/pdf/Winter_School_Wind_Energy_Solar_Power__Biogas_Plants_February_2015.pdf Letter of Invitation/VISA We welcome international participants worldwide to take part in our program. If you will need a visa to enter the Federal Republic of Germany, we will gladly support you through the process and send both you and the German embassy in your home country an invitation letter to support your visa application.  The invitation letter/certificate for obtaining a visa will be issued by either the German Academy or a partner organization, once the minimum number of participants is met and payment of the course fee is received.  All costs associated with the visa process, including the cost of: the invitation letter, delivery fee to participants through a courier service such as DHL or EMS, delivery fee to the German embassy, as well as all other fees associated with obtaining a visa must be paid by the participants themselves.  Please keep in mind the time needed for the entire visa process, as it may take up to three months to obtain in some countries. Please contact us as soon as possible if you would like us to support you through the visa process. **The costs associated with obtaining a visa, are not included in the total amount stated under the Fees section and are an additional cost.** For further details on dates, contents, lodging and fees. please please check the link below http://german-academy.eu/index.php/programs Contact and Information The German Academy of Renewable Energy and Environmental Technology Kaiser-Friedrich-Str. 4a, 10585 Berlin, Germany Email: info@germanacademy.net Web : http://german-academy.eu/ Phone: +49 (0)30 33778033 Mobile: +49 (0)1738390318 Fax: : +49 (0)30 63426227 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2785

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Ravishankar korgal [korgal.ravi@gmail.com] Sent: 2014-12-08 09:44 Subject: Re: National nomenclature and qualifications framework

Dear Josefa Guzmán León, Please find the recently modified Indian framework for your reference.(enclosed) Regards, Ravishankar.V.Korgal Senior Technical Expert – ITI Upgradation Programme Karnataka GIZ-IS Belgaum – 590016 Karnataka India. www.giz.de Attachment: National Qualifications Framework India http://www.unevoc.unesco.org/e-forum/NQSF_Notification_English.pdf

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Subject: National nomenclature and qualifications framework

Dear colleagues Several Costa Rica government institutions are working on a nomenclature and qualifications framework of technical education, at the national level to guide the offer both private and public. I want to know the training levels existing in other countries and nomenclature and qualifications framework.

Josefa Guzmán León

***UNEVOC e-Forum Moderator comment*** Josefa, please take a look at the World TVET database at http://www.unevoc.unesco.org/go.php?q=World+TVET+Database with a growing number of country reports. All of these reports contain a section on “Qualifications and qualification frameworks”. If you have information that should go into these reports to update and improve them, please send it to us (unevoc@unesco.org). view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2796

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From: Raajcoomar Ramchurun [mailto:rramchurun@mqa.mu] Sent: 2014-12-04 12:29 Subject: RE: National nomenclature and qualifications framework

Dear Josepha You might also have a look at the Qualifications Framework of Mauritius at the www.mqa.mu Given that it is one of the most well established frameworks in the Africa. Regards Rajcoomar Ramchurun Accreditation Officer Mauritius Qualifications Authority

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From: Helen Cristina de Oliveira [mailto:coordidiomasdif@gmail.com] Sent: 2014-12-04 13:04 Subject: Re: National nomenclature and qualifications framework

Josefa Here in Brazil we already have this. Please refer to : http://pronatec.mec.gov.br/ Hope it will be of help 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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Subject: Measuring skills for work – indicators for a post-2015 TVET target

Dear e-Forum colleagues, in the context of defining the “post-2015″ education goals one important aspect is what indicators can be defined that will effectively help to measure the achievement of the goals. This is to notify you that until 30 January 2015 the UNESCO Institute for Statistics (UIS) invites users to contribute to a consultation process on the topic of education indicators by filling in a form. More information is available here: http://www.uis.unesco.org/Education/Pages/post-2015-education-indicators.aspx?SPSLanguage=EN (available in English and French) In the last couple of days, the “NORRAG NEWSBite” blog @ http://norrag.wordpress.com has published a series of articles on “Education Post-2015″. One article looked specifically at the chances of an explicit technical and vocational skills target in the post-2015 development agenda: http://norrag.wordpress.com/2014/12/03/an-open-invitation-to-the-technical-and-vocational-skills-community-its-time-to-gate-crash-the-post-2015-party/ Regarding the assessment of the achievement of targets Robert Palmer writes in this article: “We are still not clear on what we are measuring – and this will seriously affect choice of target. Experience suggests that we do not set targets without indicators. But does this mean a clear cut rule: no indicator, no target? If so, TVSD is in serious trouble.” A background document: “Towards indicators for a post-2015 education framework” by the Post-2015 Education Indicators Technical Advisory Group of the EFA Steering Committee is available in a number of languages (see pages 17-19 of the document for skills education indicators): > English: http://www.uis.unesco.org/Education/Documents/towards-indicators-for-post-2015-education-framework-nov2014.pdf > French: http://www.uis.unesco.org/Education/Documents/towards-indicators-for-post-2015-education-framework-nov2014FR.pdf > Arabic: http://www.uis.unesco.org/Education/Documents/towards-indicators-for-post-2015-education-framework-nov2014AR.pdf > Spanish: http://www.uis.unesco.org/Education/Documents/towards-indicators-for-post-2015-education-framework-nov2014-es.pdf Currently (July 2014) the Open Working Group (OWG) of the United Nations General Assembly defines the skills target as follows: >>> By 2030, increase by x% the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship <<< “What should be measured? Key concepts to measure in this target include: – Knowledge and skills for employment, decent work and life, and entrepreneurship; – Participation in technical and vocational, upper secondary and tertiary education and training; – Affordable technical, vocational and tertiary education; and – Quality technical, vocational and tertiary education.” (quoted from the UIS background document, page 18) By the way: On Twitter you can follow and contribute to discussions using hashtag #Education2015. Best regards Max Ehlers UNESCO-UNEVOC 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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Subject: RE: Measuring skills for work – indicators for a post-2015 TVET target

Good Day, Max, and All! I had noted this initiative a while back, and had then thought that it was already in trouble before it got off the ground.  With this I agree with Robert Palmer’s comments, below. Specifically, I believe the undefined terms “decent jobs” and “decent work and life” are problematic.  The term “decent” is absolutely loaded with social/cultural meanings that vary tremendously around the world. I recommend that the terms “decent jobs” and “decent work and life”  be removed from this dialogue completely.  I believe that this will maximise the usefulness of the time spent on developing practical solutions. Let’s leave the loaded terms as footballs for the politicians, activists, moralists, and philosopher types to kick around endlessly. Thanks for your work on this project, Max.  I look forward to learning more about it.

Yours, T. Damian Boyle Saskatoon, Saskatchewan S7M 1J3 Canada www.northlandscollege.sk.ca

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Subject: RE: Measuring skills for work – indicators for a post-2015 TVET target

Hello Damian, thank you for your response. Regarding the term “decent job”. It has been coined by the ILO, and yes it is a loaded term. But then again, the ILO is actively working with this concept and has ways of measuring progress http://www.ilo.org/integration/themes/mdw/lang–en/index.htm and monitoring “decent work”: http://www.ilo.org/integration/themes/mdw/WCMS_123804/lang–en/index.htm But I am not sure this is the right place for this discussion. It is so easy to criticize the vagueness of terms, yet so difficult to develop good criteria to measure progress in areas where we are in need of such. Let us work together to do just that. My trouble is more with the “x%” and “y%” part of the target suggestions listed below. I believe it is very misleading to specify a target that is supposedly measurable at this high level. See here the post 2015 target definitions that are currently on the table: EFA SC Target 4 By 2030, at least x% of youth and y% of adults have the knowledge and skills for decent work and life through technical and vocational, upper secondary and tertiary education and training, with particular attention to gender equality and the most marginalised OWG Target 4.3 By 2030, ensure equal access for all women and men to affordable quality technical, vocational and tertiary education, including university OWG Target 4.4 By 2030, increase by x% the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship By this I don’t mean to say that there is no need to set measurable goals. I think it is very important that TVET shows up on the post 2015 agenda very prominently – and for that it has to be rather vague, i fear. However, the measurable targets need to be defined clearly on a lower level, I think. I see the post-2015 process as a chance to develop and agree on reliable statistical data and qualitative methods to develop measurements and criteria to assess TVET systems. How can different systems be compared and benchmarked against each other? On the basis of what data and indicators? I invite everybody to seriously think about this. Please look at section 5.3 of the UIS form (see http://www.uis.unesco.org/Education/Pages/post-2015-education-indicators.aspx ). Some more background information here: http://www.uis.unesco.org/Education/Pages/post-2015-indicators.aspx Best regards Max

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Subject: Skills for Holistic Human Development

I am pleased to share with you the 2nd volume of the UNESCO Asia-Pacific Education Policy Brief which deals with skills for holistic human development. The brief explores types of skills considered important for learners to be able to cope with foreseeable social and economic changes, as well as adapt and manage often unpredictable realities of the future. It elaborates on three broad categories of skills – foundation, specialized and transversal skills – which are considered important for the development of well-rounded learners. To strengthen the development of these skills through education and training, the brief considers a number of policy actions, including scaling up of advocacy and awareness raising, stronger alignment between policies, curricula, pedagogies and assessment as well as support for teachers. Intended for education policy makers, including Ministers of Education and senior sector managers, the brief aims to foster debate on adequate policy interventions to support skills for holistic human development. I hope you will find this brief useful. http://www.unescobkk.org/fileadmin/user_upload/epr/PDF/Policy_Brief_Vol2-28_Nov.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2792

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Subject: Re: Skills for Holistic Human Development

Dear Barbara, As usual the UNESCO regional office in the Asia Pacific Region is demonstrating its leadership by proposing initiatives to fuel skills development. The policy brief Skills for Holistic Human Development fits among these initiatives. I must say however that I am surprised that UNESCO is proposing a framework for holistic human development, which does not include the arts. I certainly agree that we need to prepare our youth to economic independence, but we cannot exclude the arts and music from holistic human development. Kids who choose a TVET route are in general excluded from arts and music education. I believe that UNESCO has missed a great opportunity to promote real holistic human development. Chris Chinien, Ph.D. President Compétences R&D Inc. http://www.neuroludus.com

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Subject: Re: Skills for Holistic Human Development

I agree. Chris! We here in Jamaica have just completed a framework for Personal Development targeted to youth 17-24, and again, very little of it addresses the arts and music – except perhaps in exercises and assignments the participants are to undertake.  More attention should be given to the arts and music, but what does one sacrifice in a time-limited course? Nancy George Ed. D. CEO Nancy George and Associates Kingston 6, Jamaica E-mail: nancygeorge144@gmail.com Skype: NancyGeorge144 Website: http://www.nganda.com

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Subject: Re: Skills for Holistic Human Development

An excellent topic that we are also struggling with here in the US. If I may, I suggest that some thought be given to a blend of the humanities and arts with science and other technical competencies. For example, I often play Baroque music in my graduate classes. Invariably someone will ask about the music. I explain to them the science behind Baroque as a tool to assist in learning (60 cycles associated with heart rate). Since my courses are primarily about human learning, music – something they have never considered- begins to make sense to the learners as important in enhancing adult learning. I am sure you have many similar examples that you could share. In my opinion, the only way we can ‘save’ the humanities and arts in US public education is to incorporate into STEM courses, programs and degrees. FYI, the large majority of funding goes to STEM education. If left as a budgetary line item the humanities and arts will continue to be cut from elementary and secondary public education. The idiotic decisions that are made about public education in the US never cease to amaze and depress me. Finally, if you are interested in solid philosophical reasoning as to the worth of art in education I encourage you to read the works of Elliot Eisner, such as: -The arts and the creation of the mind- Eisner. Particularly Chapter 1. -What can education learn from the arts about the practice of education? Eisner Visit Eisner biography web site: http://infed.org/mobi/elliot-w-eisner-connoisseurship-criticism-and-the-art-of-education/ Sincerely, Tim Hatcher 919.602.8390 tim_hatcher@ncsu.edu

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Subject: ICT in education in Africa

Hello Ladies and gentlemen I’m JEAN CRÉPIN NOAH NOAH New focal point of UNESCO-UNEVOC Center of technical high school of Nkolbisson Yaoundé, see http://www.unevoc.unesco.org/go.php?q=UNEVOC+Network+-+Centre&id=518 I just have a professional concern with the following: • In your respective countries, what methods do you use to enable easy integration of ICT in the education system • What multimedia resources can you offer me for the integration of ICT in Cameroon? thank you for your active reaction. 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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Subject: RE: Measuring skills for work – indicators for a post-2015 TVET target

Dear Max: Please refer to the attached ILO web page for information on the concept of “decent work”. http://www.ilo.org/global/about-the-ilo/decent-work-agenda/lang–de/index.htm Regards, Arthur

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Getenergy VTEC MENA 2014

From: Moustafa Wahba [mailto:mmm.wahba@gmail.com] Sent: 2014-12 Subject: Getenergy VTEC MENA 2014

Dear Forum Members Please find below an interesting international TVET event arranged by Getenergy for the Middle East and North African oil and gas industry and will be held in Abu Dhabi on 8-10th December 2014. You may wish to attend. Best regards. Eng. Moustafa Wahba Competency Assurance & TVET Consultant Scottish Qualification Authority SQA Qualified Internal Verifier IV E-mail address: mmm.wahba@gmail.com Attachments: Draft Agenda http://www.unevoc.unesco.org/e-forum/VTEC-MENA-Draft-Agenda.pdf Participants & Exhibitors http://www.unevoc.unesco.org/e-forum/VTEC-MENA-2014-Participants.pdf Invitation Wahba http://www.unevoc.unesco.org/e-forum/Invitation-Letter-MoustafaWahba.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2790 —- 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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Latest news on European research in learning and work – December 2014
From: Sabine Manning [mailto:sabine.manning@wifo.b.shuttle.de] Sent: 2014-12-01 15:17:00 Subject: Latest news on European research in learning and work – December 2014
Newsletter for European Research in Learning and Work [L&W] Edition: December 2014 [ www.news.wifo-gate.org ]
For full version see http://www.b.shuttle.de/wifo/educ/news1412.htm [Conferences] [Networks] [Programmes] [Projects] [Publications]

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From: NOAH NOAH JEAN CREPIN [akakobala@gmail.com] Sent: 2014-12-01 07:51:25 Subject: ICT in education in Africa

Hello Ladies and gentlemen I’m JEAN CRÉPIN NOAH NOAH New focal point of UNESCO-UNEVOC Center of technical high school of Nkolbisson Yaoundé, see http://www.unevoc.unesco.org/go.php?q=UNEVOC+Network+-+Centre&id=518 I just have a professional concern with the following: • In your respective countries, what methods do you use to enable easy integration of ICT in the education system • What multimedia resources can you offer me for the integration of ICT in Cameroon? thank you for your active reaction. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2787 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: Anne Bowden [anne.bowden@tafensw.edu.au] Sent: 2014-11-30 22:13:47 Subject: Re: New diploma Industrial And Manufacturing

Hello You may find the comparative Diploma of Automotive Manufacturing in Australia of interest. http://training.gov.au/Training/Details/AUM50113 Kind regards Anne Bowden TAFE NSW view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2783

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From: James D. Roumeliotis [jdrazure@gmail.com] Sent: 2014-12-01 05:19:58 Subject: Class Management Tools

Greetings from Montreal, Canada What does class management mean to you? What is the most important component of class management for you? I’m pleased to attach a presentation with tools on managing a class. Your views on this subject matter are encouraged. Wish you a December which ends in a blaze of glory. James D. Roumeliotis http://about.me/jdroumeliotis Attachment: Tools for Managing a Class http://www.unevoc.unesco.org/e-forum/Class-Management-Presentation—CFC-203.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2786

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From: Barbara Trzmiel [b.trzmiel@unesco.org] Sent: 2014-12 Subject: Skills for Holistic Human Development

I am pleased to share with you the 2nd volume of the UNESCO Asia-Pacific Education Policy Brief which deals with skills for holistic human development. The brief explores types of skills considered important for learners to be able to cope with foreseeable social and economic changes, as well as adapt and manage often unpredictable realities of the future. It elaborates on three broad categories of skills – foundation, specialized and transversal skills – which are considered important for the development of well-rounded learners. To strengthen the development of these skills through education and training, the brief considers a number of policy actions, including scaling up of advocacy and awareness raising, stronger alignment between policies, curricula, pedagogies and assessment as well as support for teachers. Intended for education policy makers, including Ministers of Education and senior sector managers, the brief aims to foster debate on adequate policy interventions to support skills for holistic human development. I hope you will find this brief useful. http://www.unescobkk.org/fileadmin/user_upload/epr/PDF/Policy_Brief_Vol2-28_Nov.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2792

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From: Jean Hautier [j.hautier2@unesco.org] Sent: 2014-11-28  Subject: Re: Defining a TVET Programme

Dear Verlia Bogle, I cannot really answer to your question.  But maybe a definition of  « Programme » would help us frame the discussion on this very interesting (and vast) topic ! Based on TVETipedia (http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&filt=all&id=365 ), I have found the following: “Programme: A group of training activities defined by the subject matter to be covered, content, objectives, target population, methodology, duration and expected outcomes.” (ILO 2006) Consequently, to highlight the specificity of a TVET programme, we could ask ourselves about: -       The subject to be covered -       The objectives -       The target population -       The methodology -       The duration -       The expected outcomes Hope it helps !

Best regards,

Jean Hautier Research Assistant, UNESCO-UNEVOC International Centre

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Subject: International TVET events calendarDear Colleagues,As the year comes to an end, I would like to draw your attention to the UNESCO-UNEVOC TVET calendar at http://www.unevoc.unesco.org/go.php?q=TVET+Events+Calendar This online service provides an overview of conferences, seminars, workshops, and any other kind of event dealing with Technical and Vocational Education and Training that is relevant on a global, regional or subregional level.If you know of any such events that you feel should be listed here please let me know and we will add them to the list.

Best regards Max Ehlers m.ehlers@unesco.org UNESCO-UNEVOC International Centre http://www.unesco.org/unevoc view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2782

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Subject: National TVET and WFD systems of Belize and Netherlands

Hi Everyone, Currently i have been assigned the task to research the National TVET and WFD systems of Belize and Netherlands. I hereby request guided information so that i can effectively impart this to my colleagues. Thank you for your assistance. Lecia ***Moderator comment*** UNEVOC’s World TVET database is a very good starting point for this kind of research. For both countries reports are available on the UNEVOC Website: http://www.unevoc.unesco.org/go.php?q=World+TVET+Database&ct=BLZ http://www.unevoc.unesco.org/go.php?q=World+TVET+Database&ct=NLD Best regards view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2775 ——————————————————————————————————– Subject: UNESCO – AIRBUS Fly Your Ideas Partnership Dear e-forum members, Please share this competition within your networks, or take a chance by submitting your ideas for the future of aviation as a team of students. Good luck! UNESCO-UNEVOC UNESCO – AIRBUS FLY YOUR IDEAS PARTNERSHIP Fly Your Ideas The United Nations Educational, Scientific and Cultural Organization (UNESCO) is the only international organization with a specific mandate for science and engineering. Sharing Airbus’ ambition to inspire young people about sustainable innovation and engineering, UNESCO granted patronage to Fly Your Ideas in 2012. Building on that collaboration, we’re delighted to announce that UNESCO has renewed the partnership with Airbus Fly Your Ideas for the 2015 edition of this global student challenge. This is an exciting opportunity to promote the need for more diversity among the global population of engineers, to better reflect the communities we serve and attract talented young people from all profiles and backgrounds into the industry. UNESCO’s in-depth report about future engineering capacity highlights an engineering skills gap that threatens industry and growth. Aviation is no exception. There are not enough aviation engineers currently graduating to meet industry needs and nearly half of them switch to other careers once they qualify. “The diversity of these students’ ideas is an inspiration. They remind us of the need to train more engineers to develop the skills needed to put science into practice”, said Irina Bokova, Director-General of UNESCO, reflecting on the wealth of ideas submitted from over 11 000 students in 100 countries for previous editions of Fly Your Ideas. ARE YOU READY TO FLY YOUR IDEAS? Airbus challenges students worldwide to innovate for the future of aviation. Airbus is constantly looking for new, better ways to fly and that’s what Fly Your Ideas is all about. Students are invited to submit ideas that address one of the six challenges of aviation: Energy; Efficiency; Affordable Growth; Traffic Growth; Passenger Experience or Community Friendliness. Key dates: •       Register your team by 12:00 noon GMT on December 1 2014 and submit your Round 1 idea by 12:00 midnight GMT on December 1 2014! Register at https://airbus-fyi.com/secure/signup •       The final will take place in June 2015, when the top five selected teams will present their ideas to a panel of Airbus and industry experts. •       The winners of Fly Your Ideas 2015 will share the top prize of €30,000; the runners-up €15,000. Find out more on: www.airbus-fyi.com and on: http://www.unesco.org/new/en/natural-sciences/science-technology/engineering/youth-in-engineering/fly-your-ideas-with-airbus/ view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2776

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Subject: Re: Which aspect of quality in TVET is most important to you?

Hi Forum, I’m sure many of you will agree that there is no universally agreed definition of terms such as quality, quality assurance, quality control or quality audit in vocational education.* (see Zen and the Art of Motorcycle Maintenance**) Therefore, the language of quality assurance needs to be kept as simple as possible. TVET Quality assurance is a process through which the vocational education institute guarantees to itself, its stakeholders and students that its teaching, learning and other services reach a standard of recognisable and verifiable excellence. Such assurance is an essential goal for the vocational institution itself. In the current economic climate it is necessary for publicly funded institutions to be accountable and provide assurances to society and the state that they are delivering the services for which they are funded, thus ensuring that they are delivering value for money. This is no less the case in privately funded and for profit institutions. Quality assurance in vocational education incorporates all the processes internal to the institution whereby quality is continually evaluated, maintained, monitored and improved. To seek to isolate one quality factor is somewhat naive.  The pursuit of quality is a journey rather than a destination and quality assurance within a vocational education institute is a journey of continuous improvement towards excellence. Slán go foillín, Joseph Dr. Joseph Hegarty, Dip.Htl.Mgnt., M.Ed., Ed.D International Consultant in Vocational & Higher Education, Specialist in Education Quality Assurance. Footnotes added by Moderator: *Definitions on UNEVOC TVETipedia Glossary: – Quality http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&filt=all&id=374 – Quality Assurance: http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&filt=all&id=375 **Zen and the Art of Motorcycle Maintenance http://en.wikipedia.org/wiki/Zen_and_the_Art_of_Motorcycle_Maintenance

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Subject: Re: Which aspect of quality in TVET is most important to you?

Dear Forum Members Thank you for your responses and for sharing your thoughts on the topic of quality in education and training. We appreciate there are many aspects of quality. However, we were limited by space as to how many options we were able to provide in the poll. Hence the ‘Other’ option. We will include the information you are providing with what we are gathering. Please vote in the poll if you haven’t already done so at: http://www.voced.edu.au/content/which-aspect-quality-education-and-training-most-important-you Regards Radhika

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News from UNESCO on education for sustainabl​e developmen​t

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Subject: Online Consultation on Post-2015 Education Indicators

Post-2015 Education Indicators We want to hear from you! The UIS is launching an online consultation on the proposed post-2015 global education indicators. In the run-up to 2015, when the Millennium Development Goals (MDGs) will reach their deadline, several initiatives are underway to formulate a new set of goals and targets for sustainable development. The Open Working Group on Sustainable Development Goals (OWG, http://sustainabledevelopment.un.org/owg.html), a UN-appointed task force, has released a proposal for the whole development agenda, including education. Closely aligned with the education targets formulated by the OWG, the international education community has proposed a set of specific education and learning targets in the Muscat Agreement (http://www.uis.unesco.org/Education/Documents/muscat-agreement-2014.pdf). The challenge now lies in developing indicators to monitor these targets. In response, a Technical Advisory Group (TAG, http://www.uis.unesco.org/Education/Pages/group-launched-to-review-ed-indicators.aspx), coordinated by the UNESCO Institute for Statistics and including members from the EFA Global Monitoring Report, the OECD, UNESCO, UNICEF, and the World Bank, has proposed a set of indicators. The TAG proposal, which draws on the OWG, Muscat Agreement and the Sustainable Development Solutions Network (http://unsdsn.org/), is now available for consultation. We would like to hear your views! The consultation will run from 17 November 2014 to 30 January 2015. Comments to the TAG proposal must be submitted using the feedback form (Excel http://www.uis.unesco.org/Education/Documents/post2015-indicators-consultation-feedback.xlsx or Word http://www.uis.unesco.org/Education/Documents/post2015-indicators-consultation-feedback.docx) and sent via email to uis.publications@unesco.org with ‘Education Indicators Post-2015’ as a subject heading. (If using Internet Explorer, please SAVE the document to your computer when prompted.) You are invited to comment on each indicator or skip to the end of the form to provide responses to the following: 1. For each target, does the report identify the best indicators that are most aligned with the concept and are already being tracked in a large number of countries? 2. What new indicators could be developed to be more closely aligned with the proposed targets and have the potential to be globally comparable? 3. For each target, please identify or propose the two most important indicators. 4. Are there key issues that the document has not addressed in a satisfactory way or other issues that also need to be taken into consideration? We want to reach as many people and organizations as possible. So please help us spread the word among your networks and social media, referencing #Education2015. Following the consultation, the TAG will review the list of indicators based on your feedback. The final proposal will be submitted for endorsement at the World Education Forum in Incheon (Korea) in May 2015. The final documents will form the basis for discussions on the education targets of the sustainable development goals at the UN General Assembly in September 2015. We look forward to hearing from you and appreciate your support in encouraging your networks to participate in the consultation. Join the discussion on twitter via @EFAReport @UNESCO @WBEducation @OECD_Edu @UNICEFEducation and #Education2015. Consultation documents: • Feedback form: Excel http://www.uis.unesco.org/Education/Documents/post2015-indicators-consultation-feedback.xlsx Word http://www.uis.unesco.org/Education/Documents/post2015-indicators-consultation-feedback.docx If using Internet Explorer, please SAVE the document to your computer when prompted. • Towards indicators for a post-2015 education framework (PDF): http://www.uis.unesco.org/Education/Documents/towards-indicators-for-post-2015-education-framework-nov2014.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2774 ———————————————————————————————————

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

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UNESCO ESD Newsletter
Dear Colleagues,
The November newsletter from UNESCO on ESD is now available, to learn more
All the best,
Pam Puntenney and Bremley Lyngdoh
UN SD Education Caucus Co-Chairs
Co-Coordinators Climate Change

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Subject: Join the Network of Staff and Teachers in Childcare Services in the EU The state of the art in staff development in Early Childhood Education and Care (ECEC) is related to the fragmented situation of systems and provisions across EU: a common vision for childcare services is currently lacking in Europe; just as levels of investment differ greatly between Member States, picture also varies significantly in relation to childcare workforce. Childcare workers are qualified in all aspects of ECEC in some country (must hold a degree and be involved in continuous training), where in other countries they don’t have formal education path and recognized professional profile. Given the varied background of EU, there are no common recommendations/curricula, and national/regional level have very little possibilities of sharing. For this reason, the project seeks to establish a network in ECEC staff development: “it will contribute to overcome local visions, by creating links between institutions/practitioners/professionals, and by collecting learning resources in ECEC, making them available for a larger audience. It will provide policy makers with updated information and comparisons of data”. Please, find enclosed the bulletin nº 5. To know more about NEST, http://nest-project.eu/ Information available in english, greek, Deutsch, Spanish, Suomi, Magyar and Slovenian. Attachment: Nest Newsletter nº5 (english) http://www.unevoc.unesco.org/e-forum/NEST-newsletter-n5.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2758   Subject: Call for papers and documentary references – TVET teacher and workplace trainer In December, the Canadian Vocational Association (CVA) will publish another special bulletin. This time, the main focus will be the occupations of TVET Teacher and Workplace Trainer. The CVA welcomes papers and recent documentary references discussing challenges or issues which teachers / trainers are presently or will be facing in the years to come. All papers and references must be submitted to Madeleine Decker cvaacfpbulletin@gmail.com no later than 21 November 2014. The information must be accessible online. The CVA reserves the right to publish or not any submitted paper or reference. Best regards, Madeleine  ——————————————————————————————————— Subject: Neuro-Ludus, jeu d’entraînement cérébral offert gratuitement Lancement de Neuro-Ludus, jeu d’entraînement cérébral offert gratuitement pour contribuer à la démocratisation de l’entraînement du cerveau. Chers collègues, Nous tenons à remercier les membres du forum électronique qui ont participé en grand nombre à notre consultation et qui nous ont donné des commentaires et des suggestions pertinentes pendant que nous développions le jeu d’entraînement cérébral Neuro-Ludus. Nous avons mis à profit vos précieuses contributions pour améliorer l’attrait du jeu pour notre public cible. Neuro-Ludus permet aux jeunes et aux adultes d’augmenter leurs capacités d’analyse et de traitement de l’information afin de pouvoir apprendre plus efficacement et d’atteindre leur plein potentiel. Je suis heureux d’annoncer que Neuro-Ludus est maintenant disponible. Les joueurs de partout dans le monde peuvent maintenant jouer à Neuro-Ludus gratuitement en ligne et sur téléphones mobiles et tablettes ISO et Android. Nous comptons déjà un nombre impressionnant de joueurs en provenance de 50 pays. Les critiques ont fait valoir qu’il existe un besoin pressant de recherches pour appuyer les affirmations voulant que les jeux pour l’entrainement du cerveau puissent aider les gens à améliorer leur capacité intellectuelle. Neuro-Ludus mets les joueurs dans le siège du conducteur pour améliorer leurs capacités cognitives, et pour évaluer l’amélioration de leur performance en temps réel, à l’aide d’un pré-test et d’un post-test standardisé hautement valide et fiable. Les joueurs peuvent suivre leur progrès et porter leur propre jugement sur l’efficacité du jeu. Neuro-Ludus ne recueille pas d’informations personnelles des joueurs. Nos analyses de l’apprentissage reposent exclusivement sur des informations non personnelles des joueurs. Je suis heureux de partager avec vous notre communiqué de presse annonçant le lancement de Neuro-Ludus. Mes meilleures salutations à tous. – Chris Chinien, Ph.D. President,Compétences/Skills R&D Inc.www.rewired4technology.com chris.chinien@gmail.com Jouez pour briller! Neuro-Ludus, jeu d’entrainement du cerveau, développé scientifiquement pour augmenter vos compétences analytiques pour traiter l’information. Neuro-Ludus, jeu d’entrainement du cerveau, amusant, gratuit, accessible partout, en tout temps. Compétences R&D Inc. a conçu Neuro-Ludus, en s’appuyant sur ses recherches avant-gardistes axées sur l’amélioration des compétences cognitives et en combinant les importantes découvertes en neuroplasticité, en jeu sérieux et en technologie mobile. Neuro-Ludus permet aux jeunes/adultes d’augmenter leurs compétences analytiques en traitement de l’information pour apprendre plus efficacement et atteindre leur plein potentiel. Auparavant, il semblait difficile d’aider les gens à améliorer leurs compétences à traiter l’information en raison d’une croyance contraignante voulant que notre cerveau fonctionne de manière prédéterminée et qu’il ne puisse pas être modifié. Cependant, des recherches récentes en neuroplasticité démontrent que le cerveau peut être modifié à l’aide d’un entrainement ciblé. Pour réussir dans notre société de l’information, les gens doivent posséder des compétences analytiques approfondies en traitement de l’information. Les employeurs considèrent ces compétences comme étant essentielles pour assurer une main-d’œuvre compétente et productive. Les éducateurs reconnaissent l’importance de ces compétences pour pouvoir apprendre efficacement durant toute la vie. D’ailleurs, l’utilisation de la technologie numérique requiert l’application de compétences cognitives approfondies pour traiter de grandes quantités d’informations complexes, rapidement et efficacement. Ces compétences normalisent nos habitudes de traitement de l’information et constituent notre façon de percevoir, visualiser, penser, résoudre des problèmes et mémoriser. Pour atténuer cette surcharge cognitive, Neuro-Ludus offre un entrainement du cerveau, conçu spécifiquement pour augmenter nos compétences analytiques pour traiter l’information. Les joueurs évaluent leurs progrès grâce au pré-test/post-test intégrés au jeu. Le scénario de Neuro-Ludus suscite l’intérêt et maintient l’engagement des joueurs: À la suite d’une catastrophe écologique, une bactérie primitive s’est attaquée au cerveau des humains et menace d’éroder la supériorité de la race humaine sur les autres organismes vivants. Sauvez la race humaine! Jouez à Neuro-Ludus et gagnez des neuro-énergies pour rebrancher le cerveau des humains. Téléchargez Neuro-Ludus GRATUITEMENT (anglais/français): iTunes,  Google Play, en ligne http://www.neuroludus.com Démonstration de Neuro-Ludus: https://www.youtube.com/watch?v=hAYN0xTfihM. Informations supplémentaires: http://www.rewired4technology.com Dossier de presse: http://tinyurl.com/kwa66gw Contacts/Interview: Chinien, Ph.D., chris.chinien@gmail.com; Boutin, Ph.D., UQAM, boutinfrance@gmail.com Compétences R&D Inc.: http://www.competencesrd.com 1 rue McGill, #207, Montréal, Québec, Canada, H2Y4A3, Téléphone: 514-288-7139 Programmeurs: Creo Projet financé par : Gouvernement du Canada, Bureau de l’alphabétisation et des compétences essentielles. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2771   ———————————————————————————————————– Subject: Neuro-Ludus: free brain training game Neuro-Ludus released as a free brain training game to contribute to the democratization of Brain Training Dear Colleagues, We wish to thank the numerous e-forum members who participated in our online consultation and gave us insightful comments and suggestions while we were developing the Neuro-Ludus brain training game. Your most valuable input was used to ascertain the appeal of the game to our target audience. I am pleased to announce that Neuro-Ludus has now been released. Neuro-Ludus enables youth and adults to augment their analytical/information processing skills to learn more effectively and achieve peak performance. Players from all over the world can play Neuro-Ludus for free online, and from ISO and Android mobile telephones and tablets. Youth and adults from 50 countries are already playing Neuro-Ludus. Critics of brain training have argued that there is a need for more research to support the claims that playing brain training game can help people to become smarter. Neuro-Ludus puts players in the driver’s seat to improve their cognitive skills, and assess their performance improvement in real time, with the help of a highly valid and reliable standardized pre-test and post-test. Players can monitor their progress and make their own judgment regarding the effectiveness of the game. Neuro-Ludus does not collect players’ personal information. Our learning analytics is exclusively based on players’ non-personal information. I am pleased to share with you our press release announcing the launching of Neuro-Ludus. My very best regards to All. Chris Chris Chinien, Ph.D. (Ohio State University). President, Compétences/Skills R&D Inc. http://www.neuroludus.com www.rewired4technology.com chris.chinien@gmail.com PRESS RELEASE (Montréal, Canada, November 16, 2014). Play Your Way to a Smarter Brain with Neuro-Ludus, Scientifically Designed Cognitive Skills Augmentation Brain Training Game! Neuro-Ludus Provides Fun, Continuous, On-Demand #Brain-Training Anywhere, Anytime, Free for Everyone. Drawing from its award-winning research in cognitive skills augmentation, Compétences/Skills R&D Inc. has developed the Neuro-Ludus brain training game by dovetailing important discoveries in neuroplasticity, gaming and mobile technology. Neuro-Ludus enables youth and adults to augment their analytical/information processing skills to learn more effectively and achieve peak performance. In the past, researchers have been constrained in their efforts to help people to improve their analytical/ information processing skills because of a belief that the brain was hard-wired to function in predetermined ways and could not be changed. However, recent brain research focused on neuroplasticity has demonstrated that the brain is “soft-wired” and can be modified with proper training and experience. To succeed in the information society, people need to have well-developed analytical/information-processing skills. Employers view these skills as essential to achieve a competent and productive workforce. Educators also recognize the importance of these skills to learn effectively throughout life. Additionally, the use of digital technology involves the application of advanced cognitive skills for processing huge amounts of complex information quickly and effectively. These skills regulate the information processing habits representing a person’s typical mode of perceiving, visualizing, thinking, problem solving, and remembering. To mitigate this widening cognitive overload, Neuro-Ludus offers cognitive augmentation brain training to improve analytical/information-processing skills. Neuro-Ludus has a built-in pre-test and post-test to enable players to assess their progress. The game scenario captures players’ interest and maintain their engagement: Following an ecological disaster, some primitive bacteria have attacked the human brain and threaten to erode the superiority of the human race over other living organisms. Save the human race! Play Neuro-Ludus and collect neuro-energy to rewire human brains. The Neuro-Ludus English/French apps are FREE from: iTunes , Google Play and online: http://www.neuroludus.com An animated video demonstration of Neuro-Ludus is accessible from: https://www.youtube.com/watch?v=hAYN0xTfihM Read our blogs to learn more: http://www.rewired4technology.com Download our Press Kit: http://tinyurl.com/kwa66gw Contacts/Interviews: Chinien, Ph.D., chris.chinien@gmail.com; Boutin, Ph.D., UQAM, boutinfrance@gmail.com Compétences/Skills R&D Inc.: http://www.competencesrd.com 1 McGill Street, #207, Montreal, Québec, Canada, H2Y4A3. Compétences/Skills R&D Inc. engineers worthy human performance through research, development and innovation. The Neuro-Ludus project was funded by: Government of Canada, Office of Literacy and Essential Skills. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2771 ———————————————————————————————————– Subject: EDUCATION WORLD FORUM 2015 (en) (fr) (sp) Click below to see the message online in 6 UN languages: Si vous ne visualisez pas correctement l’e-mail, cliquez ici: http://url.snd20.ch/visu-4839EB9C-9C39-4E97-B0D9-D22B6FCE1DB2-388196225-501863-17112014.html (EN) 4th WORLD FORUM OF LIFELONG LEARNING UNESCO – Paris, 5-6 February 2015 Organization : Worldcommittee for lifelong learning (CMA), The UNESCO Institute for lifelong learning (UIL) , and  International Council for Adult Education (ICAE) Program and registration form : http://www.cma-lifelonglearning.org/lll/?page_id=2329 *** (FR) 4ème  FORUM MONDIAL DES APPRENTISSAGES TOUT AU LONG DE LA VIE UNESCO-Paris – 5 et 6 février 2015 Organisation : Comité mondial pour les apprentissages tout au long de la vie (CMA), Institut de l’UNESCO pour l’apprentissage tout au long de la vie (UIL) et le Conseil international pour l’éducation des adultes (ICAE) Programme et inscription : http://www.cma-lifelonglearning.org/lll/?page_id=2270 *** (SP)   4° FORO MUNDIAL DEL APRENDIZAJE A LO LARGO TODA LA VIDA UNESCO-París – 5 y 6 de Febrero de 2015 Organización : Comité Mundial para el Aprendizaje a lo Largo de Toda la Vida (CMA), Instituto de la UNESCO para el Aprendizaje a lo Largo de Toda la Vida (UIL) y el Consejo Internacional de Educacion de Adultos (ICAE). Programa + Formulario de inscripción: http://www.cma-lifelonglearning.org/lll/?page_id=2320 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2773 ——————————————————————————————————– UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum   Subject: Which aspect of quality in TVET is most important to you? Quality is an important issue in technical and vocational education and training (TVET) and the VOCEDplus team at the National Centre for Vocational Education Research (NCVER) is working on getting together some value added resources on this subject. To help the team with this project, please participate in our online poll and tell us what you think is the most important aspect of quality in education and training. You can vote at: http://www.voced.edu.au/content/which-aspect-quality-education-and-training-most-important-you view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2772 ———————————————————————————————————– October 2014 – News from UNESCO on education for sustainabl​e development View this email in your browser http://us8.campaign-archive1.com/?u=ed96882dc5043627b08300be8&id=d16ff64652&e=8ac9936dcb ——————————————————————————————————— Multilingu​al online technical dictionary Arabterm Subject: Multilingual online technical dictionary Arabterm hello, Arabterm is an online Technical Dictionary, available on www.arabterm.org for free and in four languages: Arabic, French, English and German. The Dictionary covers different technical Domains, including: Water Technologies, Automotive Engineering, Renewable Energy, Electronic Engineering, Textile and Transport & Infrastructure. Arabterm is a joint Project of the Arab League Educational, Cultural and Scientific Organization (ALECSO) and the German Federal Ministry for Economic Cooperation and Development (BMZ), carried out by the Bureau of Arabisation (BCA) and the Deutsche Gesellschaft für international Zusammenarbeit (GIZ) Gmbh. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2759   EXTENSION Skills in Action Award: calling for young people to share their stories Subject: EXTENSION  Skills in Action Award: calling for young people to share their stories Dear e-Forum members, As you might be aware, we have launched the Skills in Action Award in September this year. We received many interesting and inspiring submissions already. Some stories have already been published on the website, and we are currently working on more which will be published in the coming days, see http://www.unevoc.unesco.org/skillsinaction Kindly notice that we have decided to extend the deadline for submission for one month, until 30 November 2014. We hope you will share this information with your students, graduates and your network, as we are hoping to receive more stories of inspiration from all around the globe. The Skills in Action Award is awarded to individuals who inspire others and who have acted as ambassadors for technical and vocational education and training in their community. The goals of the award are to: • Celebrate technical and vocational skills as a means to improve one’s livelihood • Reward young people’s efforts to promote sustainable development in their communities • Raise awareness on the benefits of TVET • Promote TVET as a means to tackle global challenges such as poverty, youth unemployment and environmental degradation. • Provide young people the opportunity to demonstrate their skills to the rest of the world. UNESCO-UNEVOC is calling for TVET students, graduates, (social) entrepreneurs and individuals between the age of 15 and 35 years who have utilized their skills for their benefit and that of the local community across the globe to share their stories. For more information about this award, please visit http://www.unevoc.unesco.org/skillsinaction Thank you most kindly. With best regards, The UNESCO-UNEVOC team. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2715   ———————————————————————————————————- http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/ Subject: Units of Competence – Definition and Calculation. Good Afternoon All, can any direct me towards or forward any information/documentation on the following: a definition of the term “Unit of Competence”?   andhow are the Units of Competence calculated? regards Daryl Steele  / Research Officer Office of the Executive Director  / Accreditation Council of Trinidad & Tobago Trinidad, West Indies   /  Email: dsteele@actt.org.tt ***Moderator comment*** 2 definitions for “unit of competency” can be found on the TVETipedia Glossary, see: http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&filt=all&id=461 The nationally agreed statements of the skills and knowledge required for effective performance in a particular job or job function. They identify the skills and knowledge, as outcomes that contribute to the whole job function. Units of competency are an endorsed component of training packages. Source: NCVER 2013, Australia A component of the competency standard stating a specific key function or role in a particular job or occupation serving as a basis for training an individual to gain specific knowledge, skills and attitude needed to satisfy the special demands or requirements of a particular situation. Source: TESDA 2010, Philippines view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2753 Yours Sincerely T.H. Sree Rama Project Founder & Managing Trustee, Global Institute for Skills & Careers Hyderabad, India Attachment: Job focused skills http://www.unevoc.unesco.org/e-forum/Job-Focused-Skills.doc

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Subject: International conference on TVET from 18-20th Feb. 2015, abstracts are invited for paper presentation in the conference

Dear e-Forum Members, Greetings! It is informed that abstracts latest by 25th Nov.14 (the extended date) and papers (up to 30th Dec.14) are invited for the upcoming International Conference on Emerging Trends in TVET: Vision 2025 from 18-20,February, 2015 organised by PSS Central Institute of Vocational Education,NCERT (under Govt.of India), at Bhopal, M.P.India. Registration form and procedure is given in the brochure: http://www.unevoc.unesco.org/e-forum/Brochure-of-International-conference-file-2.pdf Delegates will be provided free lodging and boarding facilities. We are looking forward for valuable contributions of e-Forum members in the conference. Best Regards, Dr. Asfa M. Yasin Organising Secretary, Prof.and Head, Centre for International Relationship PSS Central Institute of Vocational Education,NCERT Shyamla Hills, Bhopal, M.P.India websites- www.psscive.nic.in and www.cive.org view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2659

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Subject: Vacancy Announcement: TVET Programme Assistant

Dear e-Forum members, UNESCO Regional Office in Bangkok is looking for a Programme Assistant for its TVET programme. Please see the following vacancy announcement for more information: http://www.unescobkk.org/fileadmin/user_upload/Job2014/JA_31-14_Programme_Assistant_EPR.pdf Best, Barbara view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2764

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Subject: YCT UNEVOC Center celebrates Global Entrepreneurship Week 2014

Center for Entrepreneurship Development, Yaba College of Technology in collaboration with YCT UNEVOC Center, Lagos Nigeria joins entrepreneurs and businesses around the globe to celebrate the Global Entrepreneurship Week 2014. The theme for this year’s celebration is “Get Connected”. More information is available here http://www.yabatechunevoc.org/news/recent/46-gew2014 Attachment: Global Entrepreneurship Week 2014 @ Yaba College of Technology Lagos Nigeria Poster http://www.unevoc.unesco.org/e-forum/gew2014.png view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2767

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From: Kamal Armanious [k.armanious@unesco.org]

Subject: Vacancy Announcement: Project Manager TVET project – UNESCO Iraq Office Dear e-Forum members, To whom it may concern UNESCO Iraq Office is hiring a Project Manager of the TVET project for Iraq, please be informed that the vacancy notice is now available at https://en.unesco.org/careers/sites/careers/files/VN_P4%20ED%20Iraq_0.pdf The deadline for submission of candidatures is 30 November 2014. Should you have any questions, please contact directly UNESCO Iraq Office (see here: http://www.unesco.org/new/en/iraq-office/about-this-office/contact-us/ ) Best of luck Kamal Armanious UNESCO-UNEVOC International Centre Bonn, Germany www.unesco.org/unevoc view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2770 UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum

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Units of Competence – Definition and Calculation Good Afternoon All, can any direct me towards or forward any information/documentation on the following: a definition of the term “Unit of Competence”? and how are the Units of Competence calculated? regards Daryl Steele Research Officer Office of the Executive Director Accreditation Council of Trinidad & Tobago Trinidad, West Indies Email: dsteele@actt.org.tt ***Moderator comment*** 2 definitions for “unit of competency” can be found on the TVETipedia Glossary, see: http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&filt=all&id=461 The nationally agreed statements of the skills and knowledge required for effective performance in a particular job or job function. They identify the skills and knowledge, as outcomes that contribute to the whole job function. Units of competency are an endorsed component of training packages. Source: NCVER 2013, Australia A component of the competency standard stating a specific key function or role in a particular job or occupation serving as a basis for training an individual to gain specific knowledge, skills and attitude needed to satisfy the special demands or requirements of a particular situation. Source: TESDA 2010, Philippines view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2753   Subject: RE: Units of Competence – Definition and Calculation Good Day, Daryl Steele! Below are links to some resources that may lead to what you are looking for. Competencies for Hiring Considerations http://www.employeeservices.gov.sk.ca/competencies Adult Skills Assessment in Europe http://ec.europa.eu/education/pdf/doc262_en.pdf European Inventory on Validation of Non-formal and Informal Learning (2010) http://libserver.cedefop.europa.eu/vetelib/2011/77662.pdf International Assessment of Adult Competencies (OECD) http://www.oecd.org/document/35/0,3343,en_2649_39263238_40277475_1_1_1_1,00.html International Association for the Assessment of Educational Achievement http://www.iea.nl/home.html Apart from these, I suggest taking  a look at Assessment Tools such as those used by the Hay Group. http://www.haygroup.com/ww/services/index.aspx?id=105 Yours, Damian T. Damian Boyle Workplace Educator Northlands College McArthur River Mine Site c/o Cameco 2121 Eleventh Street West Saskatoon, Saskatchewan    S7M 1J3 Canada Telephone:  (306) 633 – 2001 (x8881) www.northlandscollege.sk.ca                         view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2753  

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 17th UNESCO-APEID International Conference, 29-31 October 2014, Bangkok, Thailand Subject: 17th UNESCO-APEID International Conference, 29-31 October 2014, Bangkok, Thailand 17th UNESCO-APEID International Conference The Powerhouses of Education: Teachers for the Future We Want 29-31 October 2014, Bangkok, Thailand What do you think? 1.    What are the top 3 qualities that you think a teacher for the future we want must have? 2.    What are the top 3 obstacles that prevent teachers from being the teachers for the future we want? 3.    What are the top 3 realistic actions needed to assist teachers to be the teachers for the future we want? Tell us what you think by taking part in this simple survey: https://www.surveymonkey.com/s/APEIDSURVEY. It will take less than 5 minutes to complete – we promise! We will reveal the results of the survey at the 17th UNESCO-APEID International Conference, The Powerhouses of Education: Teachers for the Future We Want, to be held on 29-31 October 2014 in Bangkok, Thailand. If you are planning to attend the conference and have not registered yet, please do so soon. You will be listening to interesting, inspiring and thought provoking presentations. You will also meet educators and practitioners who share your commitment in developing teachers for the future we want. And last but not least, you will entertain and be entertained at the UNESCO Got Talent Show at the Welcome Reception! Registration Register online at www.unescobkk.org/education/apeid/conference2014, or contact UNESCO Bangkok at apeidconf@unesco.org for further information. Fees International participants     US$ 350 Full-time student                  US$ 150 Resident of Thailand            US$ 150 Group registration**             US$ 250 each * Payment for Early bird registration must be received by UNESCO Bangkok by 30 September 2014. ** For 5 or more individuals from the same organization/institution. For more information, contact: UNESCO-APEID International Conference Secretariat UNESCO Bangkok 920 Sukhumvit Road, Prakanong Bangkok 10110, Thailand Tel: (66-2) 391 0577 Fax: (66-2) 391 0866 Email: apeidconf@unesco.org Website: http://www.unescobkk.org/education/apeid/conference2014 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2751   North American Cluster Newsletter Subject: North American Cluster Newsletter The UNEVOC North American cluster has published its third newsletter! You will find enclosed the latest edition of the UNEVOC newsletter for North America. The theme chosen this time is access for disadvantaged learners, whether due to vulnerable social status, physical or mental disability, or simply the fact of not following a traditional path. You can view this document on our website in both English and French. We would also like to inform you that Colleges and Institutes Canada (CICan) will be publishing a comprehensive report on the subject. It will be available on-line as of mid-October at http://www.collegesinstitutes.ca. We encourage you to subscribe to CICan’s newsletter, “Perspectives”, which will announce when the publication is ready: http://www.collegesinstitutes.ca/news-centre/subscribe-perspectives/. Happy reading! Leah Jurkovic Manager, Applied Research and Knowledge Dissemination | Gestionnaire, Recherche appliquée et diffusion des connaissances International Partnerships | Partenariats internationaux Colleges and Institutes Canada | Collèges et instituts Canada 613 746 2222 x 3119 www.collegesinstitutes.ca | www.collegesinstituts.ca Attachment: UNEVOC Newsletter October 2014 http://www.unevoc.unesco.org/e-forum/UNESCO-UNEVOC_Newsletter_Oct2014_Web.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2749   The CVA-ACFP September 2014 Newsletter is out! / CVA-ACFP Infolettre de septembre 2014 est en ligne Subject: The CVA-ACFP September 2014 Newsletter is out! / CVA-ACFP Infolettre de septembre 2014 est en ligne In English http://cva-acfp.org/a/2014-09-en.html In French http://cva-acfp.org/a/2014-09-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=2747

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Sent: 2014-10-08 18:30 Subject: RE: Social and gender equity in and through TVET Good Day, Jennifer Mudge! I happened to listen to a broadcast yesterday that seems to have many points of coincidence with your interest about gender and social equity, although it is not addressing TVET. I believe that there are some research practices and lessons articulated in this that would prove valuable especially for designing TVET Facilities, and workplaces, to make the occupational option inviting enough to pursue. A very simple and inexpensive accomodation for a new-build proposal. Very difficult and costly to change after the fact, and the opportunities will not be taken up much otherwise. Claiming Space, Ideas Program, CBC Radio http://www.cbc.ca/ideas/episodes/2014/10/07/claiming-space/ Yours, T. Damian Boyle Workplace Educator Northlands College McArthur River Mine Site c/o Cameco 2121 Eleventh Street West Saskatoon, Saskatchewan S7M 1J3 Canada Telephone: (306) 633 – 2001 (x8881) www.northlandscollege.sk.ca

view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2746

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virtual conference on skills for the creative industries, 29 September to 10 October 2014, UNEVOC e-Forum UNESCO Subject: RE: virtual conference on skills for the creative industries, 29 September to 10 October 2014, UNEVOC e-Forum   Dear e-Forum members, Just over a week ago, the virtual conference on skills for the creative industries kicked off on the UNEVOC e-Forum! The discussion, moderated by Paul Collard, CEO of Creativity, Culture and Education, has so far gathered over 120 participants from 57 countries. Below you will find a summary of the discussions in the first week. Got curious? You can still join the discussion and share your views on the topic by subscribing here: http://www.unevoc.unesco.org/go.php?q=Subscribe We look forward to the contributions of all e-Forum members! UNESCO-UNEVOC Summary of first week discussion Introduction The UNESCO- UNEVOC forum on ‘Skills for the Creative Industries’ was established in response to the growing importance of the creative industries to national economies around the world. It is intended to explore how the Technical and Vocational Education and Training (TVET) sector should respond to the challenges and the opportunities that the creative industries have set. Defining the Creative industries Alix Wurdak from UNESCO–UNEVOC helpfully pointed participants to the key literature from which definitions of the Creative Industries can be drawn. For instance, UNESCO’s Framework for Cultural Statistics, lists the following set of culturally productive industries, activities and practices: –       cultural and natural heritage, –       performance and celebration, –       visual arts and crafts, –       books and press, –       audio-visual and interactive media, –       design and creative services, –       intangible cultural heritage (transversal domain), and –       tourism, –       sports and recreation (related domains) In addition, the UNESCO model includes education and training, archiving and preservation, and equipment as they play a key role in the culture cycle for the production and transmission of culture. However, she stressed that reading across the literature it is clear that these definitions are used in a fluid and flexible way in different contexts, cultures and markets it felt it was perhaps more important for workers to define themselves, as other participants had suggested. This was strongly supported in a number of the contributions from participants. Firstly, it was clear that for many of those from outside Europe who had joined the discussion the priority was ‘Creative Skills for Industry’ with participants pointing to the importance of developing creative skills in a wide range of workers, such as automotive workers and electronic watch repairers, who may fall outside the usual definitions of creative industries. Secondly, there was concern that in the business models of some industries the employers were largely unaware of the skills required in their workforce. Addressing the training needs of the Creative Industries David Parker, as Director of Research for CCSkills, the UK agency with responsibility for developing skills in the creative and cultural industries, pointed participants to his research which indicated that the vast majority of employers in the sector are Small to Medium Sized Enterprises or Microbusinesses (less than 10 people). The training budgets for such organisations tend to be relatively small, and so the market for formal professional development offers is limited and the ‘route to market’ in such a fragmented environment is complex and expensive. Allied to this, in the UK, is the flow of money through the education system, where the student market is almost completely disconnected from the employer market. This leads to an oversupply of courses that appeal directly to students, and the emergence of skills gaps when it comes to the immediate needs of employers. So, for example, we have more and more young people studying performing arts, but an urgent shortage of riggers and lighting technicians. CCSkills have addressed the issue by establishing a network of Skills Academy Managers who work across the country to help fine tune their understanding of each sub-sector’s needs. This has proven to be a valuable way of ensuring there are no mixed messages or crossed wires when interpreting questions of supply and demand. Participants in the forum welcomed this approach because it was a clear strategy for addressing the importance all participants saw in ensuring effective dialogue between employers and TVET. North/South dialogue Some participants have given good examples of partnerships between institutions across the north/south divide. Helen Mahoney  stresses that building a partnership takes time, shared values and vision, commitment and resources and it is essential that they are based on equality. Her experience came about when her college, Ballyfermot College in Ireland, entered such a partnership with Evelyn Hone College (Zambia). Starting with music, journalism and human rights projects with students in the two colleges, through which we established a strong relationship, they moved to seeking funding from Irish Aid for a major project to support the development of a three year creative digital media programme in EHC.  Both colleges have benefitted. Staff and students in BCFE are far more engaged with development issues, our curriculum and college is richer, and it is similar in EHC which now also has introduced the first programme in digital media in the formal education sector in Zambia. This programme was developed with TEVETA and is now available to all colleges in Zambia in line with TEVETA regulations. While recommending that there should be far more such partnerships, she highlighted the enormous challenge of getting them funded. Copyright Finally, Awoumou Manga André Marie raised the important issue of copyright. The effective management of copyright lies at the heart of the commercial success of many creative industries and that learning how to use it should be a key element in the training of workers for the creative industries. Conclusions There are now 124 participants from 57 countries and the breadth and diversity of their contributions has enabled us to focus on the key issues quickly with wide agreement among participants on the issues raised. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2709   ———————————————————————————————————- Technical Training Centers   Subject: Technical Training Centers I am forming a Commission to draw up a draft on the technical training for young people who have completed their studies in technical high school and we need to design complementary programs to improve their job performance. Could you give me information that may be helpful in setting up such technical training centers? Thanks Galo Viteri – Ecuador view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en From: Moustafa Wahba [mailto:mmm.wahba@gmail.com] Sent: 2014-10-06 14:44 Subject: RE: Technical Training Centers Hi Galo and Forum Members I will try to brief you in general on the different types of institutional development processes adopted in TVET Institutions (Institutes, Centers and Industrial Schools) covering Management, Technical / Pedagogical & Standardizing Processes. I will explain how to enhance performance, learning and Institutional Development ID among the management staff of TVET Institutions by identifying and sharing practical experiences, participatory methodologies and  useful approaches and tools. I have to emphasize that Institutional Development of a TVET Institution can be seen as an ongoing process originated from the Institution to raise the awareness of the Institution’s staff of the processes they are involved in and how the Institution can be autonomous (independent) and its performance improved. It is worth mentioning that the new institutionalism for TVET that is becoming consolidated in some of the developed countries has also made evident the need for a new management approach within developing countries. In developing countries, we should learnt from the experiences that some TVET Institutions within developed countries have tested, the trials they made for local management and the services utilized for the TVET Institution function and development either in an informal or formal manner. Quality control of TVET Institutions is one of the challenges that TVET Institutions have to face in order to achieve higher levels of competitiveness. In this regard I should emphasize on the importance of the design, implementation, and the follow-up and evaluation of high-level training programmes for those in charge of managing and implementing training activities in TVET Institutions. In presenting certain tools and approaches used for performance improvement of TVET Institutions, I don’t want to impose certain rationalities and tools on predefined schemes. On the contrary, I want to share practices and open up tools and approaches used in ID processes to learning and reflection. Those who are setting up and managing TVET Institutions should realize the importance of experiences, practices and tools used in ID. The value of the tools lays not so much in their nature as in the way they are used. In other words, the key point is the attitude of the TVET Institution’s staff. Whilst tools may play a role as incentives for further thinking or in helping to analyze material, they can never replace a good TVET Institution’s staff. In this regard I should stress that TVET Institution Managers must seek to give credit to the need for taking the right attitude to facilitate and process management of TVET Institution’s. In general the TVET Institutions are those Technical and vocational Education and Training Institutions having responsible persons and set up of several units handling business activities concerning technical and vocational education and training, instruction, guidance, counseling, and technical services for training, general activities, human resources and accounting. The TVET Institution is generally furnished with classrooms, workshops, facilities and equipment to be exclusively used for the purpose of technical and vocational education and training and it is manned by qualified and experienced vocational Instructors / Trainers / Teachers, Assessors and Verifiers , assigned and appointed to train, assess, verify and develop particular craftsmen and apprentices in accordance with established curriculum, training programmes and assessment / verification criteria. To professionally set up a TVET Institution (Institute, Center or Industrial School), you need to recruit a TVET Expert or Consultant who is fully familiarized and experienced and who can develop the TVET Institution General Policy. As general policy, the management of the TVET Institution has to ensure that the staffs of the Institution is fully committed to plan and develop the educational and training strategy and the Institution’s training system. The staff should ensure that trainees / students of the TVET Institution are fully trained, competent and equipped with the right combination of Awareness, Knowledge, Skills and Attitudes competencies to do their job. A TVET Institution is committed to ensuring that: A.      The staff / workforce of the TVET Institution have received vocational training through work based Learning / Training / Assessment / Verification and they are competent and equipped with the skills and knowledge they need to do their job B.      The Manager of the TVET Institution create an environment where staff feel motivated by their learning, and that achieving national vocational qualifications (if available) or higher vocational qualifications  is supported, recognized, valued and systematically recorded and reported C.      The TVET Institution Managers have overall responsibility not only in the running of their own TVET Institutions, but also in the overall business process.  The main profile and sub profiles of TVET Institution Managers should be clearly identified D.      One of the biggest challenges in an Instructor / Trainer / Teacher career is to efficiently conduct the training session. The ability to develop, design and, above all, deliver a training programme is a key factor for an Instructor / Trainer / Teacher. The Instructor / Trainer / Teacher is required to manage interpersonal relations within the classroom and be aware of coaching skills at a deep psychological level. Equipped with these, Instructors / Trainers / Teachers will be able to develop productive training programs through their career. E.      Evaluation of the impact of vocational training on the competence of the workforce and services provided is continuously made F.      Assessment against identified competency  standards (levels) is continuously made G.      Progress review is continuously done through the career development of the TVET Institution’s staff H.      Frequent review of the TVET Institution’s Plan against key training service objectives I.      Different reports highlighting the out key learning investments and achievements are periodically issued J.      The responsibilities of the key players in achieving the TVET Institution General Policy (TVET Institution Managers, Instructors / Trainers, Assessors and Internal Verifiers) should be clearly identified K.      The TVET Institution Assessors and Internal Verifiers must demonstrate their competence by gaining a recognized qualification in assessment and internal verification I am willing to explain in full details the way to professionally set up a TVET Institution or upgrade a TVET Institution into Institution of Excellence to  those Forum Members who are interested. Best regards. 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: Technical Solution to reduce paper usage in a TVET training institution

Dear Forum Members Paper usage in a specific technical and vocational training institution is costly. I am interesting in using a technical solution to solve this problem in order to reduce cost as well as help in the reduction of tree cutting hence preserving the environment. With this in mind I intend to conduct a research to investigate if there is any training institution that has this same problem and have found a solution. Also, what are some of the issues that I need to focus on when seeking related literature. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2740

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Subject: Re: Skills for Renewable Energy – Study on Technical and Vocational Training in Africa Hello Florian Thank you for this extensive, and informative report.  I read with interest of the possible enterprise-based activities within the EU, as well as TVET solutions within the countries included in the report. I am from the Australian TVET sector, and thought it might be useful to you to be aware of a sub-degree program which is being offered in Australia. Please see: http://www.highered.tafensw.edu.au/courses/profiles/associate-degree-of-applied-engineering-renewable-energy-technologies.html Your project seems to me to have a very high potential for impact not only for TVET, but as you point out for many other stakeholders.  Please contact me if you are interested in the possibility of the Australian program in some way, or you feel I could contribute in other ways to this very worthwile project. Regards   Anne   Subject: Skills for Renewable Energy – Study on Technical and Vocational Training in Africa Dear colleagues, We would like to share our newest publication on Technical and Vocational Education and Training for Renewable Energy in Africa with you: http://www.africa-eu-renewables.org/index.php?page=130 The study has been developed by the EU Energy Initiative Partnership Dialogue Facility (EUEI PDF: http://www.euei-pdf.org/ ) in the framework of the Africa-EU Renewable Energy Cooperation Programme (RECP: http://www.africa-eu-renewables.org/ ). The RECP was launched to accelerate the use of the vast potential of renewable energy in Africa and meet future energy needs. As part of the programme, the RECP promotes Technology, Innovation & Capacity Development in order to support the training of a new generation of energy professionals in Africa. The study’s findings highlight the complexity of technical and vocational training for renewable energy, with two diverse, often immature sectors coming together. Entry points for support interventions, identified through the study, include for example work on national curricula for renewable energy technologies, adaptation of existing curricula, train-the-trainers programmes, or the development of course material for specific institutes. Work on accreditation of certain certificates as well as teaching standards and the promotion of gender issues in technical courses may also form part of specific interventions. The study provides country mappings for Ghana, Mozambique, Rwanda, Senegal and Sierra Leone analyzing TVET in the countries’ renewable energy sector as well. We would be glad if you shared the study with interested colleagues and peers. Please feel free to contact me or the RECP for feedback or further information at any time: http://www.africa-eu-renewables.org/index.php?lang=eng&page=117 Kind regards, Florian Lenz EU Energy Initiative Partnership Dialogue Facility (EUEI PDF) c/o Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH P.O.Box 5180 65726 Eschborn, Germany florian.lenz@euei-pdf.org http://www.euei-pdf.org view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2718   Subject: ICT Readiness Comparative Analysis of Educational Institutions Colleagues:   I am a consultant to the World Bank funded Caribbean Regional Communications Infrastructure Project (CARCIP). I am involved with the ICT Skills component of the project. One critical element is the completion of a comparative analysis of the ICT Readiness of Educational Institutions. This specific exercise focuses on Primary and Secondary level institutions. We are inviting you to complete the analysis using this link: https://app.icontact.com/icp/sub/survey/start?sid=1273&cid=1208271 We will send a summary of the findings to the e-mail address that you enter into the document. Thanks for your cooperation Trevor Smith CARCIP Project view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2723 Subject: ILO programme KNOW ABOUT BUSINESS Dear Colleagues, You may want to look at the International Labour Organization’s KNOW ABOUT BUSINESS programme, which is a training methodology to create awareness about entrepreneurship among youth. The programme is introduced mainly to: • Develop positive attitudes towards sustainable enterprises, self-employment and social entrepreneurship • Create awareness about working in enterprises and about self-employment as a career option for young people • Provide knowledge about the desirable attributes for starting and operating a successful enterprise • Prepare students to become better employees through improved understanding of business and stronger positive and adaptive behavioural attitudes • Create a responsible, enterprising culture among young women and men – the entrepreneurs of tomorrow • Encourage qualities such as initiative, innovation, creativity and risk taking among youth • Increase young peoples’ understanding of the role they can have in shaping their own future, as well as that of their country, by being entrepreneurs • Strengthen skills – how to apply professional skills to the realities of new jobs, now mostly generated by private sector I strongly believe this could be the programme introduced to build capacity in institutions for sustainability purposes. You can get more information on www.knowaboutbusiness.org, or call us at 0772 591508 to share more on practical experiences in using this methodology. Sincerely, Mafelile Molala Saidi ILO Master Trainer Director – Royal Business Consult Trust view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2725   Subject: Case Studies on Use of Educational Technology in Reducing Gender Inequality and Stereotyping Dear Members, Greetings! In developing countries, policies have been made to target specific obstacles to female participation in education. A number of interventions appear to be successful in raising female enrollment rates, including reducing fees, providing course materials, uniforms, meals, increasing number of female teachers in schools, etc. Please share some of the recent case studies on projects that took into account gender-related concerns and have used educational technology for successfully addressing gender issues, such as gender inequality and stereotyping. Best wishes, Vinay S Mehrotra view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2724   Education Technology Subject: Re: Education Technology Good Day, Vinay! Attached is a copy of my paper:  Netizen Peer Learning in the Age of the Smartphone.  (I hope I have the Track Changes feature turned off properly.) In sum, I am recommending a shift away from school attendance as a requirement for learning.  This would work best for those who are generally well motivated and capable enough to work independently without constant supervision and direction. I recommend this approach also for families with young children.  In this part of the world this group is often referred to a “Home Schoolers.”  For some starting points with this, go to: Ontario Federation of Teaching Parents http://ontariohomeschool.org/resources/ I have posted inks relating to Distance Education at: http://edunorth.wordpress.com/distance-ed/ Yours, Damian T. Damian Boyle Workplace Educator Northlands College McArthur River Mine Site c/o Cameco 2121 Eleventh Street West Saskatoon, Saskatchewan    S7M 1J3 Canada Telephone:  (306) 633 – 2001 (x8881) www.northlandscollege.sk.ca Attachment: Netizen Peer Learning in the Age of the Smartphone http://www.unevoc.unesco.org/e-forum/Netizen-Peer-Learning-in-the-Age-of-the-Smartphone.docx                        

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Subject: Re: Starting TVET e-Library Good afternoon, Since 2011, the Canadian Vocational Association presents a survey of relevant links and documents on various specializations and topics related to the field of professional training. We have now our database available online, in English and in French. This browsable/searchable tool gives you access to information through thousands of keywords and the Filter option allows you to refine your search in just a few clicks. You can access it here, at the bottom of the page http://cva-acfp.org/ We also produce a free online monthly Newsletter. To receive it, you can subscribe from the same page as well. Best regards, Madeleine Madeleine Anne Decker Information and knowledge management officer view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2692

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Upcoming: virtual conference on skills for the creative industries​, 29 September to 10 October 2014, UNEVOC e-Forum  Dear e-Forum members, We are pleased to announce that the next virtual conference on the UNEVOC e-Forum will take place from 29 September to 10 October 2014. You can sign up here: http://www.unevoc.unesco.org/subscribe In the next edition of UNESCO-UNEVOC’s virtual conferences, we would like to discuss with you the role of skills in the creative industries. The virtual conference will be moderated by Paul Collard, CEO of Creativity, Culture and Education(CCE), an international foundation dedicated to unlocking the creativity of children and young people in and out of formal education, based in Nottingham, United Kingdom. UNESCO’s 2013 Creative Economy Report refers to jobs in the creative industries as “activities involving cultural creativity and/or innovation”. The creative industries are recognized by UNESCO as a powerful source for “new development pathways that encourage creativity and innovation in the pursuit of inclusive, equitable and sustainable growth and development.” Examples of jobs in the creative industries include crafts, design, fashion, film and video, TV and radio, music, performing arts, publishing, software, or computer games. On a global level it is estimated that between 2 to 8 percent of the workforce is engaged in jobs directly related to the creative economy. In the United Kingdom and France alone, the creative industries offer jobs for 1.3 and 1.2 million people respectively. The Creative Productivity Index recently published by the Asian Development Bank finds that low- and middle-income economies will benefit most from policies to increase creative inputs. The virtual conference will address the following questions: * What are creative industries and what are the needs for skills? * How can we turn the expansion of creative economies into an advantage for TVET and, in turn, what can TVET and skills development do to support the growth of the creative sector? * What is the role of creativity in TVET? * What are the different vocational pathways to creative jobs? * What do we know about the creative industries and what do we still need to learn? With this conference we aim to deepen our understanding of the creative industries in relation to vocational education and training, discuss challenges and opportunities in this sector, and identify good practices from across the globe. UNESCO-UNEVOC is calling for e-Forum members and the global TVET community to share their experiences on skills in the creative industries. We are looking forward to hearing from you, whether you are a policy maker, researcher or practitioner. The contributions will be synthesized and summarized into a report that will provide directions for future research and programme work in this field. Your active participation in the discussion would be most gratefully received and we strongly encourage you to circulate this announcement to your networks. More information and to sign up, see http://www.unevoc.unesco.org/go.php?q=Virtual+conference+skills+for+the+creative+industries+29+September+to+10+October+2014 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 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! Best regards, UNESCO-UNEVOC view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2709  —————————————————————————————————— Global Youth Survey UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development servey YOUTH Hello everyone, I invite you to take part in the Youth Survey called “ YOUth Speak” that has been initiated by the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (UNESCOMGIEP) to understand the youth perspectives about present international and national issues. It covers issues related development, especially in relation to global citizenship, environment and peace.  UNESCO MGIEP has identified youth as its key partner and primary stakeholder towards building a future humanity has reason to value. The voices of the Youth will inform the MGIEP’s discourse on peace, sustainable development, transformative education and global citizenship. Let’s make certain the voices of young people are heard all over the world! YOUth Speak has 14 questions and will be open till 29 October 2014 on the homepage of  MGIEP‘s website. To participate in the survey, Click on this link-http://mgiep.unesco.org/youth-survey/ Contact youth.mgiep@unesco.org  if you have any questions.   —————————————————————————————————— Latest news on European research in learning and work – October 2014 Subject: [L&W] Latest news on European research in learning and work – October 2014 Newsletter for European Research in Learning and Work [L&W] Edition: October 2014 [ www.news.wifo-gate.org ] Read online for full functionality: http://www.b.shuttle.de/wifo/educ/news1410.htm Dear Colleagues This is the latest edition of the L&W Newsletter, which will reach you via a mailing list of over 1400 experts in and beyond Europe. As always, 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. Many thanks to all who contributed information for this edition of the Newsletter! Particularly worth noting in this edition are four calls for papers or proposals relating to: the International HRD conference in Cork, ESEE 2015 in Wageningen (see Conferences), the ICT-DRV Conference in Berlin (see Projects) and the IJRVET special issue on didactics (see Publications). Also included are the application dates for the IMASS E-Learning courses on Advanced Management (Programmes). Should you prefer to read the current Newsletter edition online, you can find it under October 2014 on the website (www.news.wifo-gate.org). And please pass the Newsletter on to your own colleagues and networks – thanks! The next edition of the Newsletter will appear in early December 2014. 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 2014 at the latest! With best wishes Sabine Manning Research Forum WIFO Editor of the L&W Newsletter Conferences Call for submissions: International HRD conference Submissions are now being accepted for the 16th International Conference on Human Resource Development Research and Practice across Europe (www.ufhrd2015.org), to be held in the School of Management and Marketing, University College Cork, Ireland from the 3rd – 5th June 2015.  The theme of the conference, Towards Evidence Based HRD Practice, centers around the need to bridge the gap between academic research and industry practice resulting from the lack of research that tests theory in the real world of practice. For this conference, we invite submissions however broadly, within the conference theme. The 11 streams include: Leadership, Management and Talent Development; Technology, eLearning and Virtual HRD; Career Management & Development, Knowledge Management, Organisational Learning and Organisation Development; and Assessment, Measurement and Evaluation of HRD. Final date for abstract submission: 10 November 2014. The conference will feature a doctoral colloquium in addition to a cultural tour of the area. Keynote Speakers for the conference are Prof. Sandra Robinson, University of British Columbia; Prof. David Collings, Dublin City University; Prof. Mike Morley, University of Limerick; Aidan Lawrence, Learning and Organization Development Director, Hewlett Packard. For more information, please see www.ufhrd2015.org or contact info@ufhrd2015.org (Posted by Ronan Carbery <ronan.carbery@ucc.ie>) Reminder: ESEE 2015 This is a reminder to submit proposals to the joint conference of the European Seminar on Extension and Education (ESEE) and the Association of International Agricultural and Extension Education (AIAEE), taking place April 28 – May 1, 2015, at Wageningen University in the Netherlands (website).  The Call for Proposals is open until October 15, 2014. The Call is on the website www.ESEE2015.nl, which is continuously being updated. Since the beginning of September we added: The submission criteria and procedure for symposium proposals; Members of the Honorary Committee; Key note speakers; Optional excursions; Partner program (which is visible when clicking on ‘I want to register my partner’). If you have any other question, do not hesitate to contact me. Hoping to see you in Wageningen in 2015 for this conference, also on behalf of the members of the Scientific Steering Committee and the local Organization Committee, Martin Mulder, conference organizer. (Info received from Martin Mulder <martin.mulder@wur.nl>) 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]. [Back to Newsletter] Networks Just posted: UFHRD Newsletter The latest edition of the UFHRD Newsletter (19/09/14), published by the University Forum for Human Resource Development, featuring Forum News, HRD conference reports, HRD News and Research, and Calls for papers, is available online at the UFHRD site (www.ufhrd.co.uk). Contact: Rick Holden R.J.Holden@LJMU.AC.UK> (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). [Back to Newsletter] Programmes E-Learning courses: Advanced Management IMASS – Methods and Analyses in Social Sciences (http://imass.ca/imass/) We are happy to announce the new dates for the next IMASS courses in Advanced Management (page): Maritime Clusters and Coastal Areas (10-14 November); Management of Science and Technological Parks (8-13 December); Town Management and Socioeconomic Development (12-17 January);  Management of Human Resources (26-31 January). Our goal is to support students, researchers and professors in developing better skills in quantitative and qualitative methods in the fields of the Social Sciences. On our website http://imass.ca/imass/ you will find detailed information about IMASS and also about our Instructors (page). If you have any further questions, please contact us at info@imass.ca. (Posted by Julieta Rosa <jarosa@ualg.pt> on behalf of Teresa de Noronha) High level quality skills management The G-ACUA Corporate University Blueprint is the preferred real time strategic management platform for achieving  high level quality skills management of the major business development opportunity posed by the Internet of Things (IoT). Find out more. In support of all initiatives in this area of IoT strategic management, we are now extending the G-ACUA Special Corporate University Blueprint Management Process Model and Knowledge Resource Offer to the end of October 2014. Please go to www.corporateuniversity.org.uk/acua/totallearningresource.htm (Info submitted by Richard Dealtry <richarddealtry@btconnect.com>) 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 Call for papers: ICT-DRV Conference Technology-supported vocational training for professional drivers in Europe – A matter of quality’ 12-13 February 2015 in Berlin [Website] Vocational education and training should prepare all professional drivers in Europe for continuously changing job requirements and for keeping them qualified for their job. Technology-based training offers opportunities to reach this goal and contributes to a high quality of training. The ICT-DRV conference provides an inside view to the current situation in computer-based distance learning and simulator-based professional driver training, and discusses a number of questions related to a high-quality and learning-oriented integration of such training approaches into professional drivers’ training in Europe. The interdisciplinary conference provides a platform for VET providers, public bodies, researchers, simulator and e-learning developers, social partners, employers, and other groups to explore and discuss opportunities, limitations and requirements to enhance professional drivers’ vocational education and training with high-quality computer- and simulator-based training. The conference is held in German and English. For the conference a call for papers has been launched. Contributions on realising high-quality technology-supported vocational training and ensuring high-quality within technology-supported training for professional drivers can be submitted to claudia.ball@dekra.com until 17 October 2014. Further information on the call for papers and the conference: http://project-ictdrv.eu/index.php?id=30&L=0 (Posted by Tanja Bacher tanja.bacher@3s.co.at) The future of vocational education – learning from the Nordic countries VET project funded by Nordforsk and coordinated by Christian Helms Jørgensen, Roskilde University The purpose of the project is to generate significant new knowledge on the strengths and weaknesses characterizing the different models of vocational education and training (VET) at higher secondary level in the Nordic countries. The Nordic countries provide unique opportunities for comparative research in the field of initial vocational education. On the one hand they are characterized by similar societal contexts; on the other hand they exhibit significant differences in their models of VET. This situation has made the Nordic countries a fruitful living experiment of diverging forms of VET, in which a variety of significant qualities can be explored in relation to similar societies. The purpose of this project is to generate knowledge on the different Nordic ways of managing the key dilemma of providing ‘double access’ from vocational education to the labour market and to higher education (HE). More specifically it seeks to determine how the different approaches in handling this dilemma have an impact on social reproduction, inclusion and the status of vocational education. This problem-oriented, comparative approach is expected to generate new knowledge that can be instrumental in the future development of VET in the Nordic countries. Source: Project info RUC website / Details: Project description (PDF) (Contributed by Maarit Virolainen <maarit.ha.virolainen@jyu.fi> 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 Call for proposals: IJRVET special issue on didactics Special issue on didactics in the International Journal for Research in Vocational Education and Training (www.ijrvet.net) IJRVET is an international double-blind-reviewed platinum open access journal for VET-related research. IJRVET is the official organ of the European Research Network in Vocational Education and Training (VETNET). This special issue is open for submissions of high quality theoretical and empirical work in the area of didactics with relation to the VET field. Research on didactics has a long tradition in different educational contexts. In the VET field the challenges for didactics are various and complex considering that learning is organized and takes place both in classrooms and workshops. Significant challenges are also posed by the aims of the learning process; whether it concerns understanding production processes or specific technological devices and operations. This special issue attempts to highlight the diversity of these challenges as presented in theoretical analysis and empirical research. It also intends to contribute to an increasing awareness of the relevance of research on didactics for the VET field. Final submission date: 25 January 2015. Please use the IJRVET Template (available on the homepage) for your article. For further information visit http://www.ijrvet.net and contact Professor Lázaro Moreno Herrera (lazaro.moreno@edu.su.se), Guest Editor, Stockholm University, Sweden. (Contributed by Lázaro Moreno Herrera) VET workers’ problem-solving skills Hämäläinen Raija et al. (2014): VET workers’ problem-solving skills in technology-rich environments: European approach. In: International Journal for Research in Vocational Education and Training. Volume 1, Number 1 [Details and download] The European workplace is going through a radical process of structural changes, shifting from mass-production technology to more flexible production methods. For adults with vocational education and training (VET), such changes often create new challenges. In practice, the European workplace is challenging VET adults’ problem-solving skills in technology-rich environments (TREs). So far, no international large-scale assessment data has been available for VET. The PIAAC data comprises the most comprehensive source of information on adults’ skills to date. Our study (N=50 369) focuses on gaining insight into the problem-solving skills in TREs of adults with a VET background. When examining the similarities and differences in VET adults’ problem-solving skills in TREs across 11 European countries, two main trends can be observed. First, only a minority of VET adults perform at a high level. Second, there seems to be substantial variation between countries with respect to the proportion of VET adults that can be identified as “at-risk” or “weak” performers. As a result, new approaches to enhance VET adults’ TRE problem-solving skills based on the current European workplace needs are required. In practice, future studies should focus on new knowledge, methods and technologies that can contribute to VET adults’ skills. (Contributed by Raija Hämäläinen <raija.h.hamalainen@jyu.fi>) Good practice principles in apprenticeship systems Smith, E & Brennan Kemmis, R (2013). Good practice principles in apprenticeship systems: An international study. TVET@ASIA – The Online Journal for Technical and Vocational Education and Training in Asia, 1:1 [Details and download] This paper uses part of the work undertaken by the authors for a project funded by the International Labour Organization and the World Bank to compare and contrast apprenticeship systems in eleven countries(*). The project was undertaken to provide suggestions for the process of reform of the Indian apprenticeship system. The paper explains how this international comparative study arrived at principles for good practice. Eleven individual country case studies, based on reports, literature and stakeholder comment, were produced by a team of national experts, and subjected to a cross-case analysis to extract these principles. The country case studies took into account agreed international benchmarks for describing, analysing and evaluating apprenticeships, based on the framework described in the recently-released memorandum by INAP, the International Network on Innovative Apprenticeship, and with reference to the European Commission’s report on apprenticeship supply in member states. The countries were selected to cover a range of variables, and included four European countries (England, France, Germany, Turkey). The analysis covered both systemic and governance issues and ‘the life cycle of the apprentice’. A set of principles of good practice in apprenticeship systems were developed and then contextualised within a consideration of issues of ‘quality’, expansion and simplification strategies for apprenticeships. (*) Towards a model apprenticeship framework: A comparative analysis of national apprenticeship systems (2013). Smith, Erica; Kemmis, Ros Brennan. International Labour Office, New Delhi [Details and download] (Contributed by Erica Smith <e.smith@federation.edu.au>) Lifelong education and transnational migration Sue Webb, John Holford, Peter Jarvis, Marcella Milana & Richard Waller (2014). Lifelong education and transnational migration. In: International Journal of Lifelong Education, 33:4 [Details and download] Transnational migration is growing to unprecedented levels globally not only through political unrest, war and upheaval, but increasingly primarily in relation to economic and education policies. This article considers the challenge these changes pose for lifelong learning policy and practice and reviews the contribution of recent research published in the International Journal of Lifelong Education to this field.  Migration has been examined from a number of perspectives including from the lived experience perspective of the migrant and the sense they make of mobility and settlement, whether of forced migration or economic migration and from a critical policy studies perspective by uncovering and understanding the policy procedures, systems and practices that create the challenges many migrants encounter.  Such research poses questions about the integrative potential of lifelong education. (Contributed by Sue Webb <susan.webb@monash.edu>) Cedefop’s European Training Thesaurus – new descriptors – 2014 update Source: European Centre for the Development of Vocational Training (Cedefop) The European Training Thesaurus (ETT) is Cedefop’s controlled vocabulary used to index the VET-Bib bibliographic database. In 2014, just over 100 new descriptor terms were added, to keep track of VET development and to assist researchers in defining, narrowing, and broadening their search strategies. Please find here all new descriptors of the European Training Thesaurus sorted by microthesauri. All descriptors have been fully integrated in VET-Bib database and are searchable. Click on the hyperlinks listed here and you will be connected to VET-Bib database, and related research material and publications will be presented. The number in parenthesis following each descriptor shows how many matching documents were found in VET-Bib (May 2014). These figures might have increased since then. URL: http://www.cedefop.europa.eu/EN/news/24238.aspx (Posted by Bettina Brenner <bettina.brenner@cedefop.europa.eu>) Update: Thematic issue on learning regions The thematic issue of the Hungarian Educational Research Journal Vol 4, No 3, on learning regions, edited by Magdolna Benke & Tamás Kozma, has been added to the WIFO Bookshelf : Learning Regions. Following its initial presentation in the L&W Newsletter of August 2014, this announcement now includes a complete overview of the contents, with special summaries by Magdolna Benke, Barry Nyhan, Ludger Deitmer and Balázs Németh. (Contributed by Sabine Manning) 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]. [Back to Newsletter] 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=2737 ——————————————————————————————————- Subject: Invitation to join online discussion on ESD and TVET on UNESTEAMS platform Dear e-Forum members, Please find below an invitation to join an online discussion on the role of Technical and Vocational Education and Training (TVET) in achieving sustainable development. The discussion is organized in the context of UNESCO’s World Conference on Education for Sustainable Development (ESD) in Nagoya, Japan and takes place over the course of six consecutive weeks from 1 October 2014 to 10 November 2014 on the UNESTEAMS platform. To access the online discussion, visit: https://teams.unesco.org/projects/WCESD/WSC2-TVET/SitePages/Home.aspx Or request to join: Ken Barrientos ka.barrientos@unesco.org Navid Sabet n.sabet@unesco.org Cluster II: Reorienting Education to Build a Better Future for All Workshop 4 – Technical and Vocational Education and Training (TVET) The UN Decade of Education for Sustainable Development (DESD), for which UNESCO is the lead agency, comes to a close on 31 December 2014. In November 2014, the final assessment report of the Decade will be released at UNESCO’s World Conference on Education for Sustainable Development (ESD) in Nagoya, Japan. Among other things, the report will assess the progress of ESD throughout the Decade and will provide a picture of where we stand as the Decade comes to an end. As a follow up to the DESD, UNESCO developed a programme framework in order to consolidate the actions taken during the Decade into an institutionalized process that will extend beyond 2014. It is anticipated that the framework, entitled the Global Action Programme (GAP) on ESD, will be launched, and a roadmap for its implementation presented, at the World Conference on ESD in Japan alongside the final assessment report of the DESD. To this end, UNESCO-UNEVOC is hosting an online discussion forum over the course of six consecutive weeks from 1 October 2014 to 10 November 2014. Through the forum, UNESCO-UNEVOC seeks to examine and reflect upon issues and concepts on the role of Technical and Vocational Education and Training (TVET) in achieving sustainable development. The discussion will focus on unlocking the potential of skills-based transition to sustainable development in view of the transitions of many countries towards knowledge-based economies and green-oriented  development. Representing the Inter-agency Working Group on Greening TVET and Skills, UNESCO-UNEVOC seeks to promote a dynamic discourse on TVET and sustainable development with respect to the GAP ahead of its formal launch at the World Conference on ESD in Nagoya, Japan in November 2014. A major theme of this online discussion will be how nations can “green” their technical and vocational education and training (TVET) systems in order to anticipate and respond to the skills-based transition to green economies. The discussion will address the following questions: • What are the skills constraints to transitioning into low-carbon economies? • How are green skills linked to green transitions? • What potential does greening TVET and skills have in strengthening sustainable development agenda? • What examples of introducing green skills in education and training are available? • What are the challenges faced by SIDS in achieving sustainable development? • How can TVET reinforce green transitions and supply skills needed for the greening of jobs? • What future commitment could be made within the TVET sector in line with the GAP priorities? To access the online discussion, visit: https://teams.unesco.org/projects/WCESD/WSC2-TVET/SitePages/Home.aspx Or request to join: Ken Barrientos ka.barrientos@unesco.org Navid Sabet n.sabet@unesco.org view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2735 —————————————————————————————————- UNESCO Sent: 2014-10-01 12:50:45 Subject: Deadline extended: Call for Papers – Transversal Skills in TVET: Focus on Pedagogies and Assessment in the Asia-Pacific Region   Dear e-Forum members, UNESCO in Bangkok is looking for interested research institutes to participate in a regional study that will explore ways in which transversal skills are imparted and assessed in TVET in the Asia-Pacific region, and in particular: • analyze the current status of pedagogies and assessment of transversal skills in TVET; • identify remaining bottlenecks; and • highlight proven practices in teaching and assessment of these skills. Please see the below link for more information. Interested institutions should send the following information: • institutional profile, • expression of interest of no more than one A4 page (if applying for the available research grant please include a justification) • CVs of researchers, • research framework, including brief background on transversal skills in the country, and research methodology (details of sample selection, scope of primary research, scope of secondary research) either as hard copy or by email to: Mr. Cheol Hee Kim Education Policy and Reform (EPR) Unit, UNESCO Bangkok Mom Luang Pin Malakul Centennial Building 920 Sukhumvit Road, Klongtoey Prakanong, Bangkok 10110 Thailand Email: ch.kim@unesco.org With copy to Ms. Barbara Trzmiel (b.trzmiel@unesco.org) Application deadline is: 17 October 2014 See for more information here: http://www.unescobkk.org/fileadmin/user_upload/epr/Images/Call_for_Papers_TrasnsversalSkills_TVET_UNESCO_BKK_updated.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2733 ——————————————————————————————————   Subject: Toolkit Learning and working in the informal economy now online Dear e-Forum members, For many people in the developing world, informal employment is the only way of participating in the labour market and earning an income. The OECD raised the question, “Is informal normal?” and points to the need for targeted action towards informal workers in the fight against poverty and marginalization. One goal of development cooperation is to achieve productive and decent work for all. Skills development is a powerful means for fostering the transition from informal to formal employment, and thus to a self-determined life free of poverty. With these issues in mind, BMZ commissioned GIZ’s TVET sectoral program to develop and implement the toolkit “Learning and working in the informal economy”. The toolkit is now online in English and accessible at www.giz.de/toolkit-informal-economy . The toolkit offers an overview of current research on the topic. It also provides a description of tools for skills development in and for the informal economy, good practice examples, an overview of German actors in the field and numerous links to further reading and materials. Please write to toolkit@giz.de if you have any questions, remarks or ideas for potential further articles in the toolkit. Please feel free to distribute the link to anyone who might be interested in the topic. Best regards, Julia Schmidt Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH Germany http://www.giz.de/ view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2730   ——————————————————————————————————– Subject: Introduction of Competency Based Education and Training CBET to TVET Dear All It is well noticed by most of the TVET professionals that the introduction of CBET to TVET since 1992 has tremendously improved TVET and its outcomes at work locations. The Competency is defined as the individual’s ability to use, apply and demonstrate a group of related awareness, knowledge, skills and attitudes in order to perform tasks and duties successfully, safely and consistently and which can be measured against well-accepted standards (levels) required in employment as well as  assessed against provided evidences at work location. The competency affects both individual’s job responsibility and performance on the job and usually fall into two categories, namely technical and behavioral. The CBET differs from traditional training in that it focuses specifically on the outcomes. It allows the industrial enterprises to communicate to TVET Institutions (Institutes, Centres & Industrial Schools) what competencies they require from the workers and allows the TVET Institutions to determine the best method to get a student / trainee to that standard. Once individuals have demonstrated that they had acquired the awareness, knowledge, skill and attitude competencies identified in their standard Competency Development Frameworks for a particular Task, they are declared “Competent” for this Task. If not, they are declared “Not Yet Competent” for this particular Task. In a Competency Based TVET & Assessment TVETA System, the Competency is identified and described with a common procedure and once defined it becomes a standard, i.e. a valid point of reference for Enterprises (Employers), Workers and TVET Institutions, known as the Competency Standard Unit CSU and describing the awareness, knowledge, skills and attitudes required to perform a workplace task successfully, safely and consistently. The qualification which describes an occupation / job / trade / profession role is made up of a set of Competency Standard Units, some are compulsory and some are elective. A worker, student or trainee must demonstrate Competence across each Task of the defined Competency Development Framework to achieve the qualification. Workers, students or trainees are able to move forward or consolidate their competencies based on their individual situation. While this means that workers, students or trainees may progress at any point as long as they have demonstrated competence, the standard which they are required to demonstrate is unchanged. A worker, student or trainee will still be required to demonstrate competence against the full scope of the Competency Development Framework for the particular occupied occupation / job / trade / profession i.e. the worker, student or trainee must demonstrate competence against all tasks included in his / her Competency Development Framework. Based on the above and in conclusion, the key aspects of the definition of competency and which lead to the improvement of TVET & Assessment TVETA Systems are: 1.      Any job / occupation / trade / profession  can be effectively and sufficiently described in terms of the Tasks that successful workers in that job / occupation / trade / profession  perform. 2.      All Tasks have direct implications for the Awareness, Knowledge, Skill, and Attitude Competencies that workers / students / trainees must acquire in order to perform the tasks successfully, safely and consistently. 3.      Assessment is made on how the individual is actually performing work. 4.      An individual is incompetent no matter how much knowledge he / she has, as long as he / she can’t apply his knowledge and skills appropriately at work location. 5.      The assessment must be objective and evidence-based by conducting it against defined Competency Standards (Levels) and against provided Evidences. 6.      The definition of competency implies a more formal, objective process of assessing performance by clearly knowing what is being assessed and how it is assessed. This approach is quite different than the traditional training and assessment practices. Best regards. Eng. Moustafa Wahba Competency Assurance & TVET Consultant Scottish Qualification Authority SQA Qualified Internal Verifier IV E-mail address: mmm.wahba@gmail.com view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2726 —————————————————————————————————— Subject: Reg. International Conference on TVET organised by PSS Central Institute of Vocational Education, Bhopal Dear Members, Greetings! It is to inform that the date for receiving abstracts for the international conference has been extended up to 31st October,14. Pl. also note that institute will provide hospitality and free accommodation in guest houses or in affordable hotels to all the delegates. Conference dates: February 18-20, 2015 Conference Themes: Theme 1: Challenges to TVET Theme 2: Funding of TVET Theme 3: National Skills Qualifications Framework (NSQF) Theme 4: Quality Concerns in TVET Theme 5: Delivery Systems in TVET Theme 6: Research in TVET Theme 7: Open Vocational Education System and Delivery More information in the attached conference brochure (see link below). Once again it is requested to send abstracts for paper presentation in the conference. Kindly visit our website www.psscive.nic.in and www.cive.org for conference related announcements time to time. Thanks for attention! Asfa Attachment: Brochure of International Conference on Emerging Trends in TVET:Vision 2025 http://www.unevoc.unesco.org/e-forum/Brochure-of-International-conference-file-2.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2659 —————————————————————————————————— Subject: CVA/ACFP Newsletter, August Focus: Apprenticeship and Internship/ Le bulletin du CVA/ACFP est en ligne In English http://cva-acfp.org/a/2014-08-en.html In French http://cva-acfp.org/a/2014-08-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=2728 ——————————————————————————————————- Subject: Re: Education Technology Good Day, Vinay! Attached is a copy of my paper:  Netizen Peer Learning in the Age of the Smartphone.  (I hope I have the Track Changes feature turned off properly.) In sum, I am recommending a shift away from school attendance as a requirement for learning.  This would work best for those who are generally well motivated and capable enough to work independently without constant supervision and direction. I recommend this approach also for families with young children.  In this part of the world this group is often referred to a “Home Schoolers.”  For some starting points with this, go to: Ontario Federation of Teaching Parents http://ontariohomeschool.org/resources/ I have posted inks relating to Distance Education at: http://edunorth.wordpress.com/distance-ed/ Yours, T. Damian Boyle Workplace Educator Northlands College McArthur River Mine Site c/o Cameco 2121 Eleventh Street West Saskatoon, Saskatchewan    S7M 1J3 Canada Telephone:  (306) 633 – 2001 (x8881) www.northlandscollege.sk.ca Attachment: Netizen Peer Learning in the Age of the Smartphone http://www.unevoc.unesco.org/e-forum/Netizen-Peer-Learning-in-the-Age-of-the-Smartphone.docx ——————————————————————————————————- Subject: Re: Education Technology Hello Dr Mehrotra These are very broad and worthwhile questions.  To me it is important that digital skills (sometimes referred to as digital literacy as they can enable a person’s functioning in many areas of his/her life) are vitally important to develop in the 21st Century. Rather than answering your questions, I would like to share with you a case study I presented in 2010 at the Innovation Through Knowledge Transfer Conference in UK.  I hope you find it interesting. http://inkt10.innovationkt.org/presentations/Session%20A/Inkt10-038_Bowden.pdf Regards Anne Bowden —————————————————————————————————- Subject: Re: Education Technology Dear Members of the UNEVOC e-Forum, in response to Dr.Vinay Swarup Mehrotra’ question > Subject: Education Technology > 1.How educational technology can be instrumental in providing > education to those who cannot or could not attend conventional schools > for social or economic reasons? This cannot be answered in general, because “education” covers a very wide variety of levels, and “educational technology” is also a rather unspecific term. While I deem this to be important to discuss, I will try to be very brief on this: – Technology Enhanced Learning, or TEL, in its simplest form consists of lectures (e.g. on TV or videotape or the internet) or computer based content that is consumed in an unsupervised fashion. While even the most uneducated person may learn _something_ from a nice animation, it is also clear that only people who are already educated (and consequently have the necessary media skills) can profit greatly from this. To summarize: Unsupervised TEL is no replacement for school. – In its most advanced form TEL consists of very elaborate course material which is used between presence learning periods. This “blended learning scenario” could, in principle, replace school – but is neither easy to organize nor cheap to maintain. > 2.How educational technology can provide choice to learners for what > they want to learn? Freedom of choice is one of the key aspects of TEL favoured by its users across the world, where actually not only space and time, but also content may be chosen. This is in contradiction to the development of adaptive learning systes, which in most cases tries to remove the freedom of content choice from the learning process in favor of a kind of “programmed learning”. Only recently we have been able to set up a TEL system which is adaptive (on one hand), but also behaves non- intrusively as a guide through the various content. Please feel free to browse through results and scientific papers of the project INTUITEL at http://www.intuitel.eu, of which I am happy to be the scientific coordinator. > 3.How educational technology can integrate Information and > Communication Technology in teaching and learning? Well, this is obvious. Two mega trends going on for some years are 1. Mobile learning: Everybody will be on-line 24×7 in a few years from now, and will be used to address any information content from his/her mobile device. 2. Gamification: Computer games have been driving I & C technology for some years, and we have discovered again that “playing” actually means learning. > 4.How educational technology can be used as an instrument to promote > vocational pedagogy in schools? > This is very difficult, as almost all school systems are hard to transform. Since I am the scientific director of LEARNTEC, I am am also in a position to follow this transformation process rather closely, see http://www.learntec.de/en/fachmesse_2/event_overview.jsp We have seen various axamples here, but so far we have not managed anywhere in the world to establish TEL in school as an _ordinary_ method of teaching, it still always has the air of being “experimental”, “new”, “radical” or at least unconventional. Best regards Prof. Dr. Peter A . Henning                         view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2721 ——————————————————————————————————- Subject: Key competencies to assess Dear Emmanuel, I admit my bias but I strongly believe there is only one best way to accomplish what you are asking for.  The DACUM (Developing A Curriculum) job analysis process has proven to be very effective, quick, and low cost. Given appropriate DACUM Facilitator Training, you and/or your colleagues can facilitate a workshop of 5-10 expert workers from any occupational area and develop a comprehensive and precise list of the duties and tasks (competencies) that workers in that position must perform to be successful in two days.  The process basically answers the question of “what should be taught” using experts from the industry who really know. Once you know what the workers have to do, you can conduct task analysis to determine the steps required, the knowledge required, the tools and equipment needed, safety concerns, the worker behaviors that are important, the decisions that the worker must make, and the criteria that should be used for assessing the performance of each task. For an overview of how Competency-Based Education can be developed and delivered using DACUM and SCID, see the attachment CBE-DACUM-SCID. Our slogan for the process is that “DACUM DOES it BETTER” and based on my 38 years of working with the process, there is much evidence that it is true. Our Center at Ohio State University has trained persons from 56 countries as facilitators and we have gone to 33 countries to train persons as facilitators. Some of those countries like Singapore, Hungary, the Philippines, and China have requested our help several times. In the United States, we have trained persons from over 400 schools, colleges and universities who use it as a basis for determining WHAT should be taught.  We have also trained persons from over 400 companies like Marathon, Honda, Caterpillar, and Erricson who also find the process very effective for training and HR purposes within their companies. For more details about DACUM and its sequel workshop called SCID, see our website at www.dacumohiostate.com. Bob Dr. Robert E. Norton, Professor Emeritus 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 [Moderator comment: Please have a look at an earlier discussion in which a number of e-Forum members share their experiences with DACUM: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2275] Attachment: Competency-Based Education via the DACUM and SCID Process: An Overview http://www.unevoc.unesco.org/e-forum/CBE_DACUM_SCID-article.pdf ——————————————————————————————————— Subject: Re: Skills for Renewable Energy – Study on Technical and Vocational Training in Africa Hello Florian Thank you for this extensive, and informative report.  I read with interest of the possible enterprise-based activities within the EU, as well as TVET solutions within the countries included in the report. I am from the Australian TVET sector, and thought it might be useful to you to be aware of a sub-degree program which is being offered in Australia. Please see: http://www.highered.tafensw.edu.au/courses/profiles/associate-degree-of-applied-engineering-renewable-energy-technologies.html Your project seems to me to have a very high potential for impact not only for TVET, but as you point out for many other stakeholders.  Please contact me if you are interested in the possibility of the Australian program in some way, or you feel I could contribute in other ways to this very worthwile project. Regards Anne Bowden  Subject: Skills for Renewable Energy – Study on Technical and Vocational Training in Africa Dear colleagues, we would like to share our newest publication on Technical and Vocational Education and Training for Renewable Energy in Africa with you: http://www.africa-eu-renewables.org/index.php?page=130 The study has been developed by the EU Energy Initiative Partnership Dialogue Facility (EUEI PDF: http://www.euei-pdf.org/ ) in the framework of the Africa-EU Renewable Energy Cooperation Programme (RECP: http://www.africa-eu-renewables.org/ ). The RECP was launched to accelerate the use of the vast potential of renewable energy in Africa and meet future energy needs. As part of the programme, the RECP promotes Technology, Innovation & Capacity Development in order to support the training of a new generation of energy professionals in Africa. The study’s findings highlight the complexity of technical and vocational training for renewable energy, with two diverse, often immature sectors coming together. Entry points for support interventions, identified through the study, include for example work on national curricula for renewable energy technologies, adaptation of existing curricula, train-the-trainers programmes, or the development of course material for specific institutes. Work on accreditation of certain certificates as well as teaching standards and the promotion of gender issues in technical courses may also form part of specific interventions. The study provides country mappings for Ghana, Mozambique, Rwanda, Senegal and Sierra Leone analyzing TVET in the countries’ renewable energy sector as well. We would be glad if you shared the study with interested colleagues and peers. Please feel free to contact me or the RECP for feedback or further information at any time: http://www.africa-eu-renewables.org/index.php?lang=eng&page=117 Kind regards, Florian Lenz EU Energy Initiative Partnership Dialogue Facility (EUEI PDF) c/o Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH P.O.Box 5180 65726 Eschborn, Germany florian.lenz@euei-pdf.org http://www.euei-pdf.org view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2718   Subject: ICT Readiness Comparative Analysis of Educational Institutions Colleagues: I am a consultant to the World Bank funded Caribbean Regional Communications Infrastructure Project (CARCIP). I am involved with the ICT Skills component of the project. One critical element is the completion of a comparative analysis of the ICT Readiness of Educational Institutions. This specific exercise focuses on Primary and Secondary level institutions. We are inviting you to complete the analysis using this link: https://app.icontact.com/icp/sub/survey/start?sid=1273&cid=1208271 We will send a summary of the findings to the e-mail address that you enter into the document. Thanks for your cooperation Trevor Smith CARCIP Project view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2723   Subject: ILO programme KNOW ABOUT BUSINESS Dear Colleagues, You may want to look at the International Labour Organization’s KNOW ABOUT BUSINESS programme, which is a training methodology to create awareness about entrepreneurship among youth. The programme is introduced mainly to: • Develop positive attitudes towards sustainable enterprises, self-employment and social entrepreneurship • Create awareness about working in enterprises and about self-employment as a career option for young people • Provide knowledge about the desirable attributes for starting and operating a successful enterprise • Prepare students to become better employees through improved understanding of business and stronger positive and adaptive behavioural attitudes • Create a responsible, enterprising culture among young women and men – the entrepreneurs of tomorrow • Encourage qualities such as initiative, innovation, creativity and risk taking among youth • Increase young peoples’ understanding of the role they can have in shaping their own future, as well as that of their country, by being entrepreneurs • Strengthen skills – how to apply professional skills to the realities of new jobs, now mostly generated by private sector I strongly believe this could be the programme introduced to build capacity in institutions for sustainability purposes. You can get more information on www.knowaboutbusiness.org, or call us at 0772 591508 to share more on practical experiences in using this methodology. Sincerely, Mafelile Molala Saidi ILO Master Trainer Director – Royal Business Consult Trust view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2725   —————————————————————————————————– Subject: Case Studies on Use of Educational Technology in Reducing Gender Inequality and Stereotyping Dear Members, Greetings! In developing countries, policies have been made to target specific obstacles to female participation in education. A number of interventions appear to be successful in raising female enrollment rates, including reducing fees, providing course materials, uniforms, meals, increasing number of female teachers in schools, etc. Please share some of the recent case studies on projects that took into account gender-related concerns and have used educational technology for successfully addressing gender issues, such as gender inequality and stereotyping. Best wishes, Vinay S Mehrotra view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2724   UNSCO UVECO THEMA Education Technology Subject: Re: Education Technology Good Day, Vinay! Attached is a copy of my paper:  Netizen Peer Learning in the Age of the Smartphone.  (I hope I have the Track Changes feature turned off properly.) In sum, I am recommending a shift away from school attendance as a requirement for learning.  This would work best for those who are generally well motivated and capable enough to work independently without constant supervision and direction. I recommend this approach also for families with young children.  In this part of the world this group is often referred to a “Home Schoolers.”  For some starting points with this, go to: Ontario Federation of Teaching Parents http://ontariohomeschool.org/resources/ I have posted inks relating to Distance Education at: http://edunorth.wordpress.com/distance-ed/ Yours, Damian T. Damian Boyle Workplace Educator Northlands College McArthur River Mine Site c/o Cameco 2121 Eleventh Street West Saskatoon, Saskatchewan    S7M 1J3 Canada Telephone:  (306) 633 – 2001 (x8881) www.northlandscollege.sk.ca Attachment: Netizen Peer Learning in the Age of the Smartphone http://www.unevoc.unesco.org/e-forum/Netizen-Peer-Learning-in-the-Age-of-the-Smartphone.docx                        

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Education Technology Subject: Re: Education Technology Good Day, Vinay! Attached is a copy of my paper:  Netizen Peer Learning in the Age of the Smartphone.  (I hope I have the Track Changes feature turned off properly.) In sum, I am recommending a shift away from school attendance as a requirement for learning.  This would work best for those who are generally well motivated and capable enough to work independently without constant supervision and direction. I recommend this approach also for families with young children.  In this part of the world this group is often referred to a “Home Schoolers.”  For some starting points with this, go to: Ontario Federation of Teaching Parents http://ontariohomeschool.org/resources/ I have posted inks relating to Distance Education at: http://edunorth.wordpress.com/distance-ed/ Yours, Damian T. Damian Boyle Workplace Educator Northlands College McArthur River Mine Site c/o Cameco 2121 Eleventh Street West Saskatoon, Saskatchewan    S7M 1J3 Canada Telephone:  (306) 633 – 2001 (x8881) www.northlandscollege.sk.ca Attachment: Netizen Peer Learning in the Age of the Smartphone http://www.unevoc.unesco.org/e-forum/Netizen-Peer-Learning-in-the-Age-of-the-Smartphone.docx                UNESCO-UNEVOC e-Forum  Subject: Re: Education Technology Hello Dr Mehrotra These are very broad and worthwhile questions.  To me it is important that digital skills (sometimes referred to as digital literacy as they can enable a person’s functioning in many areas of his/her life) are vitally important to develop in the 21st Century. Rather than answering your questions, I would like to share with you a case study I presented in 2010 at the Innovation Through Knowledge Transfer Conference in UK.  I hope you find it interesting. http://inkt10.innovationkt.org/presentations/Session%20A/Inkt10-038_Bowden.pdf Regards Anne Bowden view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2721 From: Dr.Vinay Swarup Mehrotra [mailto:drvs.mehrotra@gmail.com] Sent: 2014-09-26 13:26 Subject: Re: Education Technology Hello Dr. Bowden, Greetings! Thank you very much for sharing the case study. I agree with you that digital literacy is very important in 21 st century and that is why we have included it as a compulsory module in all our vocational subjects offered under the National Skills Qualifications Framework (NSQF). However, I fear that too much emphasis on ditigal literacy or ICT skills may lead to loss of various other skills, for example writing skills, and would also increase our dependency on computers. I think we need to maintain a balance between the use of traditional and technology skills so that we do not become a part of a mad race and lose our heritage, culture, craft and traditional designs and art works. Vinay S Mehrotra view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2721   Subject: Re: Education Technology Dear Members of the UNEVOC e-Forum, in response to Dr.Vinay Swarup Mehrotra’ question > Subject: Education Technology > > 1.How educational technology can be instrumental in providing > education to those who cannot or could not attend conventional schools > for social or economic reasons? This cannot be answered in general, because “education” covers a very wide variety of levels, and “educational technology” is also a rather unspecific term. While I deem this to be important to discuss, I will try to be very brief on this: – Technology Enhanced Learning, or TEL, in its simplest form consists of lectures (e.g. on TV or videotape or the internet) or computer based content that is consumed in an unsupervised fashion. While even the most uneducated person may learn _something_ from a nice animation, it is also clear that only people who are already educated (and consequently have the necessary media skills) can profit greatly from this. To summarize: Unsupervised TEL is no replacement for school. – In its most advanced form TEL consists of very elaborate course material which is used between presence learning periods. This “blended learning scenario” could, in principle, replace school – but is neither easy to organize nor cheap to maintain. > 2.How educational technology can provide choice to learners for what > they want to learn? Freedom of choice is one of the key aspects of TEL favoured by its users across the world, where actually not only space and time, but also content may be chosen. This is in contradiction to the development of adaptive learning systes, which in most cases tries to remove the freedom of content choice from the learning process in favor of a kind of “programmed learning”. Only recently we have been able to set up a TEL system which is adaptive (on one hand), but also behaves non- intrusively as a guide through the various content. Please feel free to browse through results and scientific papers of the project INTUITEL at http://www.intuitel.eu, of which I am happy to be the scientific coordinator. > 3.How educational technology can integrate Information and > Communication Technology in teaching and learning? Well, this is obvious. Two mega trends going on for some years are 1. Mobile learning: Everybody will be on-line 24×7 in a few years from now, and will be used to address any information content from his/her mobile device. 2. Gamification: Computer games have been driving I & C technology for some years, and we have discovered again that “playing” actually means learning. > 4.How educational technology can be used as an instrument to promote > vocational pedagogy in schools? > This is very difficult, as almost all school systems are hard to transform. Since I am the scientific director of LEARNTEC, I am am also in a position to follow this transformation process rather closely, see http://www.learntec.de/en/fachmesse_2/event_overview.jsp We have seen various axamples here, but so far we have not managed anywhere in the world to establish TEL in school as an _ordinary_ method of teaching, it still always has the air of being “experimental”, “new”, “radical” or at least unconventional. Best regards Prof. Dr. Peter A . Henning

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10th ASEAN Skill competitio​n in Vietnam

Subject: 10th ASEAN Skill competition in Vietnam

Dear Friends, Does anyone know anything about the 10th ASEAN Skill competition which will be held in Hanoi from Oct 18th to 28th? I would be appreciated if you like sharing with me. Many thanks. Aimee Shanghai Moderator comment: Some information on the upcoming ASEAN Skill competition is available online, e.g. at http://www.talkvietnam.com/tag/asean-skills-competition/ view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2717

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Top Nairobi Vocational Schools? Subject: Re: Top Nairobi Vocational Schools? Dear Henry, I would recommend the Christian Industrial Training Center (CITC)- Thika, Nairobi (http://www.citcnbi.com/content.php?pid=1) Why? Because i just concluded a training for a group of visiting students from CITC in our training center in Uganda on Solar water heater technology. I found the skills and talents of these students to be exceedingly marvellous. (www.eseekerug.com) Good luck, Best regards, Peter Kalanzi Tel:+35845 235 1455 Skype: petkalanzi1 www.eseekerug.com   ————————————————————————————————–   UNESCO  Subject: Skills for Renewable Energy – Study on Technical and Vocational Training in Africa Dear colleagues, we would like to share our newest publication on Technical and Vocational Education and Training for Renewable Energy in Africa with you: http://www.africa-eu-renewables.org/index.php?page=130 The study has been developed by the EU Energy Initiative Partnership Dialogue Facility (EUEI PDF: http://www.euei-pdf.org/ ) in the framework of the Africa-EU Renewable Energy Cooperation Programme (RECP: http://www.africa-eu-renewables.org/ ). The RECP was launched to accelerate the use of the vast potential of renewable energy in Africa and meet future energy needs. As part of the programme, the RECP promotes Technology, Innovation & Capacity Development in order to support the training of a new generation of energy professionals in Africa. The study’s findings highlight the complexity of technical and vocational training for renewable energy, with two diverse, often immature sectors coming together. Entry points for support interventions, identified through the study, include for example work on national curricula for renewable energy technologies, adaptation of existing curricula, train-the-trainers programmes, or the development of course material for specific institutes. Work on accreditation of certain certificates as well as teaching standards and the promotion of gender issues in technical courses may also form part of specific interventions. The study provides country mappings for Ghana, Mozambique, Rwanda, Senegal and Sierra Leone analyzing TVET in the countries’ renewable energy sector as well. We would be glad if you shared the study with interested colleagues and peers. Please feel free to contact me or the RECP for feedback or further information at any time: http://www.africa-eu-renewables.org/index.php?lang=eng&page=117 Kind regards, Florian Lenz EU Energy Initiative Partnership Dialogue Facility (EUEI PDF) c/o Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH P.O.Box 5180 65726 Eschborn, Germany florian.lenz@euei-pdf.org http://www.euei-pdf.org view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2718  —————————————————————————————————   UNESCO Subject: Learning and Training Objectives of TVET Instructors / Trainers / Teachers Dear All, I noticed with interest than one of the key issues in Management of TVET Systems and TVET Institutions (Institutes, Centres and Industrial Schools) is the Learning & Training Objectives of TVET Instructors / Trainers / Teachers and which always discussed by the forum members in few threads. In view of the above, my following views based on my lengthy experience in Industry & Training could enhance the capacity building of those working in Enterprises and TVET Institutions as Training Managers, Executive Officers, Trainers / Instructors / Teachers, Master Trainers and Assessors / Observers / Verifiers In my moderate point of view, the main Learning & Training Objectives of a TVET I Instructor / Trainer / Teacher should be: 1.      Understand learning process and learning styles 2.      Plan and prepare for training programmes 3.      Understand how to effectively deliver training programmes 4.      Be better able to effectively coach others 5.      Know how to involve the group and stimulate motivation 6.      Know how to read and adjust to the group 7.      Co-operate with other staff by sharing ideas and participating in workshops and OJT learning opportunities On the other hand, the Role of TVET Instructors / Trainers / Teachers should cover, but not limited to, the following activities: A.      Role before the Training (Training Start-up) 1.      Define the training framework 2.      Identify participants 3.      Determine & select training venue 4.      Arrive to class / workshop / site before training session starts 5.      Review and evaluate the training logistics & support 6.      Design & conduct Training Needs Assessments TNA 7.      Develop learning objectives, lesson plan (training plan), materials, aids , tools and workshop sessions 8.      Explain training objectives, tasks and activities prior to start-up of training sessions 9.      Define the role of the trainees 10.     Identify and assess existing curriculum sand training materials 11.     Identify appropriate training techniques 12.     Know and understand Competency Based Approach to Training and Quality Assurance 13.     Know and understand the different types of training and re-training such as Basic Training (Instructor Led Training ILT / Class Based Training / Off-the-Job Training) & Work-based Training (In-service Training / On-the-Job Training OJT), Re-training through Specific Gap Elimination Programmes SPEG and Tailor-made Training 14.     Maintain trainees’ attendance records at the start-up of training session 15.     Giving adequate training related Safety Talk prior to start-up of training session B.      Role during the Training 1.      Conduct Basic Training (Instructor Led Training ILT / Class Based Training / Off-the-Job Training) & Work-based Training (In-service Training / On-the-Job Training OJT)) appropriate to their job role as agreed between themselves and their line managers 2.      Ensure that all learning is translated into practice, and every opportunity is taken to improve the services of the trainees according to the standards of competence specified in their Competency Development Frameworks and local TVET policies / guidelines 3.      Take every opportunity to support the trainees to complete their Competency Development Frameworks and achieve their vocational qualifications  within the agreed timescales, unless discussed and agreed between the concerned members of staff, the Assessors and Internal Verifiers 4.      Identify differences between training & teaching. 5.      Apply learning principles 6.      Use appropriate training techniques 7.      Create positive, productive and constructive learning environment 8.      Deal with difficult participants 9.      Verify achievement of learning objectives 10.     Maintain trainees’ attendance records and training performance data 11.     Enforce Industrial Safety by applying Health, Safety and Environmental Protection HSEP or Occupational Health and Safety OHS regulations, procedures and work procedures at class / workshop / site 12.     Maintain safe / secure work area environment during training 13.     Demonstrate and use tools, machines, equipment, etc. correctly and safely C.      Instructional Techniques used during the Basic Training (Instructor Led Training ILT / Class Based Training / Off-the-Job Training) Use the following Instructional Techniques when conducting Basic Training (Instructor Led Training ILT / Class Based Training / Off-the-Job Training): 1.      Focus, review and reinforce main points and objective(s) of training sessions 2.      Use effective oral techniques 3.      Maintain class / workshop / site discipline 4.      Keep all trainees actively involved and establishes eye contact with them 5.      Maintain good communication skills i 6.      Speak English clearly, concisely and easily 7.      Write in English Language legibly when using chalkboard / flip charts 8.      Asks questions to see if training topic(s) are understood and encourage trainees to use their acquired skills 9.      Makes sketches / drawings that are clear and easily understood. 10.     Gives clear and specific work / task performance direction 11.     Follows training session plan / programme and achieves objective(s) 12.     Utilize learning / teaching time constructively 13.     Reinforce group instructions with individual instructions 14.     Support training instructions with training aids, tools and presentations 15.     Produce training session conclusions 16.     Use technical report writing skills 17.     Use good liaison skills and the ability to communicate at all levels of the organization 18.     Use advanced presentation skills 19.     Use excellent interpersonal skills and ability to establish networks within and outside the organization 20.     Use good guidance, counselling and coaching skills 21.     Group process and team building skills 22.     Strong leadership ability based on previous experience and track record D.      Instructional Techniques used during the Work-based Training (In-service Training / On-the-Job Training OJT Use the following Instructional Techniques when conducting Workshop / Site Training Sessions: 1.      Ensures session has objective(s) closely related to training programme objective(s) 2.      Explains Objective(s), purpose and rules to conduct the session to trainees prior to conduct the session 3.      Explains clearly to the trainees, the safety measures to be applied prior to start the session 4.      Monitors trainees closely while conducting the session 5.      Evaluates trainees’ knowledge gained from the session E.      Role after the Training 1.      Select training and evaluation methods 2.      Assess and summarise training experiences 3.      Assess impact of training event 4.      Report evaluation results 5.      Apply outcomes of evaluation and review 6.      Complete and maintain a portfolio of evidence to demonstrate that the competence of trainees is based on their own original witness pieces of work and statements 7.      Keep the trainees learning after you’ve stopped teaching and training 8.      Support trainees in collecting evidence 9.      Conduct practical sessions as necessary 10.     Conduct recap sessions 11.     Maintain his own vocational qualification accreditation as Instructor / Trainer and attend updates according to awarding bodies requirements F.      Role in Assessment & Verification 1.      Work as assessor upon instructions from line manager 2.      Take responsibility for meeting with the OJT (work-based) assessor at mutually agreed times. If the assessor is not available permanently, it is the Instructor / Trainer responsibility to inform the line manager and agree on appointment times. 3.      Make portfolios available for every appointment with the assessor and proactively discuss achievements and problem areas. G.      Factors affecting Performance of TVET Instructors / Trainers / Teachers I should point out that all the above listed competencies are necessary for carrying out the main functions of TVET Instructors / Trainers / Teachers in addition to the Instructor / Trainer / Teacher’s qualifications, whether a Ph.D. in education or having gained a qualification through an apprenticeship model. However these competencies cannot guarantee effective Instructor / Trainer / Teacher’s performance as such performance is surely influenced by a number of factors of which qualifications are but one. Other factors are: 1.      Quality and relevance of training content and material used by Instructors / Trainers / Teachers. An Instructor / Trainer / Teacher is as good as the content and material he / she has to work with. Management have to always pay enough attention to the quality of the training material (textbooks, training manuals, drawings, etc.) used in training. Training material provides the roadmap that Instructors / Trainers / Teachers use to guide their teaching. A good roadmap is sure to turn an average Instructor / Trainer / Teacher into an excellent Instructor / Trainer / Teacher. 2.      Recruitment and selection processes applicable to Instructors / Trainers / Teachers 3.      Training facilities, equipment and aids 4.      TVET policies and procedures (Quality Assurance, Performance Management, Performance Appraisal, Off-the-Job Training, On-the-Job Training, etc) 5.      Management support and control Eng. Moustafa Wahba Competency Assurance & TVET Consultant Scottish Qualification Authority SQA Qualified Internal Verifier IV E-mail address: mmm.wahba@gmail.com view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2719   —————————————————————————————————-

What makes a teacher a “good” teacher?

Subject: What makes a teacher a “good” teacher? When students, in Canada, aged from 15 to 30 years old were asked “What is a good teacher in your opinion?”, these were the most popular/frequent answers (in no particular order). 1- Has high expectations and standards regarding students. 2- Can easily adapt to unsuspected situations. 3- Can easily adapt to each student’s learning style and preferences. 4- Encourages students even when they make mistakes or struggle. 5- Has a wide knowledge of the subject. 6- Answers questions and encourages students to ask questions. 7- Is engaged in continuous training, aims being a better teacher with teacher education. 8- Is passionate about the subject or teaching. 9- Give many examples and/or demonstrations. 10- Is a good listener. 11- Welcomes and acknowledges students when they enter the classroom. 12- Has a good sense of humor. 13- Teaches how to be a good professional — gives tips. 14- Has students that get good grades. 15- Is available before or after class to answer questions. 16- Is fair with everyone, no matter the grades or personal opinions of the student. 17- Is a leader. 18- Can control students with behavior problems. 19- Uses different methods of teaching, includes practical exercises during class when possible. 20- Has good language skills (spoken and written). 21- Gives out clear and structured notes and exercises. 22- Respects the training program guidelines, in corridors or respects the course syllabus. For each of these statements rate how it applies to you as a teacher. TOTAL SCORE 1= this is very unlike me. I’m almost never like that, no matter who the student/group is and no matter what subject I teach. 5= this is somewhat like me. I can be like that, but not all the time, not with every student/ group, and/or not for every subject I teach. 10=     this is very much like me. I’m almost always like that, no matter who the student/group is and no matter what subject I teach. Much success! James D. Roumeliotis Author, Business Educator & Adviser Montreal, Canada jdrazure@gmail.com www.linkedin.com/in/jdroumeliotis Please note that we discussed this same question in the virtual conference on vocational pedagogy in May this year, the thread was titled “What makes a great TVET teacher?”, see http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2608   view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2712  

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  From: Helen Cristina de Oliveira Subject: Re: National policy on vocational skills development Dear Muhammad Here in Brazil we are implementing a new national programm. A very important part of this is funding. I am sending you the link. It is in Portuguese,though. http://pronatec.mec.gov.br/ http://www.brasil.gov.br/ UNESCO From: Muhammad S. Abubakar [abubakarmuhsani@yahoo.com; msbakarhtc@gmail.com] Subject: Re: National policy on vocational skills development Subject: RE: Top Nairobi Vocational Schools? Dear Henry, Kindly visit the link below: http://www.nairobits.com/ Regards Syed Iqbal Ahmad,Ph.D Advisor (Education) Oxfam Novib, Pakistan House No. 27,Main service Road (East) G-11/3 Islamabad Tel: + 92-51-8438152 Fax: +92-51-8356780 Cell: +92-302-8914922, +92-302-8510083 Do not change your mind according to the situation, instead change the situation according to your mind ——————————————————————————————————– Subject: What makes a teacher a “good” teacher? When students, in Canada, aged from 15 to 30 years old were asked “What is a good teacher in your opinion?”, these were the most popular/frequent answers (in no particular order). 1- Has high expectations and standards regarding students. 2- Can easily adapt to unsuspected situations. 3- Can easily adapt to each student’s learning style and preferences. 4- Encourages students even when they make mistakes or struggle. 5- Has a wide knowledge of the subject. 6- Answers questions and encourages students to ask questions. 7- Is engaged in continuous training, aims being a better teacher with teacher education. 8- Is passionate about the subject or teaching. 9- Give many examples and/or demonstrations. 10- Is a good listener. 11- Welcomes and acknowledges students when they enter the classroom. 12- Has a good sense of humor. 13- Teaches how to be a good professional — gives tips. 14- Has students that get good grades. 15- Is available before or after class to answer questions. 16- Is fair with everyone, no matter the grades or personal opinions of the student. 17- Is a leader. 18- Can control students with behavior problems. 19- Uses different methods of teaching, includes practical exercises during class when possible. 20- Has good language skills (spoken and written). 21- Gives out clear and structured notes and exercises. 22- Respects the training program guidelines, in corridors or respects the course syllabus. For each of these statements rate how it applies to you as a teacher. TOTAL SCORE 1= this is very unlike me. I’m almost never like that, no matter who the student/group is and no matter what subject I teach. 5= this is somewhat like me. I can be like that, but not all the time, not with every student/ group, and/or not for every subject I teach. 10=     this is very much like me. I’m almost always like that, no matter who the student/group is and no matter what subject I teach. Much success! James D. Roumeliotis Author, Business Educator & Adviser Montreal, Canada jdrazure@gmail.com www.linkedin.com/in/jdroumeliotis Moderator comment Please note that we discussed this same question in the virtual conference on vocational pedagogy in May this year, the thread was titled “What makes a great TVET teacher?”, see http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2608 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2712

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  Subject: Re: National policy on vocational skills development Dear Muhammad, This publication will be of interest to you: Comparative Analysis of National Skills Development Policies: A guide for policy makers (ILO 2013) http://www.ilo.org/wcmsp5/groups/public/—africa/documents/publication/wcms_224559.pdf and a Policy brief on the same subject: FORMULATING A NATIONAL POLICY ON SKILLS DEVELOPMENT (ILO, SKILLS FOR EMPLOYMENT), available in English, French and Spanish http://www.ilo.org/skills/pubs/WCMS_167172/lang–en/index.htm Kind regards Christine  THEMA   Skills in Action Award: calling for young people to share their stories Subject: Skills in Action Award: calling for young people to share their stories Dear e-Forum members, We are pleased to inform you that UNESCO-UNEVOC has launched the Skills in Action Award. The Skills in Action Award is awarded to individuals that inspire others and who have acted as an ambassador for technical and vocational education and training in their community. The goals of the award are to: • Celebrate technical and vocational skills as a means to improve one’s livelihood • Reward young people’s efforts to promote sustainable development in their communities • Raise awareness on the benefits of TVET • Promote TVET as a means to tackle global challenges such as poverty, youth unemployment and environmental degradation. • Provide young people the opportunity to demonstrate their skills to the rest of the world. UNESCO-UNEVOC is calling for TVET students, graduates, (social) entrepreneurs and individuals between the age of 15 and 35 years who have utilized their skills for their benefit and that of the local community across the globe to share their stories. UNESCO-UNEVOC is calling all TVET students, graduates and (social) entrepreneurs between the ages of 15 and 35 years who have used their technical and vocational skills to the benefit of their communities to share their stories. For more information about this award, please visit www.unevoc.unesco.org/skillsinaction We would be grateful if you could kindly circulate this in your networks, and if applicable, inform your students and graduates about this award. Many thanks for your cooperation. The team of UNESCO-UNEVOC view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2715     —————————————————————————————————–    Subject: Re: National TVET Strategic and Policy Concepts Our colleague Muhammad Abubakar enquired under the tread for “National Policy on Vocational Skills Development”  about the ingredients of such national policy. Based on my academic and practical experience for over 50 years in Industry, Training and TVET Reform Projects / Systems / Programmes, I would summarize my moderate views about the National TVET Strategic and Policy Concepts as follows: 1.      TVET will be efficient if integrated into the socio-economic policies for Employment & Human Resources Development 2.      TVET will be efficient if integrated into the educational policies 3.      The development and expansion of TVET as continuing education and training, within the framework of lifelong learning is a main objective to achieve effective TVET 4.      Effective TVET can achieved via the  establishment of Enterprises and Training Providers Partnerships ETPPs 5.      Quality Assurance of the Training is an essential strategy for effective TVET 6.      TVET will be efficient in proportion as the environment in which the learner is trained is a replica of the environment in which he must subsequently work 7.      Effective TVET can only begin where the training jobs are carried on in the same way with the same operations, the same tools and the same machines as in the occupation itself 8.      TVET will be effective in proportion as the specific awareness, knowledge and skill competencies required to be acquired via training are repeated to the point that the habits developed are those of the finished competencies necessary for gainful employment 9.      TVET will be effective in proportion as it enables each individual to capitalize his interests, aptitudes, and intrinsic intelligence to the highest possible degree 10.     Effective TVET for any profession, trade, occupation or job can only be given to the selected group of individuals who need it, want it and are able to profit by it. 11.     For every occupation there is a minimum of productive ability which an individual must possess in order to secure or retain employment in that occupation. This minimum of productive ability is based on a certain type of Scales of Competency Standards (Levels) defining the Required Minimum Competency Standards (Levels). If TVET is not carried to that point with that individual, it is neither personally nor socially effective. 12.     TVET will be effective in proportion as the instructor has had successful experience in the application of awareness, skills and knowledge tasks to the operations and processes he undertakes to teach 13.     TVET must train individuals to meet the demands of the “market” (Demand Based TVET and not Supply Based) 14.     The effective establishment of process habits in any learner will be secured in proportion as the training is given on actual jobs (OJT) and not on exercises. 15.     The only reliable source of content for specific training in an occupation is in the experiences of masters of the occupation (master trainer) 16.     The administration of TVET will be efficient in proportion as it is elastic and fluid rather than rigid and standardized. 17.     While every reasonable effort should be made to reduce per capital cost, there is a minimum below which effective TVET cannot be given, and if the basic courses and training programmes do not permit of this minimum of per capita cost, TVET will not be effective 18.     TVET Institutions have to ensure the following a.      Staffs of the Institution is fully committed to plan and develop the educational and training strategy and the Institution’s training system b.      Staffs of the Institution should ensure that trainees / students of the TVET Institution are fully trained, competent and equipped with the right combination of awareness, knowledge, skills and attitudes competencies to do their job c.      The staff / workforce of the TVET Institution have received vocational training through work based learning / assessment and they are competent and equipped with the skills and knowledge they need to do their job d.      The Managers of the TVET Institutions should  create an environment where staff feel motivated by their learning, and that achieving national vocational qualifications (if available) or higher vocational qualifications  is supported, recognised, valued and systematically recorded and reported e.      Evaluation of the impact of vocational training on the competence of the workforce and services provided should be continuously made. f.      Assessment against identified competency  standards (levels) should be continuously made g.      Progress review should be continuously done through the career development of the TVET Institution’s staff h.      Review of the TVET Institution’s Plan against key training service objectives should be frequently made Best regards. Eng. Moustafa Wahba Competency Assurance & TVET Consultant Scottish Qualification Authority SQA Qualified Internal Verifier IV E-mail address: mmm.wahba@gmail.com view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2711   ——————————————————————————————————— Upcoming: virtual conference on skills for the creative industries, 29 September to 10 October 2014, UNEVOC e-Forum Subject: Upcoming: virtual conference on skills for the creative industries, 29 September to 10 October 2014, UNEVOC e-Forum Dear e-Forum members, We are pleased to announce that the next virtual conference on the UNEVOC e-Forum will take place from 29 September to 10 October 2014. You can sign up here: http://www.unevoc.unesco.org/subscribe In the next edition of UNESCO-UNEVOC’s virtual conferences, we would like to discuss with you the role of skills in the creative industries. The virtual conference will be moderated by Paul Collard, CEO of Creativity, Culture and Education(CCE), an international foundation dedicated to unlocking the creativity of children and young people in and out of formal education, based in Nottingham, United Kingdom. UNESCO’s 2013 Creative Economy Report refers to jobs in the creative industries as “activities involving cultural creativity and/or innovation”. The creative industries are recognized by UNESCO as a powerful source for “new development pathways that encourage creativity and innovation in the pursuit of inclusive, equitable and sustainable growth and development.” Examples of jobs in the creative industries include crafts, design, fashion, film and video, TV and radio, music, performing arts, publishing, software, or computer games. On a global level it is estimated that between 2 to 8 percent of the workforce is engaged in jobs directly related to the creative economy. In the United Kingdom and France alone, the creative industries offer jobs for 1.3 and 1.2 million people respectively. The Creative Productivity Index recently published by the Asian Development Bank finds that low- and middle-income economies will benefit most from policies to increase creative inputs. The virtual conference will address the following questions: * What are creative industries and what are the needs for skills? * How can we turn the expansion of creative economies into an advantage for TVET and, in turn, what can TVET and skills development do to support the growth of the creative sector? * What is the role of creativity in TVET? * What are the different vocational pathways to creative jobs? * What do we know about the creative industries and what do we still need to learn? With this conference we aim to deepen our understanding of the creative industries in relation to vocational education and training, discuss challenges and opportunities in this sector, and identify good practices from across the globe. UNESCO-UNEVOC is calling for e-Forum members and the global TVET community to share their experiences on skills in the creative industries. We are looking forward to hearing from you, whether you are a policy maker, researcher or practitioner. The contributions will be synthesized and summarized into a report that will provide directions for future research and programme work in this field. Your active participation in the discussion would be most gratefully received and we strongly encourage you to circulate this announcement to your networks. More information and to sign up, see http://www.unevoc.unesco.org/go.php?q=Virtual+conference+skills+for+the+creative+industries+29+September+to+10+October+2014 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 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! Best regards, UNESCO-UNEVOC view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2709

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Education That Pays for Itself 2014 Conference Invitation Subject: Re: Education That Pays for Itself 2014 Conference Invitation Dear E-Forum Members, It has been brought to our attention that there are some questions about payment for the conference registration. Please see more details below: = We have confirmed that both our bank accounts are operational and able to receive payments. = Our conference fees can be paid for by Credit Card or Bank/WireTransfer. = All people wishing to attended should register at http://www.educationthatpaysforitself.org/  as soon as possible = We are delighted to announce that this year’s conference will be opened by Jessica Alupo, Ugandan Minister for Education and Sport. = Please check out our past conferences for a taste of what to look forward to : http://www.educationthatpaysforitself.org/previous.php Paying by bank transfer: Payment by bank transfer is possible in BPS (British Pounds Sterling) through international bank transfer. UK Account Account Beneficiary:  Teach A Man To Fish Bank Name:               The Co-operative Bank Plc Account Number:       65181812 S.W.I.F.T. Code:          CPBKGB22 IBAN:                         GB39 CPBK 0892 9965 1818 12 Reference:                 Education That Pays 2014 Local Bank Transfer (within Uganda)* Payment by direct bank transfer from a local bank account in Ugandan UGX (Ugandan Shillings) is possible using the account details provided below Account Beneficiary:  Mackay MC Nateete Bank Name:               Bank of Africa, Uganda Bank Address:           Bank of Africa, Uganda Equatoria Branch 84/86 Ben Kiwanukast PO Box 2750 Kampala Uganda Account Number:      0150349936901 Please contact me if you have any other questions or concerns.  Subject: Education That Pays for Itself 2014 Conference Invitation Dear Members of the UNEVOC Community, I would like to extend an invitation for you all to participate in the Education that Pays for Itself 2014 Conference in Uganda. From the 30th October – 1st November 2014, Education That Pays For Itself 2014 will bring together some of the world’s leading practitioners in financially sustainable education in a unique forum for learning, networking, inspiration and action. We will welcome more than 200 delegates for 3 days of lively workshops, debates and presentations. Our participants include educators, policymakers, business people, philanthropists, social entrepreneurs and NGOs from around the world, all sharing their ideas and knowledge on transforming young people from job seekers to job creators through educational and profitable school businesses. Realizing a Shared Vision… Imagine… a school for children from the poorest of families – but where all graduates leave with the skills and experience needed to generate wealth for themselves and their communities Imagine… a school in a developing country which is able to support itself without relying on subsidies – and yet is able to afford the best facilities and the best teachers. These schools exist, the change is happening, this is your chance to be part of it! Find out more at http://www.educationthatpaysforitself.org/ Warm Regards, Luis Fernando Cateura Fundación Paraguaya view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2706

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  Subject: Re: Key competencies to assess Hi Emmanuel I attached the methodology currently used in Spain for the evaluation and certification of skills (see link below). I hope I can be useful. Best Regards Rafa http://rafaelbarrio.files.wordpress.com/2013/10/catalogue-of-professional-qualifications-and-the-proceduree280a6.pdf                          view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2710   Subject: Re: Key competencies to assess Hi Emmanuel I attached the methodology currently used in Spain for the evaluation and certification of skills (see link below). I hope I can be useful. Best Regards Rafa http://rafaelbarrio.files.wordpress.com/2013/10/catalogue-of-professional-qualifications-and-the-proceduree280a6.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2710                      ———————————- Subject: Re: Key competencies to assess Dear Emmanuel, I admit my bias but I strongly believe there is only one best way to accomplish what you are asking for.  The DACUM (Developing A Curriculum) job analysis process has proven to be very effective, quick, and low cost. Given appropriate DACUM Facilitator Training, you and/or your colleagues can facilitate a workshop of 5-10 expert workers from any occupational area and develop a comprehensive and precise list of the duties and tasks (competencies) that workers in that position must perform to be successful in two days.  The process basically answers the question of “what should be taught” using experts from the industry who really know. Once you know what the workers have to do, you can conduct task analysis to determine the steps required, the knowledge required, the tools and equipment needed, safety concerns, the worker behaviors that are important, the decisions that the worker must make, and the criteria that should be used for assessing the performance of each task. For an overview of how Competency-Based Education can be developed and delivered using DACUM and SCID, see the attachment CBE-DACUM-SCID. Our slogan for the process is that “DACUM DOES it BETTER” and based on my 38 years of working with the process, there is much evidence that it is true. Our Center at Ohio State University has trained persons from 56 countries as facilitators and we have gone to 33 countries to train persons as facilitators. Some of those countries like Singapore, Hungary, the Philippines, and China have requested our help several times. In the United States, we have trained persons from over 400 schools, colleges and universities who use it as a basis for determining WHAT should be taught.  We have also trained persons from over 400 companies like Marathon, Honda, Caterpillar, and Erricson who also find the process very effective for training and HR purposes within their companies. For more details about DACUM and its sequel workshop called SCID, see our website at www.dacumohiostate.com. Bob Dr. Robert E. Norton, Professor Emeritus 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 [Moderator comment: Please have a look at an earlier discussion in which a number of e-Forum members share their experiences with DACUM: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2275] Attachment: Competency-Based Education via the DACUM and SCID Process: An Overview http://www.unevoc.unesco.org/e-forum/CBE_DACUM_SCID-article.pdf UNESCO  TVET Subject: Re: Do you know Vocational Education in Vietnam? Dear Friends, We are the NGO in Vietnam, company partnership with us, supply technical and VNGO’role play in introduction to the youth (in poor context) for free training. You can read information about TVET in Vietnam: http://www.tvet-vietnam.org/index.php/en/elibrary/remository-downloads/func-startdown/569/ Best regards, Hoàn Project: “Partnership for Community Action on Climate Change” Tran Kim Hoan Center for Development of Community Initiative and Environment Address: No 12, Lane 89, Xa Dan Str., Phuong Lien, Dong Da, Hanoi Tel: +84 (0)435738536 Fax: +84 (0)435738537 E-mail: kimhoan1979@gmail.com Website: http://ce-center.org.vn  or www.ichange.vn Follow us on Facebook: https://www.facebook.com/Ce.center.vn Subject: Re: Do you know Vocational Education in Vietnam? Dear Aimee, You might find the following Vietnam Development Report 2014 useful: http://www.worldbank.org/en/country/vietnam/publication/vietnam-development-report2014-skilling-up-vietnam-preparing-the-workforce-for-a-modern-market-economy Best, Barbara Asia and Pacific Regional Bureau for Education http://www.unescobkk.org/ view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2674  

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 UNESCO Application deadline is: 30 September 2014 Subject: Reminder: Call for Papers – Study on Transversal Skills in TVET   Dear e-Forum members, UNESCO in Bangkok is looking for interested research institutes to participate in a regional study that will explore ways in which transversal skills are imparted and assessed in TVET in the Asia-Pacific region, and in particular: analyze the current status of pedagogies and assessment of transversal skills in TVET; • identify remaining bottlenecks; and • highlight proven practices in teaching and assessment of these skills. Please see follow this link to access more information: http://www.unescobkk.org/fileadmin/user_upload/epr/Images/Call_for_Papers_TrasnsversalSkills_TVET_UNESCO_BKK.pdf Interested institutions should send the following information: • institutional profile, • expression of interest of no more than one A4 page (if applying for the available research grant please include a justification) • CVs of researchers, • research framework, including brief background on transversal skills in the country, and research methodology (details of sample selection, scope of primary research, scope of secondary research) either as hard copy or by email to: Mr. Cheol Hee Kim Education Policy and Reform (EPR) Unit, UNESCO Bangkok Mom Luang Pin Malakul Centennial Building 920 Sukhumvit Road, Klongtoey Prakanong, Bangkok 10110 Thailand Email: ch.kim@unesco.org With copy to Ms. Barbara Trzmiel (b.trzmiel@unesco.org) Application deadline is: 30 September 2014 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2704

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Subject: Re: Communication skills in TVET Dear e-Forum members, We are pleased to inform you that the Arabic, Chinese and Russian version of the latest bulletin are now also available under the following links: Arabic: http://www.unevoc.unesco.org/fileadmin/up/bulletin27_arabic.pdf Chinese: http://www.unevoc.unesco.org/fileadmin/up/bulletin27_chinese.pdf Russian: http://www.unevoc.unesco.org/fileadmin/up/bulletin27_russian.pdf For the bulletins in English, French and Spanish, please visit http://www.unevoc.unesco.org/go.php?q=page_bulletin We hope you enjoy the new Bulletin! If you have any feedback, you can now let us know through this short survey: https://docs.google.com/forms/d/1KSq0oQSsRAQh9X1vIoLsmDGoI7FasOzJnmdeALqShow/viewform?usp=send_form Best regards, UNESCO-UNEVOC view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2694

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Subject: Re: Communication skills in TVET Very good job with the learning objectives. I attached 2 documents with lots of information about writing an excellent learning objective. You are likely familiar with them but for those who may not be very familiar they can be very helpful when crafting action learning objectives Regards, Tim Attachments: ActionVerbsforObjectives http://www.unevoc.unesco.org/e-forum/ActionVerbsforObjectives.pdf Blooms Taxonomy Action Verbs http://www.unevoc.unesco.org/e-forum/Blooms-Taxonomy-Action-Verbs.pdf  

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Subject: RE: Communication skills in TVET Good Day, Benson Okello! I believe that well developed communications skills are more important for Trainers than for Teachers/Instructors. Here I am thinking of Trainers as typically delivering short courses with durations of between one and forty hours (one week), with an outer limit of about ten weeks.  The time for the presentation of information to a group is limited.  The quality of the communication must be high to ensure accurate understandings are developed in the small amount of time available.   A Training environment is typically a hands-on production situation where learners are distributed in such a way that group communication is not practical at all times, such as with Heavy Equipment Operator Training for the oil sands. In contrast I think of Teachers/Instructors as typically delivering courses lasting longer than about ten weeks, with little hands-on activity outside of a classroom environment.  In this environment, and with this time frame, Learners can easily request clarification of points, and Teachers/Instructors can easily communicate additional information to the entire group at any time. As an Instructor, I have worked with one group of about 16 – 20 individuals for up to 10 months at a time.  As a Trainer, I have presented the regulated Workplace Hazardous Materials Information System (WHMIS) to up to 38 individuals at once in a 2.25 hours session, and have delivered this session twice a day for ten consecutive days for a total of nearly 400 completions in that amount of time. When an Instructor/Teacher fails to communicate clearly about formatting documents on a computer, confusion, irritation and annoyance by Learners may result. When a Trainer fails to communicate clearly about WHMIS, Explosives, SCUBA/SCBA, Rigging and Hoisting, Fall Restraint & Fall Arrest, and such like, Learners die. Ultimately, the concern for effective and efficient communication applies equally to Trainers and Instructors/Teachers.  To demonstrate anything less than high quality communications to any Learner is to do them a disservice and show them a lack of respect. Knowing that the law allows for me to be prosecuted for negligence regarding WHMIS Training (up to $300,000 fine PLUS Two Years Incarceration) spurs me to ensure that my communications relating to this topic are perfectly clear.  (Attached is a copy of the slide show that I put together for the WHMIS Training session.  Speaker notes are included.  Bear in mind that this is but one part of the training session.) It is my opinion that Trainers and Instructors/Teachers – and others – should  be held liable for any injuries or fatalities resulting from failures to communicate required information clearly.  I believe this would sharpen attention to this matter. For considerations about Communication and the law, go to: Canadian Centre for Occupational Health and Safety http://www.ccohs.ca/ I have posted links relating to Communication generally at: http://edunorth.wordpress.com/plain-language/ http://edunorth.wordpress.com/public-speaking/ http://edunorth.wordpress.com/audience-interest/ http://edunorth.wordpress.com/teaching-tips/ Yours, T. Damian Boyle Workplace Educator Northlands College McArthur River Mine Site c/o Cameco 2121 Eleventh Street West Saskatoon, Saskatchewan    S7M 1J3 Canada Telephone:  (306) 633 – 2001 (Extension  -  8881) www.northlandscollege.sk.ca

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Subject: Re: Communication skills in TVET Dear Bensen, I appreciate your concern regarding importance of communication skills in TVET. It is very important from the point of view of entrepreneurship development specially if the occupation or vocational trade is service oriented viz. technicians,carpenters, plumbers, retailers,hotel industry, tourism, etc. in fact there is a need of good communication skills  as basic requirement of every human being. Good communication adds to one’s personality and helps in developing good PR required for building a cohesive and healthy society. With reference to vocational education, I wish to add that all the curricula being developed under National Skills Qualifications Framework(NSQF) by us i.e. PSS Central Institute of Vocational Education,NCERT, in various sectors viz. retail,security,automobile,IT and ITes,  agriculture,horticulture, fisheries,dairy,business  and many more, there is a separate unit on communication skills required at work place. For details of the this unit may refer curricula of first four sectors mentioned rest are to be uploaded soon on our website www.psscive.nic.in and www.cive.org Regards, Asfa view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2703

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UNESCO-UNE​VOC Bulletin 27 / September 2014

Full-text version

 

 UNESCO Education for Sustainabl​e Developmen​t – Zoom Newsletter August/Sep​tember 2014

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Just published: UNESCO-UNE​VOC Bulletin 27, September 2014

Dear e-Forum members,

The UNESCO-UNEVOC International Centre has just published its latest bulletin. Please have a look and read more about our recent activities and events under the following links: English: http://www.unevoc.unesco.org/bulletin/bulletin.php?bull=27en French: http://www.unevoc.unesco.org/bulletin/bulletin.php?bull=27fr Spanish: http://www.unevoc.unesco.org/bulletin/bulletin.php?bull=27es The Arabic, Chinese and Russian version of this bulletin will soon also be available online. We hope you enjoy the new Bulletin! If you have any feedback, you can now let us know through this short survey: https://docs.google.com/forms/d/1KSq0oQSsRAQh9X1vIoLsmDGoI7FasOzJnmdeALqShow/viewform?usp=send_form Best regards, UNESCO-UNEVOC view thread online: http://www.unevoc.unesco.org/go.php?q=e-forum+-+Discussions+en+cours&skin=efor&lang=fr&action=threadlist&thread=2694

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Informatio​n about national TVET systems

 WORLD TVET DATABASE

Subject: RE: Information about national TVET systems

Dear Dr. Sayed Saad,

further to your message sent yesterday, you have extended your request for information on national TVET systems by a few countries:

“I will be very grateful if you can support me in my research about The TVET by sending me some documents about the TVET System in the following Countries: Germany, Japan, USA, UK, Denmark, Malaysia, Saudi Arabia, Qatar, Japan, the Philippines, Korea, Indonesia, France, Jordan“

You can find information about TVET in a growing number of countries in the UNESCO-UNEVOC World TVET database:

http://www.unevoc.unesco.org/go.php?q=World+TVET+Database Many of the country reports you asked for have been validated already and are available online:

Germany: http://www.unevoc.unesco.org/go.php?q=World+TVET+Database&ct=DEU

Saudi Arabia: http://www.unevoc.unesco.org/go.php  q=World+TVET+Database&ct=SAU

Indonesia: http://www.unevoc.unesco.org/go.php?q=World+TVET+Database&ct=IDN

Republic of Korea: http://www.unevoc.unesco.org/go.php?q=World+TVET+Database&ct=KOR

Jordan: http://www.unevoc.unesco.org/go.php?q=World+TVET+Database&ct=JOR

Philippines: http://www.unevoc.unesco.org/go.php?q=World+TVET+Database&ct=PHL

For Denmark, France, UK and any other European countries, CEDEFOP has extensive information: http://www.cedefop.europa.eu/en/information-services/vet-in-europe-country-reports.aspx

Maybe e-Forum members can help identify suitable information sources for remaining countries, namely USA, Japan, Malaysia and Qatar. Hope this helps and best regards the e-Forum moderator

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Subject: RE: Model for training of TechVoc Teachers ?

Dear Gennette Clacken,

There have been several discussions about the best model to train technical/vocational teachers. As a trades-person with many years of experience as well as a teacher/educator training technical/vocational teachers, I think the best option is that TVE teachers must have the technical background for the subject matter they are going to be teaching. Theoretical knowledge alone will not be sufficient. Here is some information regarding a TVE program that is at least 40 years old. This is the only such program in Canada that trains TVE teachers who are then certified by the provincial government at the end of their training. http://me.rrc.mb.ca/Catalogue/ProgramInfo.aspx?ProgCode=TECVP-DP&RegionCode=WPG. The credits are also transferable to the University of Winnipeg toward a B.Ed. best, sandra Sandra Sukhan, Red Seal (Hairstyling); M.Ed, M.E.S, PhD (Env. Studies) Curriculum Consultant/Program and Curriculum Development School of Learning Innovation, Red River College Winnipeg, MB, Canada (204)632-3011 http://www.rrc.mb.ca/index.php?pid=1088

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Informatio​n about national TVET

Subject: Information about national TVET systems

I am very thankful if help us learn a lot about the system of technical education / technical vocational training (TVET) in Germany, Japan, Denmark, Malaysia, Saudi Arabia, Qatar Thank you Dr. Sayed Saad Monitoring and Evaluation Coordinator Ministry of Education – Technical Education Sector Planning and Coordination Unit for National and International Cooperation sayd_saad2001@yahoo.com Moderator comment: You will find information about TVET in Germany and Saudi Arabia in the UNESCO-UNEVOC World TVET database: http://www.unevoc.unesco.org/go.php?q=World+TVET+Database More countries are being added to this database constantly. For Denmark and all other European countries, CEDEFOP has extensive information: see http://www.cedefop.europa.eu/en/publications/19789.aspx view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2700

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UNESCO Education for Sustainabl​e Developmen​t – Zoom Newsletter

Dear Friends and Colleagues,

UNESCO has developed a newsletter highlighting their major activities and initiatives.  Appended is a copy of their Zoom Newsletter FYI.  To learn more about the launch of the Global Action Program to be launched in Nagoya, Japan November 10-12 of November at the World Conference on Education for Sustainable Development, visit  http://www.unesco.org/new/en/unesco-world-conference-on-esd-2014/
All the best,
Pam Puntenney and Bremley Lyngdoh
UN SD Education Caucus Co-chairs
Co-Coordinators Climate Change
Dr. P. J. Puntenney
Environmental & Human Systems Management
1989 West Liberty
 Ann Arbor, MI  48103  USA
Cell:  (734) 330-0238
Voice/Fax: (734) 994-3612
The Open
Working Group (OWG) on Sustainable Development Goals (SDGs) has reaffirmed ESD as an element of the post-2015 development agenda. The OWG proposed ESD as one of the targets for the education goal for post-2015, which aims to ‘ensure inclusive and equitable quality education and promote life-long learning opportunities for all’. In the OWG’s proposal, ESD is also included to support a goal to combat climate change as well as a goal to ensure sustainable consumption and production patterns.Find out more about the proposed SDGs here >>
UNESCO World Conference on ESD 60+ organisations commit to provide over 30 ESD workshops
34 ESD workshops will be on offer at the forthcoming UNESCO World Conference on ESD, taking place from 10-12 November, in Aichi-Nagoya, Japan.More than 60 organizations, representing ministries, non-governmental organisations, academia, the private sector and UN agencies (including the Council of Ministers of Education Canada, the Centre for Environment Education, India, and the UN Alliance on Climate Change Education, Training and Public Awareness) are cooperating with UNESCO to organize these workshops.Find out more on the workshops here >>
Your chance to commit to the Global Action Programme on ESD
UNESCO is calling for a second wave of Global Action Programme (GAP) Launch Commitments, inviting ESD stakeholders around the world to make specific commitments to support the GAP. Major commitments will be highlighted at the UNESCO World Conference on ESD.

You can register your commitment here >>

ESD partners
The UNFCCC Secretariat, the Centre for Environment Education and UNESCO launch research project on climate change education and the reduction of greenhouse gas emissions
Take five minutes to participate in a new survey to share information on a climate change education (or an awareness-raising activity) you or your organization is involved in, to show how it has led to – or you anticipate it leading to – reductions in greenhouse gas (GHG) emissions.   The survey comes out of a new joint research project that brings together the United Nations Framework Convention on Climate Change secretariat (UNFCCC), the Centre for Environment Education India (CEE) andUNESCO to assess and analyse the causality between climate change education and the reduction of GHG emissions. The UNFCCC hosts the Secretariat for the UN Alliance on Climate Change Education, Training and Public Awareness, which aims to maximize synergies of UN agencies’ work in this area and to provide support to Parties to the UNFCCC. CEE is India’s nodal agency for the UN Decade of ESD. It’s ‘CO2 Pick Right’ campaign on climate change and individual lifestyle choices reached over 70,000 schools in India.
UNESCO in action Making connections: global citizens for sustainable development

A new online collaborative platform, ASPnet in action – Global Citizens connected for Sustainable Development, seeks to enhance interaction and knowledge sharing among UNESCO Associated Schools around the world.

The platform inspires interactive networking and collaboration among ASPnet teachers, students and experts to connect with their peers across the globe by exchanging about school-based initiatives on global citizenship education in support of sustainable development and their respective experiences. Founded in 1953, the UNESCO Associated Schools Project Network brings together more than 9,900 schools from 180 countries. Check out the platform here >>

ESD’s contribution to enhancing island resilience to be highlighted at the 3rd International Small Island Developing States Conference 

UNESCO is presenting ‘Enhancing Island Resilience through Education for Sustainable Development’ at a side event during the Third International Conference on Small Island Developing States (SIDS) in Apia, Samoa, on 3 September, 2014. As SIDS are among the countries hardest hit by climate change, the side event will highlight successful cases of ‘ESD in action’ in SIDS and provide examples on ESD’s contribution towards sustainable and resilient societies.

Find out more about UNESCO’s involvement in the SIDS Conference here >>

Leaders for change

http://www.unesco.org/archives/multimedia/index.php?s=films_details&pg=33&id=3639#.VAcWdI0cTZ4

“The GAP’s important to me because I think that … we’ve set a really strong foundation. It’s now time to mobilize commitments to build upon that”.

Sally Asker, member of the World Conference International Steering Group and founder of InSIGHT Sustainability Pty Ltd, provides an insight into the importance of the Global Action Programme and speaks of why she first became involved in ESD. You can find out more about other members of the World Conference International Steering Group here >> You can find out more about making a GAP commitment here>>

And finally …

https://www.youtube.com/watch?v=kHhspf5IfdE&utm_source=UNESCO+ESD+Zoom+Newsletter+-+English&utm_campaign=9c4ecf9b73-ESD_Zoom_English_August_20148_1_2014&utm_medium=email&utm_term=0_c90467b0a5-9c4ecf9b73-173984457&ct=t(ESD_Zoom_English_August_20148_1_2014)&mc_cid=9c4ecf9b73&mc_eid=8ac9936dcb

Find out more about protecting biodiversity with this short infographic film.

ESD-related events:  International Literacy Day This year’s theme: Literacy and Sustainable Development 8 September 2014

32nd Annual Environmental Education Association of Southern Africa (EEASA) conference, Windhoek, Namibia This year’s theme: Reflections on the current and emerging ESD issues and practices informing the post-DESD framework programme 9-12 September 2014 UN Climate Summit, New York, United States of America Youth to highlight the importance ofYouth Climate Action 23 September 2014

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Subject: invitation to CB4LLP International Conference in Athens, 18th September 2014

Hello ! we are organizing the 2014 International conference on Capacity Building! Here following you’ll find practical instructions and links to take part. If you would like to have more information, feel free to contact us. In case instead this message could be not at all of your interest, please accept our sincere apologies. Best regards Giovanni Crisonà @ CB4LLP Secretariat info@capacitybuilding.eu   /  +3905735044 Capacity Building for Lifelong Learning promotes local and institutional development strategies based on innovative methodologies focused on the exploitation of successful initiatives and tools developed at European level within the framework of the Lifelong Learning Programme. The conference provides decision makers, local development agencies and professionals with the opportunity to meet each other, discuss around existing challenges, strategies and solutions adopted. The conference is focused around key policy areas, which are analysed from different perspectives and by multi level actors: •       Skills shortages •       Early school leaving and NEETs •       Innovation in education •       Local development within macro-regions The conference promotes synergies and exchange of experiences among capacity builders, professionals and decision makers around these key policy areas, ensuring tangible benefits in terms of: – Benchmarking successful initiatives and support to strategic planning for decision makers – Sharing resources, methodologies, tools and solutions for practitioners. The conference promotes capacity building and the adoption of Lifelong Learning Programme projects and results into social and economic development strategies at different and complementary dimensions: 1. Individuals 2. Organizations 3. Legal framework Capacity Building for Lifelong Learning Programme is supported by the Executive Agency for Education and Culture of the European Commission under the Lifelong Learning Programme. Register online http://www.capacitybuilding.eu/index.php/materials-services/events/conference-2014/105-registration-form-2014-international-conference Download the Programme http://www.capacitybuilding.eu/images/stories/conference_2014/Conference_CB4LLP_Programme.pdf Registration to the Conference is free of charge and includes conference activities, coffee breaks and lunch. Conference Secretariat will confirm your registration within 48 hours Programme 18th September 2014 08.00 – 09.00        Registration of participants; Capacity Building Exhibition 09.00 – 09.30        Welcome by Capacity Building Consortium and Athens City Major 09.45 – 10.00   Ministry Of National Education And Religious Affairs, Magdalini Trantallidi Development strategies in education in Greece 09.30 – 09.45   Opening and Chair: CEDEFOP, James Calleja (*) European Vocational Education and Training supporting Macro-Regional Development 10.00 – 10.15   Jaguar Land Rover, Rita Davey Facing skill shortages in the automotive industry 10.15 – 10.30   GIZ, Michaela Baur Capacity Building outside Europe 10.30 – 10.45   Irish Ministry of Education (*) Competitiveness by reforming legal framework of the education system 10.45 – 11.00   Greek National Agency for Erasmus+, Agapi Tsikli Transnational measures for learning mobility 11.00 – 11.15   Lifelong Learning Programme resources for Capacity Building 11.15 – 11.45   Coffee break & networking exercise 11.45 – 13.00   Parallel Workshops First Round 13.00 – 14.00   Lunch 14.00 – 15.15   Parallel Workshops Second Round 15.15 – 15.45   Coffee break & networking exercise 15.45 – 16.45   Panel discussion among decision makers and practitioners Facilitator: ABUplus, Eva-Maria Henckel (BA) Ministry of Civil Affairs Bosnia Herzegovina, Adnan Husi?, lifelong learning strategies for local development (EL) Federation of Hellenic Associations of Young Entrepreneurs, Andreas Stefanidis, promoting entrepreneurship in times of crisis (TK) ISMEK Istanbul Municipality Vocational Technical College, internationalization of education and tertiary VET (SV) Swedish National Agency of Labour, fighting the emergency of NEETs 16.45 – 17.10   Capacity Building Market Place: ideas from the audience 17.10 – 17.30   Recommendations from Workshops 17.30 – 17.40   SOS Network Opening Ceremony 17.40 – 17.50   Capacity Building Ambassadors Award Ceremony 17.50 – 18.00   Conference Conclusions 20.00           Social dinner (*) to be confirmed Workshops Skills shortages “How to cope with skills shortages and skills mismatch?” Thematic Commission:  Unemployment Moderators:  Asset Tech, SVAP Case study:  ESF and Youth Guarantee NEETs and Youth Guarantee “How to ensure effectiveness of Youth Guarantee measures and strategies?” Thematic Commission:  Early School Leaving and Skills Mismatch Moderators:  Central Denmark, EfVET, Lapland Gymnasium Case study:  SOS Network Portal Innovation in education “How to embed technological innovation processes in education?” Thematic Commission:  Mobility Moderators:  CSCS, EUCIS LLL, CBE Case study  TKNIKA Macro-Regional development “How to strengthen cooperation to achieve economic development and social cohesion? Thematic Commission:  Entrepreneurship Moderators:  University of Sarajevo, European Minds Case study:  Baltic Sea Strategy and Adriatic Ionian Macro Region Becoming a Capacity Builder Are you a Capacity Builder and you have implemented relevant initiatives which could be shared internationally? get your free CB4LLP membership subscription and fill our projects bank with your idea to win an invitation all inclusive to Athens at CB4LLP International Conference from the 16th to the 19th September 2014. President Hotel President hotel Offers an efficient service and a warm hospitality, combined with all the conveniences and contemporary facilities for both leisure and business travelers alike. The variety of small and large meeting rooms accommodate social or business events, while the bars and restaurants offer a wide range of fine options, from modern cuisine to sophisticated cocktails. It’s located in a vibrant, safe and convenient district close to the historic, cultural and commercial center of Athens and has easy transportation links for all the city’s main attractions, and shopping and business areas. CAB4LLP Secretariat info@capacitybuilding.eu +3905735044 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2661

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Extension of abstract submission date for Emerging Trends in TVET: Vision 2025

Subject: Extension of abstract submission date for Emerging Trends in TVET: Vision 2025

Dear Members, It is to inform that the institute has extended abstract submission date. Now you may submit abstracts by 30th September, 14. You may submit your abstract to me. Pl. participate in the conference for strengthening TVET at global level. INTERNATIONAL CONFERENCE ON EMERGING TRENDS IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING – VISION 2025 Venue : PSSCIVE, Bhopal, India Dates : February 18-20, 2015 Organized by : PSS Central Institute of Vocational Education Further information on the conference is available at http://www.psscive.nic.in/conference.jsp Thanks for cooperation. Regards. Asfa M. Yasin Organising Secretary PSSCIVE,Bhopal,India CELL;91-94253-72283 OFF. 91-755-2704114 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2659

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Subject: CVA/ACFP Newsletter, May and June  2014 / Le bulletin du CVA/ACFP est en ligne

Good afternoon, Two newsletter have been published, May and June 2014. Best Madeleine CVA/ACFP Newsletter May 2014 In English http://cva-acfp.org/a/2014-05-en.html In French http://cva-acfp.org/a/2014-05-fr.html CVA/ACFP Newsletter June 2014 In English http://cva-acfp.org/a/2014-06-en.html In French http://cva-acfp.org/a/2014-06-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! http://www.scoop.it/u/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=2658

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Subject: Detail Announcement of International Conference on Emerging Trends in TVET: Vision  2025

Dear Members, Please see the attachment for details of the International Conference on Emerging Trends in TVET: Vision 2025 from 18-20 Feb. 2015 at PSS Central Institute of Vocational Education, NCERT, Bhopal, India. Submission of abstracts latest by 30th August. Kindly visit our website www.psscive.nic.in for details. Thanks. Asfa M. Yasin, Organising Secretary Attachment: Conference programme: http://www.unevoc.unesco.org/network/up/International_Conference_on_Emerging_Trends_in_TVET_Final_18-07-14.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2659

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Training of Trainers Forum November 2014

Subject: Training of Trainers Forum November 2014

Dear friends, The International Training Centre of the ILO is launching a Training of Trainers event (3-6 November 2014), which aims at proposing and sharing learning approaches as well as building knowledge related to adult learning and innovation. The focus is on methodology and how people can learn better and faster making the most of technologies. You can access the interactive flyer here: http://training.itcilo.org/delta/TOTForumFlyer/interaction.html In order to apply, please complete the application form by clicking on the below link: http://intranetp.itcilo.org/STF/A907163/en (Kindly note that in the application form the fields marked with an asterisk (*) are compulsory; if you are not able to fill some of the compulsory fields yet, just put a single letter in the field so that the application form system will let you go ahead and submit it.) Please don’t hesitate to contact us at: p.abbate@itcilo.org for any further information you may need. Kind regards, Paola Abbate Attachment: Training of Trainers Forum Flyer http://www.unevoc.unesco.org/e-forum/ToT-Forum-Flyer.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2682

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Subject: Use of Open Educational Resources (OER) in TVET

Dear Max, Last December, the CVA’s monthy newsletter was dedicated to MOOCs and OER in TVET. You can view the Newsletter here http://cva-acfp.org/newsletter/december-2013/ For more articles and information on the subject that were not included in the newsletter, you can search our database http://cva-acfp.org/publications/newsletters/ Best regards Madeleine Decker Information and knowledge management Canadian Vocational Association view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2642

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Subject: DACUM I – public workshops in Canada provided by CVA/ACFP

DACUM I – public workshops in Canada September 8-11 2014 St-John’s, NL September 15-18 2014 Winnipeg, MB November 3-6 2014 Ottawa, ON November 17-20 2014 Calgary, AB

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). Follow us Twitter https://twitter.com/CVA_ACFP Scoop.It! http://www.scoop.it/u/canadian-vocational-association-association-canadienne-de-la-formation-professionnelle view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2667 UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum

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Subject: Re: Competency based assessment skills for vocational teachers

Good afternoon Kadiri, Here is a couple of references. I hope this will help. Best Madeleine The Art and Science of Designing Competencies Listen to the voices of innovators as they share their insights and lessons learned on how to build powerful competencies, engage teachers, and integrate lifelong learning competencies. http://www.competencyworks.org/wp-content/uploads/2012/08/CompetencyWorks_IssueBrief_DesignCompetencies-Aug-2012.pdf The Netherlands. The Nature of Study Programmes in Vocational Education: Evaluation of the Model for Comprehensive Competence-Based Vocational Education in the Netherlands The model is an instrument for analysing the alignment of study programmes with the defining principles of competence-based vocational education (CBE) and clarifying programme teams’ intentions, i.e. the extent to which they wish to achieve higher levels of implementation of the different principles. This article presents the results of two studies, the aim of which was to identify adjustments the teachers felt were necessary to make the CCBE model a valid instrument for assessing the actual and desired “competentiveness” of their study programmes. http://www.springerlink.com/content/0737228884447517/fulltext.pdf Madeleine Decker Information and knowledge management officer Canadian Vocational Association 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=2649

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Subject: New issue of Journal of Vocational and Technical Education, China

Dear Colleagues:

The new issue of the journal of Vocational and Technical Education in China was published recently.

Its cover topic is about the apprenticeship in England of the UK. All the contents of the journal can be downloaded from the following website: http://www.cctve.com.cn/index.php/english-edition/376-vocational-and-technical-education-no2-4-2013

We hope the journal can provide helpful information to you. Also we sincerely wish you can give some comments and contributions to us.

Sincerely yours

Li Yujing Editor-in-chief of the English edition of the Journal of Vocational and Technical Education Research Center for Vocational Education of Jilin Province 3050 Kaixuan Road Changchun 130052,

China Tel: +86 (431)86907096 Fax: +86 (431) 86908094 E-mail: lyj528red@126.com ChinaJournalVTE@126.com Website: http://www.cctve.com.cn

view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2681

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Subject: Forbes Woman Middle East Article About Female Education and Employment in TVET Fields in the Gulf Arab Countries

Tahseen Consulting is honored to have its work on female technical vocational education and training and employment in the GCC featured in the July issue. In the article, Tahseen Consulting’s Chief Operating Officer Wes Schwalje speaks with Hannah Stewart Executive Editor from Forbes Woman Middle East regarding the barriers facing women in entering science, technology, engineering, and mathematics (STEM) fields in the GCC. In a wide ranging discussion, Schwalje explains the economic impact of the lack of women employed in STEM fields and what GCC countries can do to encourage more women to enter emerging technical fields. You can view the article here: http://tahseen.ae/blog/?p=980 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2678

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Subject: Do you know Vocational Education in Vietnam?

Hello Dear All, My name is Amiee from China, I am currently doing a research about the vocational education in Vietnam. I was trying to get info from molisa.gov.vn. Unfortunately, I don’t know the  language. And I haven’t got enough information yet. For instance, I would like to know about how many schools and colleges? Teaching method, teaching equipment or teaching material sort of thing? How much money they have put into vocational education each year? Anyone would like to share your information with me? Many thanks. Kind regards Aimee Vocational teaching software supplyment study Shanghai,China view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2674

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Subject: Questionnaire for Automobile Specialty in vocational schools

Good Day, Every One, Experts, Teachers or Scholars, here I may need your help, as we are a commercial institution in Automobile specialty, we want to do a questionnaire so that we can know the Overseas Vocational Education better. I think even we do this for commercial purpose, but it will give some help to schools as we can know what they want, we will try to develop those equipments they need for teaching. Below is the link to the questionnaire, I do hope that you would help. http://www.sojump.com/jq/3579926.aspx view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2635

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Subject: Re: Any TVET Programmes in the South East of Asia

Hi Michael, TVET in Malaysia is not new among members of TVET providers in South East Asia. We delighted to offer any cooperation and collaboration in any field of TVET niche area.  University Tun hussein Onn Malaysia as TVET teachers provider, Vocational College from Ministry of Education and Ministry of Human Resource among some agencies involve in TVET International program. I will be glad to offer any future collaboration among members from all over the world. TQ Rgds, Assoc. Prof. Dr Razali Hassan Dean Faculty of Technical and Vocational Education University Tun Hussein Onn Malaysia razalih@uthm.edu.my ***UNEVOC Moderator comment***

The Faculty of Technical and Vocational Education University Tun Hussein Onn Malaysia is a UNEVOC Network member, see http://www.unevoc.unesco.org/go.php?q=UNEVOC+Network+-+Centre&id=319

view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2641

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Subject: Hot topics in TVET

The areas of focus for the education and training sector are constantly changing as needs evolve and new topics rise in importance. We have identified the following topics as currently of importance in education and training: Governance of education and training systems Massive Open Online Courses (MOOCs) Quality assurance in education and training Work integrated learning Youth unemployment Let us know which of these you think is most important by voting in our online poll at: http://www.voced.edu.au/content/which-these-hottest-topic-right-now Weblink: http://www.voced.edu.au view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2662

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Subject: Framework for the establishment of sector skills councils

Good day e-forum members, can anyone provide any documentation or literature on the establishment of sector skills councils.

Thanks in advance. view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2683

Subject: Re: Framework for the establishment of sector skills councils

Dear Nosilla,

Please refer to few templates as per publicly available information from India as the country is in the process of setting up 31 SSCs: http://nsdcindia.org/sector-skill-council.aspx City & Guilds JV in India did a study on SSC which may be interesting for your perspective: http://www.manipalcityandguilds.com/Pdf/FullReport.pdf . The report has studied models of 6 countries and had few recommendation for India  -this report is also available from NCVER Australia or from SSRN. Hope these helps. Best regards Rajat khawas Attachments: Financial Template Sector Skills (xls) http://www.unevoc.unesco.org/e-forum/financial-template-sector-skill.xls

An Approach Paper for Setting up a Sector Skill Council http://www.unevoc.unesco.org/e-forum/approach-paper-ssc.pdf

Proposal Submission Guidelines for SSCs http://www.unevoc.unesco.org/e-forum/proposal-template-ssc.pdf

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Subject: Entrepreneurship Development as Approach to Quality Assurance Management of TVET

Dear Forum Members Entrepreneurship Development as Approach to Quality Assurance Management of TVET In general terms, the Enterprise (sometimes called Entrepreneurial Firm) is a business organization and it could be a large business, a small business or a family business. The Entrepreneur is the person who organizes or operates an enterprise (business organization). On the other hand, the Entrepreneurship is the state of being an entrepreneur (organizer or operator) of an enterprise (business organization). 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 behaviour.  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 Vocational Schools, TVET Institutions and Centres 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 as part of the  Personal / Behavioural 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. All the above Personal / Behavioral Competencies would assist the trainees / students / workers to activate the responsibility and the attitude for decision making behaviour and promote independence entrepreneur spirit. Best regards. Eng. Moustafa Wahba Competency Assurance & TVET Consultant Scottish Qualification Authority SQA Qualified Internal Verifier IV E-mail address: mmm.wahba@gmail.com Attachments: Competency Assurance Management System CAMS for Enterprises & TVET Instituttions 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 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2646

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Service Oriented Jobs in TVET

Subject: Re: Service Oriented Jobs in TVET

Dear Member, Greetings! TVET professionals are expected to be involved in the planning and implementation of TVET or Vocational Education program in the curricula design and development, preparation of teacher’s training and instructional material development, undertaking survey or evaluation studies or manpower assessment in different sectors of economy. All these components are ingredients for success and strengthening of national TVET system. However, contents of the course you have offered will decide the nature of job and concerned organisations such as Dept. of Technical and Vocational Education, Dept. of Manpower Planning, Vocational institutions/Non-Government organisations etc., Best Wishes. Dr. Asfa M. Yasin Professor and Head Centre for International Relationship PSS Central Institute of Vocational Education,NCERT Bhopal,M.P. India website:psscive.nic.in  and cive.org view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2675

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Subject: Re: Implementation of prevocational education

Dear Member, Greetings! This program is the need of the hour and will prove as bedrock of TVET. This program may be designed in form of elective modules in different sectors such as agriculture, home based vocations (cooking,textile, garment making, stiching,knitting,etc.), health care, entertainment, electrical, automobile, ICT, computer application etc. In fact these modules may be selected as per locale specific need. This program will also connect education with community by offering their services for training in form of providing work benches and participation in skill development. The modules can be of 50 hrs duration along with the general academic course some of these modules have been developed by our institute (by me and my colleagues in the area of agriculture) or a course running in India by Vigyan Ashram, Pabal near Pune in Maharashtra state of India, named as Introduction to Basic Technology, which include all those sectors mentioned above. You may google to get details of this course. Another modality is to infuse vocational education in the form of National Vocational Education Qualifications Framework or National Skills Qualifications Framework which has been introduced in Indian School Education system from classes 9th-12th having courses from different prioritised sectors of Indian economy. Best wishes for preparing and implementation of pre-vocational program. Kind Regards, Asfa M. Yasin Professor and Head Centre for International Relationship PSS Central Institute of Vocational Education,NCERT, Bhopal-462013 M.P. India website:www.psscive.nic.in

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Subject: Use of Open Educational Resources (OER) in TVET Dear e-Forum members, In September, I will do a presentation on the use of Open Educational Resources (OER) in the area of TVET, in the context of a conference on “The Future of Open Educational Resources” (#OERde14 in Berlin). I am very interested to hear from practitioners and policy-makers in this forum about your experiences and expectations regarding the use of OER in TVET. Does anybody use OER nationwide or in limited projects or do you plan to do so? Do you know of any examples of OER that go “beyond textbooks”, i.e. multimedia or simulations, that are explicitly licensed as OER? Do you know of “Open TVET curricula” that can be used as basis for developing your own curricula? Do you think such offers could be valuable in your contexts or are you rather skeptical? It would be great if we could enter a discussion here that will help us in our UNEVOC activities with regards to ICT in TVET, and that I can refer to in my presentation. Links on OER Wikipedia article on OER http://en.wikipedia.org/wiki/Open_educational_resources UNESCO and Open Educational Resources http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/ UNESCO OER Declaration 2012 http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/Paris%20OER%20Declaration_01.pdf From: Sreeram [ammastaal@gmail.com]   Subject: Re: Use of Open Educational Resources (OER) in TVET NMEICT mission called ‘Sakshat’ of MHRD, Govt. of India has made a consortium for cVET developers. This is in the initial phase but the important thing is all the e-Content being developed for vocational education and training would be available as OER. Policy document: http://www.sakshat.ac.in/Document/OER_Policy.pdf NMEICT website: http://www.sakshat.ac.in/ AMMACHI Labs, a research lab in Amrita University is the technical lead for the consortium. http://www.amrita.edu/center/ammachi                        view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2642 From: Dr Emma Kruse Vaai [mailto:e.krusevaai@nus.edu.ws] Subject: RE: Use of Open Educational Resources (OER) in TVET Hi Max, Please refer to the Virtual University of the Small states of the Commonwealth (VUSSC). As members of this consortium we have developed excellent OERs which have been used in our respective countries. Please refer to the Commonwealth of Learning website col.org which will give you an account of how we have been introduced to and have developed OER for various fields including TVET subjects. Best wishes, Emma Letuimanu’asina Dr Emma Kruse Va’ai Deputy Vice Chancellor National University of Samoa Pusa meli 1622, Apia, Samoa P +685 21428 | E  e.krusevaai@nus.edu.ws view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2642   From: Hary Razafinimpiasa [mailto:yrahfr@gmail.com] Subject: Re: Use of Open Educational Resources (OER) in TVET see English translation below ===FRENCH=== Chers collègues, bonjour! Les formateurs de quelques lycées techniques malgaches débutent timidement dans la production de ressources numériques interactives. C’est la suite des différentes actions de formation sur l’utilisation du tableau numérique interactif, dans le cadre du programme Sankoré (fin du projet au mois de mai dernier). http://www.metfp.gov.mg/doc/FORMATIONTNI170314.htm Les obstacles consistent à la mutualisation des ressources produites et à leur mise à disposition en ligne. Au niveau de l’INFOR, deux de nos formateurs en mécanique automobile ont élaboré un manuel d’autoformation sur didapage. Nous l’avons gravé sur CD et l’avons mis à disposition des formateurs de la spécialité. Le réseau des formateurs de formateurs en agriculture (BIMTT) avait aussi formé sur le logiciel flash. ===ENGLISH=== Greetings dear colleagues ! Trainers from secondary schools for vocational training in Madagascar are starting to produce digital interactive resources. This happened after the training activities for the use of digital interactive blackboards, during the Sankoré programme (the project ended in May 2014). http://www.metfp.gov.mg/doc/FORMATIONTNI170314.html The obstacles are mainly the collective use of the produced resources and their availability online. Concerning INFOR, two of our trainers in automobile mechanics elaborated a handbook for self-training about Didapage. The manual was burnt on a CD and made available for the trainers. The trainers for agricultural trainers network (BIMTT) also used flash software. Hary Razafinimpiasa Antananarivo-Madagascar

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Subject: TVET System Quality Assurance

Dear Forum Members I have received the following private e-mail from our colleague Zizwa Msukuma asking me to advise the topics to be included in a research in TVET System Quality Assurance and wish to share my moderate reply with all of you.

Subject: Proposed areas/topics in TVET

Dear Forum Members

I have been keenly following your contributions/ write-ups you have have been making regarding Quality Assurance in the TVET system. Would you suggest what topics or areas need further research in TVET system Quality assurance. Your support will be highly appreciated, Zizwa Msukuma, Maseru, Lesotho= The following are the topics to be included in a research in TVET System Quality Assurance: Section A: Quality Management of TVET Systems & TVET Institutions 1.      Why We Need to  Assure the Quality of TVET Systems & TVET Institutions 2.      Definition of Quality in TVET 3.      Stakeholders for the TVET System 4.      Link-up Strategies between Quality-managed TVET System and different Stakeholders 5.      The Concept of  Quality Assurance Management  & Total Quality Management TQM in TVET Systems & TVET Institutions 6.      Implementation of Total Quality Management TQM in TVET 7.      Factors Affecting Successful Implementation of TQM in TVET 8.      Total Quality Management TQM for TVET Institutions 9.      Entrepreneurship Development as Approach to Quality Assurance Management of TVET 10.     Quality Principals 11.     Objectives and Benefits of Quality Assurance of TVET Systems to Society and Economy 12.     Cost Effectiveness of  Quality Based TVET System Section B: Competency Assurance Management System CAMS for Assessment & Verification 1.      Competency Assurance Management System CAMS 2.      Assessment & Verification Management Corporate Policy 3.      Personal Development Plan PDP 4.      Minimum Assessment / Verification Standard & Evidence Based Processes 5.      Trainees Assessment and Verification Process and Procedures 6.      TVET Centre Internal Assessors & Responsibilities 7.      TVET Centre Internal Verifiers & Responsibilities 8.      Responsibilities  of External Assessors / Verifiers in Assessing / Verifying Trainees 9.      TVET Centre Internal Observers & Responsibilities 10.     Stakeholders and  Effectiveness  of the TVET Quality Process 11.     Implementation of Competency Based Assessment, Verification and Certification Mechanisms Section C: Inspection of TVET Institutions – TVET Quality Criteria and Quality Indicators 1.      Self Assessment of TVET Institutions 2.      Role of Inspection of TVET Institutions 3.      Main Objectives of Inspection 4.      Activities undertaken by Inspection Teams 5.      Contribution of Main Actors to Quality Assurance in TVET 6.      Training Providers 7.      Contribution of Enterprise Training Providers Partnerships ETPs & Public Private Partnerships PPPs to Quality Assurance in TVET 8.      National Group for Quality Assurance 9.      TVET Quality Performance  Indicators KPIs Best regards. Eng. Moustafa Wahba Competency Assurance & TVET Consultant Scottish Qualification Authority SQA Qualified Internal Verifier IV E-mail address: mmm.wahba@gmail.com view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2671

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New vacancy at WESSA – Project Manager: Biosphere Reserve South Africa

Dear Sir/Madam,  Greetings  Due to a new and exciting project coming on board at WESSA in the Core Funding Unit, a fixed term contract position has now become available. This position is based at the Howick office. Please see attached advert for more information.  Dead line for this application is 8 August 2014.  Kind and warm Regards  Phindile Sithole SADC Regional Environmental Education Programme Tel: +27 (0)33 330 3931 ext 2131 Fax2email: +27 (0)86 513 2403 URL: www.WESSA.org.za Post: PO Box 394, Howick, 3290, KZN, South Africa Project Manager Biosphere Reserve Howick

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Engineerin​g forum Nigeria update

Subject: Re: Engineering forum Nigeria update

Dear Participants, Following the need to meet the objectives of the Engineering Forum, we regret to announce that the Conference has been postponed. The new date is now: 12 to 15 August, 2014 Arrival of Participants: 12th August Opening Ceremony and Plenary session: 13th August Plenary sessions & Closing ceremony: 14th August Departure: 15th August. We sincerely appreciate all that indicated interest in the forum. We would wish to request for your sustained interest to enable us, collectively, develop the e-learning and e-technology in Nigeria Education. Kind regards Engr. John Momoh Mechanical Engineering Department, Federal Polytechnic, Ado-Ekiti, Ekiti State, Nigeria. Mobile: 08034155891 SKYPE: john-momoh Twitter: https://twitter.com/MomohJJ Facebook: https://www.facebook.com/john.momoh1

Edublog: http://jjmomoh.edublogs.org/ Attachment: Engineering Forum Nigeria http://www.unevoc.unesco.org/e-forum/ENG-FORUM.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2602

 

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Workforce Developmen​t WFD in Developing Countries

Subject: Workforce Development WFD in Developing Countries

For all forum members who are working in the field of Workforce Development WFD, I would like to exchange my thoughts on this field and which is of outmost importance to Developing Countries. The Economic and Social Context of Workforce Development is one of the most important factors in the progress of Developing Countries. In the meantime for those who are based in Developing Countries and cannot allocate special and dedicated educating programmes in WFD, I would share with them the full integrating programme which I designed for this interesting field of expertise. In different Enterprises, Oil & Gas Companies and Technical and Vocational Education and Training TVET Institutions (Institutes, Centres and Industrial Schools), 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 and used for Assessment, Verification and Certification / Accreditation. The CBET System 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, Oil & Gas Company 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 a 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, Oil & Gas Company or TVET Institution has to clearly state the mission of their CBET System & CAMS and which is generally derived from the following Mission Statement: The purpose of CBET System & CAMS is to provide guidelines that will enable the management of Enterprises, Oil & Gas Companies and TVET Institutions (Institutes, Centres and Industrial Schools) 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, up to the Minimum Competency Level (Standard) required at Work Location. I have developed and currently addressing a group of Training Modules / Courses to be used as an “Integrated Training Programme” 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. The “Integrated Training Programme” explains in detail the TVET Systems, CBET Systems & CAMS via the following Training Modules / Courses: Module 1: Strategic Management of TVET Systems & TVET Institutions Module 2: Quality Assurance Management of  TVET Systems & TVET Institutions Module 3: Competency Approach to Training and Career Development Module 4: Maintenance Management of TVET Institutions Module 5: Monitoring & Evaluation M&E of TVET Systems & TVET Institutions Module 6: Management Information System MIS & and Knowledge Management KM for TVET Systems & TVET Institutions 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): Training Needs Analysis Job / Occupation Analysis Identification of Competencies Competency Development Frameworks CDFs Selection of Critical Tasks Development of Curriculum (Off-the-Job Training) and Practical Training Programmes (On-the-Job Training OJT) Learning, Training and Collecting Evidences Assessment,  Verification and Certification / Accreditation Gap Analysis & Specific Gap Elimination Programme SGEP Retraining Eng. Moustafa Wahba Competency Assurance & TVET Consultant Scottish Qualification Authority SQA Qualified Internal Verifier IV E-mail address: mmm.wahba@gmail.com view thread online:

http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2655

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Competency based assessment skills for vocational teachers

Subject: Competency based assessment skills for vocational teachers

Good day all,

I am looking for resources on the above subject. I am interested in Competency management system (CMS), initial skill assessment and competency skills grid. What are the elements of CMS?

Thanks Kadiri UNEVOC Moderator comment: Dear Kadiri, please take a look at the new TVETipedia glossary where you will find a lot of terms related to Competency and Competency-based education: http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&filt=all#C view thread online:

http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2649

Subject: RE: Competency based assessment skills for vocational teachers

Hi Kadiri, Regarding your interest in competency-based assessment for vocational teachers, if you are looking for criteria to assess a vocational teachers competency on various pedagogical skills, see www.aavim.com and click on PBTE/PBTT modules.  Each module concludes with a Performance-based criterion-referenced test which makes it relatively easy to assess the teacher’s skills. 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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Skills Needs Anticipati​on & Matching: Training course

Subject: Skills Needs Anticipation & Matching: Training course

Skills Needs Anticipation and Matching A Training and Knowledge-Sharing Course jointly organised by: – the International Training Centre of the ILO (ITC-ILO), – the Skills Development and Employability Unit of the International Labour Organisation (ILO), – the European Training Foundation (ETF) and – the European Centre for the Development of Vocational Training (Cedefop) 20 – 24 October 2014, Turin (Italy) Language: English Dear Forum-Members, The International Training Centre of the ILO is happy to announce the first edition of a training course on “Skills Needs Anticipation and Matching”, which will take place from 20 – 24 October 2014 in Turin (Italy). This course is based on a collaboration between the International Labour Organisation (ILO), the European Training Foundation (ETF) and the European Centre for the Development of Vocational Training (Cedefop). If you would like to participate in this course, please find below some general information on this course. The attached course leaflet can provide you with further information. We would also be grateful if you could help us in disseminating the information on this course among your colleagues and other relevant individuals and institutions. COSTS The total cost of this Course is € 2,100 per participant. This comprises: – Training fees, covering training materials, course preparation, implementation and evaluation; – Subsistence costs, including full board and lodging at the training venue and minor medical care. FELLOWSHIPS ITC-ILO will have a limited number of partial fellowships available. The amount of each fellowship is € 1,000.- To receive a fellowship, please enquire early!  The course fee does not include the cost of travel to and from the International Training Centre of the ILO, Turin. APPLICATION PROCEDURE Applicants are kindly asked to send us:

1. A completed online nomination form: http://intranetp.itcilo.org/STF/A907454/en

2. An official “sponsorship letter” issued by their organization (or a donor organization) stating that they will cover: a.) the cost of the course of € 2,100.- (or the remaining cost of € 1.100,- if applying for a fellowship). b.) the international travel between the country of origin and the Turin Centre. The sponsorship letter is the pre-condition to formalize participants’ registration and should be attached to the online registration form. Kindly note, that only candidates who present both of the aforementioned documents (online registration form and sponsorship letter) can be considered. APPLICATION DEADLINE September 15th 2014 The final communication on acceptance to the course and the award of fellowships will be sent latest on September 19th 2014. CONTACT skillsdevelopment@itcilo.org

Yours sincerely, Alessandra Molz Programme officer, Employment Policies and Skills Development Programme ILO INTERNATIONAL TRAINING CENTRE Viale Maestri del Lavoro, 10, 10127 Torino, ITALIA Tel.: +39-011-693 64 28,

Fax: +39-011-693 1921 Skype: alemolz Interested in our courses? Visit our on-line training calendar:

http://www.itcilo.org/en/the-centre/programmes/employment-and-skills-development

http://www.itcilo.org/en/training-offer/standard-courses

Tiene interés en nuestros cursos? Consulte nuestro calendario on-line: http://www.itcilo.org/es/el-centro/programas/employment-and-skills-development/?set_language=es

http://www.itcilo.org/es/training-offer/cursos-estandar/?set_language=es

Attachment: Skills Needs Anticipation Course Flyer http://www.unevoc.unesco.org/e-forum/Skills-Needs-Anticipation-Course-Flyer.pdf

view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2652

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Subject: RE: Types of TVET Teachers

greetings, the discussion on the types of TVET teachers and whether there are standards that governs both types is most interesting. Indeed, countries such as Jamaica has a National Training Agency that is given the task to train TVET teachers/ instructors. it would be good to go to  Heart Trust NTA web site: www.heart-nta.org

Subject: RE: Types of TVET Teachers

Hi All The document I shared on 8 July which aims to define SAMOAN PROFESSIONAL STANDARDS FOR TVET TRAINERS is still work in progress.  We would appreciate any feedback on it before the end of this month.

The document can be accessed here: http://www.unevoc.unesco.org/e-forum/Draft-2-Professional-Standards-for-TVET-Trainers.docx Fepuleai Sinapi Moli

Hi all,

Attached please find a copy of a document that was recently developed in Samoa. It has some great ideas that might be useful elsewhere. Dr. John Millar Manager of Pacific Church Schools (TVET)  The Church of Jesus Christ of Latter-day Saints – Pacific Area PO Box 874, Beenleigh Queensland, Australia 4207 P:+61-7-3804-0555 M:+61-420-309-156  millarcj@ldschurch.org

Attachment: Professional Standards for TVET Trainers (.docx) http://www.unevoc.unesco.org/e-forum/Draft-2-Professional-Standards-for-TVET-Trainers.docx

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Financial education for youth

Subject: Financial education for youth

Dear members I attached Rresults of the first international assessment of 15-year-old students’ financial literacy competencies across 18 countries country.

Best Regards Rafa http://www.slideshare.net/OECD-DAF/oecd-pisafinancialliteracy

view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2653

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The 3rd issue of TVET@Asia is now online

Subject: The 3rd issue of TVET@Asia is now online

Dear TVET community, The 3rd issue of TVET@Asia is now online: http://www.tvet-online.asia/issue/3 The 3rd issue has been published by the editors Barbara TRZMIEL (UNESCO, Regional Office Bangkok), Cheol Hee KIM (UNESCO, Regional Office Bangkok), Roslin BRENNAN KEMMIS (Charles Sturt University, Australia) and Matthias BECKER (University of Flensburg, Germany). The topic of the 3rd issue is: ”Transferable skills in technical and vocational education and training (TVET) and vocational teacher education (VTE): Policies and implementation”. The Call for Papers for the 4th issue on the topic “Mitigating TVET Quality and Standards as a basis for harmonising its systems at the national and regional levels” has been published by the editorial team working for the Southeast Asian Ministers Of Education Organisation, Regional Centre for Technical and Vocational Education in Brunei (SEAMEO VOCTECH). The editorial team comprises Paryono PARYONO (SEAMEO VOCTECH), Chin Wei KEH (University of Brunei Darussalam), Phil LOVEDER (National Centre for Vocational Education Research/NCVER, Australia) and Georg SPOETTL (University of Bremen, Germany). Read the CfP: http://www.tvet-online.asia/preview Hand in your abstracts until 25 July 2014.

The 2nd issue has been updated to feature an additional publication: Thomas SCHRÖDER (TU Dortmund): Regional Cooperation in Vocational Teacher Education – building a platform for common research and development, consultancy and reform in East and Southeast Asia. http://www.tvet-online.asia/issue2/schroeder_tvet2.pdf

TVET@Asia publishes regional studies, conducted by partner universities of the Regional Cooperation Platform for Vocational Teacher Education in Asia (RCP) located at the IBB at Tongji University, Shanghai, PR China. The studies make up two different “series”.

http://www.tvet-online.asia/rcp-series Series A) Research and Development Series B) Practice and Working Paper On behalf of the editors of TVET@Asia Thomas SCHRÖDER, Feng XIAO, Paryono PARYONO, Gwang-Chol CHANG, Md Junos JAILANI and Songthanapitak NUMYOOT posted by Dr Margarita Pavlova Director, UNEVOC Centre (Hong Kong) Co – Director, Centre for Lifelong Learning Research and Development Associate Professor, Department of International Education and Lifelong Learning The Hong Kong Institute of Education view thread online:

http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2656

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Illiteracy in Vocational Education

From: Sreeram [ammastaal@gmail.com]

Perhaps the best way forward is again technology based solutions here. If we can engage the low performing boys hooked into activities that would ignite their thirst for knowledge can definitely things around. We should orient them to use learning apps designed for people with low level illiteracy e.g. https://itunes.apple.com/us/app/english-for-kids/id396277850?mt=8

*** Send #5 From: Sreeram [ammastaal@gmail.com]

AMMACHI Labs, a research lab based in Kerala of Amrita University, is pioneering the computerized Vocational Education and Training methodology in India. This has been used on the field in collaboration with a UNDEF project called Women Empowerment where the objective was to teach 3000 financially dependent women some skills and also impart soft skills to live a better life.

This project used the cVET modules developed in the lab and has produced astonishing results. cVET project: http://sakshat.amrita.ac.in/save/index.html

Women Empowerment project: http://www.amrita.edu/research/project/empowerment-women-india-through-innovative-vocational-education-and-training-vet

Subject: Re: Illiteracy in Vocational Education

### See below 5 messages related to this topic ### Send #11 From: Damian Boyle  [Damian_Boyle@cameco.com] Good Day, Kevin Baxter! I have worked with a significant number of functionally illiterate individuals, in the workplace, most of whom were employed in labouring work up to the semi-skilled level (lacking Occupational Certifications, such as for Trades). My observation is that the great majority of these individuals did not avail themselves to the learning assistance services that were available to them sufficiently to develop the reading, writing and maths skills that would allow them to move on to other jobs.  The most common occurrence of requests for assistance were relating to significant immediate concerns, such as preparing an application for another job or preparing for a Driver’s Licence Exam. The reasons for the reluctance to engage in the activity vary somewhat, but I would say that the single biggest reason has to do with childhood traumas in schools, including profound humiliation with the experience.  Once bitten, twice shy. I have observed elsewhere that a community college within a region with a significant percentage of functionally illiterate adults did NOT provide services at this level as a matter of policy.  They left this work for volunteers in the communities to undertake.  The college’s focus was on those who were already functionally literate.  This had to do with funding transfers between the Government Department for Adult Education and the college there. Something that I see as noteworthy is the use of smartphones and tablets for messaging, where a “suggested words” display is presented for selection. This has been a real boon to those who struggle with writing but are able to recognize a good many words in  print.  Perhaps an app could be designed for those with very limited word recognition and vocabulary usage. My conclusion at this point is that the most effective and efficient approach to integrating those who are functionally illiterate into the workplace is to REDUCE THE WRITING LEVEL USED FOR DOCUMENTS. The document type that I hold out as a primary example is the Material Data Safety Sheets, required by law to be provided to Workers engage in the handling of chemical and biological substances.  This is a requirement of the Workplace Hazardous Materials Information System, which will eventually become The Globally Harmonized System of Classification and Labelling of Chemicals (GHS) for Workplace Chemicals.

http://www.hc-sc.gc.ca/ewh-semt/occup-travail/whmis-simdut/ghs-sgh/index-eng.php

I have posted information about Plain Language Writing at: http://edunorth.wordpress.com/plain-language/ I am curious to know more about the particulars of your project.  I suggest that you lay it out in more detail so as to give members of this forum something to bite into. Yours, Damian T. Damian Boyle Workplace Educator Mine Training & Research Institute Northlands College Canada www.northlandscollege.sk.ca

Subject: Re: Illiteracy in Vocational Education

My dear learned friends

I have been going through these discussions and have been restraining myself for adding value with some inputs. I have yet to locate the pictures and video clip that I had made about 2 Years back on this category of Workers. At this hour, let me share with you the inputs in words till I locate the video clip. A company in India known as “Larsen and Toubro” has been going to villages in India and picking up School drop outs (who may have gone to schools for only 5 Years), bring them to their training facilities, start paying them from day 1 and train them to meet the needs of their projects in Infrastructure and other domains. The Company has standard Skilling Rigs of Scaffoldings, Wood Works and train the work force accordingly.

http://www.larsentoubro.com/lntcorporate/common/ui_templates/HtmlContainer.aspx?res=P_ECC_BABT_GCTN

http://www.larsentoubro.com/lntcorporate/common/ui_templates/HtmlContainer.aspx?res=P_ECC_BABT_ECOM

The details are attached to this post. I have found this a very successful model of hands on training. In addition they have a very small content on Soft Skills personal interaction amongst colleagues, seniors etc.

All those workers who get interested in education is given time for Open School learning provided by them. Hope the above information is of a little value to you all. Regards YP Chawla Electricity Regulatory Commission in India & A research scholar on Skill Gaps in Power Sector Tele +91 98107-08707

Skype name: ypchawla Attachment: Larsen Toubro http://www.unevoc.unesco.org/e-forum/Unesco-Larsen-Toubro.docx

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17th UNESCO-APE​ID Internatio​nal Conference

Subject: 17th UNESCO-APEID International Conference

17th UNESCO-APEID International Conference The Powerhouses of Education: Teachers for the Future We Want 29-31 October 2014, Bangkok, Thailand Teachers have to be lifelong learners too The latest Teaching and Learning International Survey (TALIS) 2013 report tells us that if teachers are expected to prepare students to become lifelong learners, teachers themselves have to learn and develop throughout their careers. They need to be able to use the latest tools and technologies, take advantage of the latest research on learning, pedagogies and practices. Perfect timing! Teachers should immediately sign up to participate in the 17th UNESCO-APEID International Conference, The Powerhouses of Education: Teachers for the Future We Want, to be held on 29-31 October 2014 in Bangkok, Thailand. With support from the Japan Funds-in-Trust, UNESCO Bangkok, is organizing the conference to: • Increase understanding and knowledge about the teaching profession; • Showcase and promote innovative approaches, projects and practices that prepare teachers for their profession and enhance their performances; • Encourage national, regional and global collaboration to promote the teaching profession and revive teaching as a career of choice; • Facilitate networking and exchange of experiences among the participants. Participants interested in presenting papers can submit their abstracts on the following sub-themes by 31 July 2014. Sub-themes of the conference I. Roles and responsibilities of teachers through the ages • Examining traditional wisdom about teachers • Investigating perspectives from multiple stakeholders • Addressing the feminization of the teaching force • Forecasting teacher competencies needed in the future II. Teacher preparation and professional development • Developing teacher standards and qualification frameworks • Reinforcing pre-service and in-service teacher education and training • Preparing teachers for globalized but inclusive and sustainable societies • Researching and identifying innovative curricula, pedagogies, technologies and tools to enhance the teaching profession III. Status and working conditions of teachers • Enhancing the status of the teaching profession • Attracting, recruiting, deploying and retaining high quality teachers • Improving working conditions and benefits of teachers • Protecting the rights and safety of teachers IV. Policies and instruments to enhance the teaching profession • Formulating effective governance, management and regulatory policies and processes to promote the teaching profession • Strengthening school leadership to enhance the teaching profession • Designing environments and resources to enhance the teaching profession • Creating partnerships, collaboration and networking opportunities

To submit an abstract or register for the conference, please go to http://www.unescobkk.org/education/apeid/conference2014.

Fees International participants US$ 350 Early bird*                US$ 250 Full-time student          US$ 150 Resident of Thailand       US$ 150 Group registration**       US$ 250 each * Payment for Early bird registration must be received by UNESCO Bangkok by 30 September 2014. ** For 5 or more individuals from the same organization/institution. For more information, contact: UNESCO-APEID International Conference Secretariat UNESCO Bangkok 920 Sukhumvit Road, Prakanong Bangkok 10110, Thailand Tel: (66-2) 391 0577 Fax: (66-2) 391 0866 Email: apeidconf@unesco.org

Website: http://www.unescobkk.org/education/apeid/conference2014

view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2657

Subject: Re: Starting a Business/Entrepreneurship

RE: Moderator Thank you for your comments and the link to the resource. Here is a link to what is offered at vocational schools in Canada. http://www.emsb.qc.ca/emsb_en/adults_voc_en/listofprograms_en.asp

Attached is the course outline for the Starting a Business program. Attachment: Starting a Business Curriculum – Typical Schedule

http://www.unevoc.unesco.org/e-forum/WICC–Starting-a-Business—Student-Outline.docx

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Subject: Re: FW: Looking for Vocational Training Standards

Your topics are well represented on the web. Google topic + ‘instructional materials’ or ‘unit standard’ – and equivalents and you will find what you are looking for. Previous posts already indicated sites for training standards.

For hospitality / tourism you may have a look at http://www.theta.org.za/ and http://toolboxes.flexiblelearning.net.au/preview/index.htm

http://toolboxes.flexiblelearning.net.au/series2/209.htm

http://toolboxes.flexiblelearning.net.au/series3/318.htm Attached 2 module specification certificate level. For each unit (draft) learning resources are also available Attachments: Module specification http://www.unevoc.unesco.org/e-forum/HospOpsCert1.pdf

Module spec hospitality http://www.unevoc.unesco.org/e-forum/HospOpsCert1(2).pdf

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I am very pleased to welcome you to bulletin 26 – the first bulletin of 2014. Over the past year we have made significant progress in strengthening regional harmonization for the transformation of TVET and advancing the agenda on youth and skills and greening TVET. more>>

Since January 2014, the team of UNESCO-UNEVOC was pleased to welcome 8 visitor groups and delegations from Germany, Myanmar, Nigeria, Republic of Korea, Saudi Arabia, and the United States of America.

For more information on these visits, please see: http://www.unevoc.unesco.org/go.php?q=page_Visitors#2

If you would like to visit us in Bonn, Germany, please write to unevoc@unesco.org

http://www.unevoc.unesco.org/bulletin/bulletin_full.php?bull=26en

You are receiving this newsletter because you subscribed to it on http://www.unevoc.unesco.org

To unsubscribe, please send an email to unevoc.bulletin@unesco.org

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Curriculum for Vocational Training on Biogas Technology

 

From: aeshears@hotmail.com [mailto:aeshears@hotmail.com] Sent: 2014-05-07 13:48

Subject: Re: Curriculum for Vocational Training on Biogas Technology

From: Eva kagiri [eva.kagiri@gmail.com] Sent: 2014-05-06   Subject: Curriculum for Vocational Training on Biogas Technology

Hi everyone,

I am looking for any Open source/creative commons curriculum guide for vocational training on biogas technology. The target group is 18+ students, who already have a background in primary and secondary education. Anyone know where I can find such content?

Regards, Eva

Hello.

Please check with Grameen Shakti, Bangladesh. An NGO specializing in green technology.

Our TVET reform project has worked with GS in training rural people for solar home systems installation and servicing. GS also promotes bio-gas.

See here: http://www.gshakti.org/

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

From: Iqbal Ahmad [mailto:iqbal.ahmad@oxfamnovib-pakistan.org] Sent: 2014-05-07

Subject: Re: Curriculum for Vocational Training on Biogas Technology

Kindly see the link below: http://www.environmental-expert.com/companies/german-academy-for-renewable-energy-and-environmental-technology-51585

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RE: Vocational Pedagogy

From: Singh, Madhu [mailto:m.singh@unesco.org] Sent: 2014-05-05   Subject: RE: Vocational Pedagogy

Dear Colleagues, For an overview of the India’s  National Skills Qualifications Framework and RPL, you might be interested in referring to UIL’s contribution to the Global Inventory of National Qualifications Frameworks. This is a joint venture of two units of EU, European Training Foundation (ETF) and European Centre for the Development of Vocational Training (Cedefop), and two units of UNESCO, TVET section at the UNESCO Headquarters and the UNESCO Institute for Lifelong Learning in Hamburg (UIL). UIL has prepared 17 country chapters of NQFs, including the NSQF in India.

http://uil.unesco.org/home/programme-areas/lifelong-learning-policies-and-strategies/recognition-validation-and-accreditation-of-non-formal-and-informal-learning-rva/news-target/uils-contribution-to-the-global-inventory-on-national-qualifications-frameworks-nqfs/d2bc960671bdee An additional 17 country cases are to be posted on the UIL webpage soon. Regards, Ms Madhu Singh www.unesco.org/uil m.singh@unesco.org

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Conference Announceme​nt. Emerging Trends in TVET: Vision 2025

From: Asfa Yasin [mailto:asfayasin26@gmail.com] Sent: 2014-05-05 08:38:00 Subject: Conference Announcement. Emerging Trends in TVET: Vision 2025

Greetings from Bhopal! Pl. find attached (see link below) 1st announcement of International Conference on Emerging Trends in TVET: Vision 2025, This is for wide circulation and information to member states and organisations of other countries involved in TVET programs. Thanking You. Asfa M. Yasin Prof. and Head,Dept. of Agriculture and Animal Husbandry PSS Central Institute of Vocational Education,NCERT, Bhopal,M.P. India Attachment: INTERNATIONAL CONFERENCE ON EMERGING TRENDS IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING – VISION 2025

http://www.unevoc.unesco.org/e-forum/First-Announcement-of-International-Conference-on-TVET-at-PSSCIVE.pdf

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Re: Research on skills gap in Pakistan

Report summary Skills development in South Asia: Trends in Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka http://www.britishcouncil.org/sites/default/files/documents/south-asia-skills-report-summary.pdf

Towards a New Global World of Skills Development? Articles on skills development. http://www.norrag.org/en/publications/norrag-news/online-version/towards-a-new-global-world-of-skills-development-tvets-turn-to-make-its-mark.html Pakistan/Punjab. Baseline survey : labor market outcomes of Punjab TEVTA graduates This study examines the labor market outcomes of graduates from training institutes run by Punjab Technical Education and Vocational Training Authority (TEVTA), the largest technical and vocational education and training provider in the province of Punjab, Pakistan. The study uses an SMS-based survey – a promising and inexpensive method to assess the impact of education and training in developing countries.

http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2012/03/12/000333037_20120312235511/Rendered/PDF/674320NWP00PUB0Box367872B0Report052.pdf

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*Worldview Mission  is Standing Up ,* Taking Action* , **Making Noise for the United Nations MDGL’s !!!**

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