UNESCO 2015

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Giovanni Crisona [giovanni.crisona@cscs.it]
Sent: 2015-11-18
Subject: Re: Workshop on setting standards for accrediting TVET programs

dear Ric,

I lead a consortium composed by Jaguar Land Rover, FIAT FCA, SAS
Scandinavian Airline Systems and educational institutions, to develop new
curricula on advanced manufacturing in transport sector.

If you would be interested, other organizations are able to join the
consortium for free and to take advantage by the materials produced.

We are going to release, in the next months, new curricula definitions,
syllabus and certification standards as in the consortium there are also
European certification bodies.

To join it, please see at www.skillman.eu

I’m at your disposal for any eventual question.

Best regards

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3207

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Dr Ahmed Elgeushey [geushey@hotmail.com]
Sent: 2015-11-23
Subject: Re: TVET for Students after first 3 years of secondary education.

Dear Lotun,

If you are talking about the Tertiary TVET education, then most of the
systems has the associate degree certificate or the HND certificate which
is a 2-year study program or something around 60 Credit hours. There are
also new programs offering a Technical Bachelor degree (4-year study). In
our college we have an industrial TVET Teacher Education and Training
program for the graduates from Technical Secondary schools to be Teachers
for TVET subjects.

With regards

Dr Ahmed E Hassaneen
PhD, Prof of Mech Engineering and Dean
Faculty of Industrial TVET Teacher Education
Helwan University, Egypt
https://scholar.google.com/citations?user=twmXDYIAAAAJ&hl=en

view thread online:
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Serena Gut [info@vpet-congress.ch]
Sent: 2015-11-20
Subject: Re: Call for Proposals VPET Congress

INTERNATIONAL CONGRESS ON VOCATIONAL AND PROFESSIONAL EDUCATION AND
TRAINING
20 – 22 June 2016 in Winterthur, Switzerland

Reminder: Call for Proposals – open until November 30, 2015

Submit your proposal concerning vocational education at the following
link:
http://vpet-congress.ch/?q=en/call-for-proposals

Find us on twitter: @vpet_congress

Best regards,
Serena Gut
LOC VPET Congress
email: info@vpet-congress.ch

Find out more about the VPET Congress from 20 – 22 June 2016 in
Winterthur, Switzerland on www.vpet-congress.ch, @vpet_congress and on
www.facebook.com/VPET.Congress Get the Newsletter here:
http://vpet-congress.ch/?q=en/preregistration

view thread online:
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Renu bajpai [president.usd@gmail.com]
Sent: 2015-11-23
Subject: Economic Empowerment of youth, women & slum people through their Skill Development

Hello Everyone,

Greetings!!!

USD Consortium group (www.usdconsortium.com) is an NGO (society) with a
Global vision & Indian Initiative to change our society with more moral
values , more economic stability and a better place to live in.

i) To Economically Empower Women of all sections,

The already trained middle class housewives who want to unhide their hidden
creativity & art — Train the downtrodden women irrespective of their
religion cast or creed, through SHG (self help groups) finalized by us on
the basis of their interest & skill .

ii) Youth Empowerment through Skill Development

*We try to organise various seminars & workshops for youth and guide them
to become young Entrepreneurs through their innovative ideas.
*We motivate them to become entrepreneurs rather than managers.
*We also do career counselling sessions for them.
*We train them through various ( paid & unpaid ) courses in trades like
communication, computers, DTP, Retail Sales, Fashion Designing etc

iii)  Convincing people in Slum Areas for education –

The importance of getting education & training in various skills so that
they can improve the standard of their life.

We will be thankful to be associated with every genuine & honest
personality who believe in moral values in today’s society.

If anyone can sponsor us a little bit so that we can organise more seminars
, workshops & awareness programs, camps etc for our society ,

pl contact with us or mail us at president.usd@gmail.com

Warm Regards,

Renu Bajpai
President
USD Consortium Of SD, T & WE
New Delhi-110092
Mobile:09899879888
www.usdconsortium.com

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BERTZELETOU, Tina [tina.bertzeletou@cedefop.europa.eu]
Sent: 2015-11-20
Subject: Re: Improving the image of TVET – Professionalism of teachers

Dear Maiser, dear All,

You may find some interesting points on trainers in this Cedefop
publication below:

http://www.cedefop.europa.eu/en/publications-and-resources/publications/4126

Kind regards,
Tina

view thread online:
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Jonathan Ledger [Jonathan.ledger@proskills.co.uk]
Sent: 2015-11-18
Subject: Award win for Sector Skills Body

Proskills wins British Council’s prestigious International Skills
Partnership of the Year 2015 award for its vocational skills partnership
with Vietnamese employer. Read their story here:
http://www.proskills.co.uk/proskills-wins-top-skills-award/

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3213

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Joe Wilson [Joe.Wilson@cdn.ac.uk]
Sent: 2015-11-18
Subject: Re: Food hygiene and community health training in pictures

Alison

Link below gives you a search across national vocational learning object
repository for Colleges in Scotland.

Lots of resources and all free – these will be being used to train
apprentices in Scotland.

http://content.resourceshare.ac.uk/xmlui/search?query=Food+Hygeine&submit=Go

Hope that is useful.

Kind Regards,
Joe

Joe Wilson  | Chief Executive College Development Network College
Development Network (CDN) | Joe.Wilson@cdn.ac.uk Direct : 01786 892004  |
Mob: 07764310473

view thread online:
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UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2015-11-06
Subject: UNESCO-UNEVOC is looking for promising practises in TVET

Dear e-forum members,

As you know, UNESCO-UNEVOC is currently developing a database of promising
practices in TVET
(http://www.unevoc.unesco.org/go.php?q=Promising+Practices+List). The
database aims to share knowledge of established innovative practices –
‘success stories’- that have proven to be effective and that promote TVET
in some profound way, either within a particular TVET sub-sector or at
local, regional or national level. To this end, the database presents
information on a selection of effective and innovative programmes and
initiatives from different TVET areas and regions of the world.

We are currently looking for more promising practices that we can consider
for inclusion in our database and we invite you to share with us any
initiatives you have been involved with or are aware of. You are welcome to
use the attached form to give us a brief overview of the practice – but
you can also submit your material in any format you think fit by 16
November 2015.

Practices chosen for publication will be assessed by TVET specialists both
inhouse at UNESCO-UNEVOC and by independent experts, using a conceptual
framework specifically developed for identifying and analyzing promising
practices. Assistance will be provided by the UNESCO/UNEVOC Centre to
advice in documenting and writing-up the case study, once selected for
inclusion in the database.

For more information, please contact Salim Akoojee at s.akoojee@unesco.org.

Regards,
UNESCO-UNEVOC

Attachment:

Promising Practises Proposal Form
http://www.unevoc.unesco.org/e-forum/Promising-Practises-Proposal-Form.doc

view thread online:
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Dr Ahmed Elgeushey [geushey@hotmail.com]
Sent: 2015-11-06
Subject: Re: Teaching Hours Standards for Vocational Training

For a degree program, it is something around 15 credit hrs a week per
semester. 2 or 3 hrs of practical training are considered just 1 credit
hr.

Dr Ahmed E Hassaneen
PhD
https://scholar.google.com/citations?user=twmXDYIAAAAJ&hl=en

view thread online:
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Damian Boyle [boyle.damian@northlandscollege.sk.ca]
Sent: 2015-11-06
Subject: Re: Conceptual frameworks and research on TVET teacher development

Good Day, Anthony!

I have not considered the matter of TVET teacher development from the
perspective of a formal framework, but I have been hammering away at this
for some time.  I have worked extensively as a factotum Instructor and
Trainer with adult Learners.

My considered opinion is that a competent Technical and Vocational Worker
can become a competent T&V Educator or Trainer with five days of competent
training in how to do Education or Training.

I emphasize that the Course Package being provided to the newly-minted T&V
Educator or Trainer MUST first be prepared by a competent Instructional
Designer.  Otherwise, all bets are off.

I note that a Hay Assessment for factotum Instructors and Trainers rates
them at higher levels of job functions than single subject experts.
Appropriately, the Alberta and the Yukon Territory governments have
acknowledged this with higher rates of pay for those engaged in this kind
of complex and sophisticated work — regardless of their formal academic
credentials.

You may find some useful links on these pages:

https://edunorth.wordpress.com/train-the-trainer/
https://edunorth.wordpress.com/instructional-design/
http://www.haygroup.com/leadershipandtalentondemand/index.aspx

Yours,
Damian

T. Damian Boyle
Workplace Educator
McArthur River Mine Site
Northlands College
Box 1000
Air Ronge, Saskatchewan
S0J 1L0
Canada
view thread online:
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Max Ehlers [m.ehlers@unesco.org]
Sent: 2015-11-06
Subject: Re: Online Resources for TVET teachers and trainers

>MAX, thanks so much for the valuable resources you share.
>In future cases, could you please signal which ones are in another
language?
>At least in an UNESCO official language.

Dear Francisco,

you are right, I should have mentioned that. Unfortunately, some of the
resources I shared are only available in English. The TVET academy,
however, has content in
- English (Cook, Masonry, Successful behaviours, Entrepreneurshiop),
- French (Macon, Couturier, Coiffeur, Cuisinier) and
- Spanish (Agricultor, Criador, Agricultor, Comportamientos exitosos).
see http://www.tvetacademy.org

Best regards
Max

view thread online:
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berhanu tadesse taye [berhanutat@yahoo.com]
Sent: 2015-11-04
Subject: Teachers in Ethiopia

Education in Ethiopia remarkable achievement in education sector over the
past decade and the government and donors have made an enormous budgetary
commitment to education. However, despite this the last three years of
national learning assessment results show that education attainment at
grades 4 and 8 has declined year on year. It is against this backdrop that
VSO Ethiopia has undertaken research to understand what affect teachers’
motivation and moral and to understand how the country could improve the
teaching and learning process to impact positively on the quality of
education.

Teachers are integral to the success of an education system; they are the
gatekeepers of knowledge and learning and as such have huge impact not only
individuals and their aspirations but also on national development. This
fundamental importance of teachers has set the background for this report
and the subsequent recommendation.  Valuing Teachers is an advocacy
research initiatives that seek to identify and analyze the factors that
affect teachers’ motivation and morale. Previous research has shown that
morale is influenced not only by remuneration and incentives, but also by
workload, workplace conditions, status in the community and professional
support.

THE FINDINGS OF THE RESEARCH
Where teachers are highly motivated, this can translate into good
performance and improve the quality of education delivered to students. The
research found many teachers who spoke positively about their profession
and actively engaged with the wider issues surrounding the quality of
educational provision in Ethiopia. The issues raised by the research were
numerous, but the most significant and most often-mentioned causes of
demotivation and low morale were:

*inadequate salaries
*low respect for and low status of teachers
*poor management and leadership.

These issues have a significant impact on classroom performance, that is,
teachers’ ability to deliver good quality education, as well as on levels
of teacher retention.

CONCLUSIONS
While the government has committed a substantial budget to education, this
has not been translated into adequate salaries for teachers, and this is
reflected in the frequency with which salaries were mentioned as affecting
teachers’ motivation and morale. It is an area that must be addressed
under the current strategy of the Ethiopian government to improve the
quality of education, as teachers are the main means of doing so.
Ethiopia’s educational context sees teachers now placed under ever
increasing pressure to deliver on the government’s ambitious educational
goals and the Millennium Development Goals (MDGs); if they are going to
achieve them, they need to feel motivated. In a climate of increasing
inflation in the economy and increasing enrolment in education, teachers
need to see that their work is valued. There should be no need for teachers
to leave the profession because they cannot support their families or
progress further in their careers. In addition, the ma  nner in which
students train to be teachers is changing in 2010. After graduating from
university, students will choose whether or not to take an additional year
of study to train to be a teacher. The question is, in a system that is
already suffering from low motivation and morale, how to encourage new
recruits into the profession? What is needed now is consistent commitment
by all sectors and at all levels of the education system. While salary is
the most important issue that the research has identified, there are many
indirect ways to influence salary and the other issues are all closely
related with the overall working conditions. Directly raising salaries may
well be a challenging goal, but motivating factors like accommodation and
transport are less difficult to address. The report also highlights that
with improved cooperation and collaboration between all stakeholders, many
of the issues that teachers face can be influenced positively.

Attachment:

Gulele Sub-City TVET Office Institutional Quality audit Expert report World Vision Ethiopia World vision shuromeda gulele sub 2
http://www.unevoc.unesco.org/e-forum/alternativ_basic_education.pdf

view thread online:
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Gopesh Tewari <gopesh.tewari@gmail.com>
Sent: 2015-11-02
Subject: Re: Vocational Education PoliticDear Member,You can refer Government of India policies of Skills Development and
Entrepreneurship from below link.http://www.skilldevelopment.gov.in/policyframework.html

Best Regards,

Gopesh Tewari
Zonal Head – North India
IL&FS Education and Technology Services Ltd
09936177882

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UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum
Login for read-only access: User “Bulletin”, password “read”
Contributions and feedback: unevoc.e-forum@unesco.org
——————————————————————–

From: Clive Ondimu [crondimu@gmail.com]
Sent: 2015-11-03 07:58:15
Subject: Re: Vocational Education PoliticDear Yasdin, All,Greetings.The link below leads to the DRAFT TECHNICAL AND VOCATIONAL EDUCATION AND
TRAINING (TVET) POLICY MARCH 2014 – Kenyahttp://www.education.go.ke/home/index.php/downloads/category/6-policy-doc?download=20:tvet-policy-1st-draft

Warm Regards,
Ondimu

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UNESCO GREEN CITIZENS project

Dear Friends and Colleagues,
Coinciding with COP21, UNESCO is launching the GREEN CITIZENS project which aims to highlight the work of various people who, every day and all over the world, strive to raise awareness and ensure that best practices are passed onto their respective communities.
The project includes:
-         A travelling exhibition to present eight emblematic projects in education for sustainable development:http://en.unesco.org/greencitizens/our_stories. Currently presented on the external fences of the UNESCO headquarters, the exhibition will also feature at the UNESCO space at Le Bourget during the Paris Conference on Climate this December.

-         An open online platform inviting educators from all corners of the globe to share their initiatives and projects in education for sustainable development: http://en.unesco.org/greencitizens/your-stories.

We would be delighted if you could join this project and share your own initiatives!
Best wishes,
UNESO Bangkok ESD

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UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2015-10-29
Subject: Re: [COP21] Virtual Conference on Greening TVET in the context of global climate change policy developments

Dear e-forum members,

Please be informed that the background note for the upcoming conference
which will start on Monday (2 November) has just been published at:

http://www.unevoc.unesco.org/e-forum/Background_note-VC-Greening_TVET-Sofroniou.pdf

If you are interested and would like to register for this Virtual
Conference, please visit the following page to find more information and
sign up:
http://www.unevoc.unesco.org/go.php?q=Virtual+Conference+Greening+TVET+in+the+context+of+climate+change+policy+developments

Best regards

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Serena Gut [info@vpet-congress.ch]
Sent: 2015-10-22
Subject: VPET Congress: Newsletter and Twitter

INTERNATIONAL CONGRESS ON VOCATIONAL AND PROFESSIONAL EDUCATION AND
TRAINING
June 20 – 22 2016 in Winterthur, Switzerland
http://www.vpet-congress.ch

Dear Forum Members,

Our new Newsletter is out now! Have a look on:
http://newsletter.vpet-congress.ch/t/ViewEmail/i/9F3B54CE027D72D3/4883E67782BE9525C5EC08CADFFC107B

And follow us now also on Twitter: https://twitter.com/vpet_congress

Best regards,
Serena Gut
LOC VPET Congress
email: info@vpet-congress.ch

Find out more about the VPET Congress from June 20 – 22 2016 in
Winterthur, Switzerland on www.vpet-congress.ch,
www.facebook.com/VPET.Congress and on  https://twitter.com/vpet_congress

Get the Newsletter here: http://vpet-congress.ch/?q=en/preregistration

view thread online:
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Stian H Thoresen [s.thoresen@curtin.edu.au]
Sent: 2015-10-21
Subject: Re: Vocational Training to differently-abled learners

Dear Shaji,

Apologies for belated reply, have been away and busy catching up. There are
a range of different support models for people with disabilities and
interventions are always within the local context (e.g. specific assistive
technologies may not be available or affordable in specific settings, not
compatible with different systems including scripts etc.). The TVET system
is also an important variable within the ‘environmental’ domain (if you
subscribe to the ICF model for example). As such, there are no ‘one size
fits all’. Within the disability field, Person Centre Approaches or
Person Centred Planning are important tools to identify needs and potential
solutions (getting to know the person: his/her need, preference, ambitions,
strengths, weaknesses, natural supports, etc. and how to tap into natural,
generic, or source new supports). Certain elements may be more common
across specific disabilities (for example accessibility for physical
disabilities, specific assistive technologies for sensory disabilities,
student centre learning practices or work-based training for learning
disabilities, etc.). Without knowing more specifically the context you are
referring to (e.g. training system, local economy, availability of jobs in
different industries, local infrastructure, availability of
support/government funding, etc.) it is impossible to provide more specific
suggestions around how to effectively provide TVET or vocational
rehabilitation to people with disabilities.

As mentioned earlier, some of the work I have contributed to suggest that
apprenticeships and traineeships can be very successful vocational pathways
for people with disabilities with good social and economic outcomes.
However, people with disabilities have a lower participation rate and
higher incompletion rate than their non-disabled peers. Some work in this
area is available from http://edge.org.au/research.php (I have contribute
to the last two pubs listed) and other work I have carried out can be
previewed and some accesses through
http://healthsciences.curtin.edu.au/faculty/research_staff_hide.cfm/S.Thoresen
(link provided previously). All the work I have carried out in this area
would be in mainstream TVET and we have identified strong social and
economic graduate outcomes (on average, there are of course poor outcomes
for a number of individuals). I am less familiar with outcomes from
segregated programs, but the literature would suggest that depending on the
measures, mainstream provides better outcomes. (Many segregated programs
can be viewed as ‘alternatives to employment’, ‘day programs’, or
‘day services’, of which the main outcomes are not income and social
relationships/capital in these settings may have a different ‘value’
than those in the mainstream. However, this is a completely different
topic.)

Hope this is useful and I would suggest you have a close look at the
different resources and reports available from EDGE if you are interested
in this area. It will be important though to understand the local context
in which this work was carried out (Australia) and where you may
contemplate implementing in (your country/region).

Kind regards

Stian

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UNESCO-UNEVOC e-Forum moderators [unevoc@unesco.org]
Sent: 2015-10-20
Subject: Improving the quality of e-Forum discussions

Dear e-forum members,

The e-Forum is a great community for information exchange. It is based on
the idea of give and take. This is happening here every day, and we are
thankful to all active contributors. However, we think that the quality and
efficiency of exchanges can be further improved.

Following feedback from a number of e-forum members concerning posts on the
e-forum, we have developed a set of indicators to help improve the quality
of interaction on the e-Forum. Time and again we find that people ask
questions or make contributions which are rather sketchy and thus difficult
to answer. Often we as moderators ask these contributors to refine their
contributions before publishing them. In many cases, it was e-Forum members
who had to ask many questions to find out more about the aims and
objectives of the original poster in order to be able to answer their
questions. We hope that the new guidelines will enrich e-forum discussions
and improve their quality.

The new indicators are as follows:
* Specific: Who are you, where are you based and why are you posting on the
e-forum?
* Contextualised: What previous information/events have informed your post?
What background information can you provide?
* Answerable: How do you want other e-forum members to answer your question
(provide literature, case studies)?
* Relevant: How is your post relevant to TVET and interesting to the
e-forum?
* Targeted: What do you hope to find out by posting on the e-forum? What
are some of your targets?

The full e-Forum Terms of Use are to be found here:
http://www.unevoc.unesco.org/go.php?q=Terms+of+Use+e-Forum

We will evaluate all contributions accordingly and may take the freedom to
ask contributors to re-check their messages against these indicators. Of
course the indicators do not apply to all messages, but primarily to
opening posts of new threads and discussions.

Having said this, we would like to have your opinion on these indicators.
Do you agree with the guidelines proposed? Would you like to add any other
indicators?

Best regards,
e-forum Moderator

view thread online:
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Ramon Mangion [ramon.mangion@mcast.edu.mt]
Sent: 2015-10-30
Subject: Re: Vocational Education Politic

Dear Yadan,

I am attaching with this post the National VET Policy for our country
(Malta)

Thanks
Ramon Mangion
Officer-Curriculum Development
ECVET Expert
MCAST
www.mcast.edu.mt

Attachment:

National VET Policy Malta
http://www.unevoc.unesco.org/e-forum/National-Vocational-Education-and-Training-Policy.pdf

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Rónán Haughey <ronanoheochaidh@gmail.com>
Sent: 2015-10-30 17:08:13
Subject: Re: Vocational Education Politic

Dear Yasdin and Friends

Following your query and our colleague from Malta Ramons contribution, I
include a link to the Further Education & Training (AKA VET) Strategy
Document 2014-2019 as published by SOLAS the state agency with
responsbility for planning, funding and development of VET in Ireland:
http://www.solas.ie/docs/FETStrategy2014-2019.pdf

All the very best in your research

Yours in Skills

Rónán  Haughey

Rónán Haughey MInstLM; MIEP
Founder & Development Partner

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

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Thumakunta Sree Rama <papecrats@gmail.com>
Sent: 2015-10-26
Subject: Re: Professional Training

Respected Sir,

I would like to introduce myself as Mr. T.H. Sree Rama, Project Founder &
Managing Trustee of an Indian NGO based in Hyderabad, Telangana State -by
name–Global Institution for Skills & Careers functioning from Flat
No.,18-33-6, First Floor, Mak Towers, Zahid Nagar, Street No.2, Opp. Survey
of India, Uppal Road, Hyderabad- 500039, Telangana State, India.

Kindly visit website: 1worldschool.com/India, where in you can find that I
am appointed as the Chief Administrator for India Virtual School – Bhutan
Virtual School & Nepal Virtual School besides having been appointed as the
Director of Content Development & Director of Central Asia Virtual School
for and on behalf of One World School, State of Illionois, USA the CEO of
which organization is Dr. Diana Muir (email: diana@1worldschool.com).–for
booking the candidates for admission to American Diplomas ie., High School
Diploma – Intermediate Diploma & Graduate Diploma.  Besides this, they have
expressed their interests in marketing our courses of study through their
services.

Besides this I do possess the franchiseeship of Society for NoT For Profit
Organization from USA conducting eight courses on Management of NGOs –for
India.

In addition to these, I have designed suitable course curriculum for
conducting the distance education courses leading to the award of the
following Diplomas:
a) Para Legal Volunteers
b) Para Social Volunteers
c) Para Spiritual Volunteers

If interested in establishing Institutional relations facilitating
coordination in booking candidates for your courses of study through our
services, I shall be highly obliged, if your good self could kindly get
back to me on the subject with full terms and conditions and modus
operandi.

Yours Sincerely,
for Global Institution for Skills & Careers
T.H. Sree Rama
Project Founder & Managing Trustee
24th October, 2015
Mobile: 919866497168
view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3174

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Sakawat Ali <sakawat_ali@yahoo.com>
Sent: 2015-10-26
Subject: Re: Professional Training

Dear sir,

Could you please provide your office address. My details is given as
follows.

Sincerely Yours,

Dr. Engr. Md. Sakawat Ali
Principal
Bangladesh-Korea Technical Training Centre (BKTTC)
Mirpur Road, Darus-Salam, Dhaka-1216, Bangladesh
Phone: +88-02-9070184 (Off), +88-02-9040116(Res)
Mobile: +88-01552389373, +88-01789776709
E-mail: sakawat_ali@yahoo.com, principalbktt67@yahoo.com Website:
www.skilledbangladesh.info/Bangladesh_Korea

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UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2015-10-27
Subject: [COP21] Virtual Conference on Greening TVET in the context of global climate change policy developments

Virtual Conference: Greening TVET in the context of global climate change
policy developments

Dear e-Forum members,

From 2 to 13 November you will have the chance to participate in our next
virtual conference on Greening TVET in the context of global climate change
policy developments. This online conference will be moderated by Nick
Sofroniou, Principal Research Fellow at the Institute for Employment
Research of the University of Warwick and an expert in green skills
development.

The virtual conference aims to act as a forum to collect insights, hopes,
expectations and concerns for raising TVET’s relevance in the post-2015
development agenda.  The goal of the conference is to stimulate debate and
knowledge sharing between participants on topics such as:

1) The Role of TVET in the transition to low-carbon economies and in a
changing climate;
2) Greening TVET institutions to maximize their contribution to sustainable
societies; and
3) TVET and vulnerable groups/Member States in the context of climate
change.

More information is available here
http://www.unevoc.unesco.org/go.php?q=Virtual+Conference+Greening+TVET+in+the+context+of+climate+change+policy+developments

A background document for the conference is currently being finalised. We
will inform participants once it has been published.

If interested, please sign up now to the virtual conference at
http://www.unevoc.unesco.org/go.php?q=Subscribe

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=3178

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Max Ehlers [m.ehlers@unesco.org]
Sent: 2015-10-23
Subject: Online Resources for TVET teachers and trainers

Dear e-Forum members,

I would like to share with you the following online resources for TVET
learners and teachers that I have recently come across:

1) The TVET Academy at www.tvetacademy.org has been mentioned before on the
e-Forum. Its mission is to provide vocational training to underprivileged
youth in developing countries, primarily by providing training videos in a
wide range of professions. It features more and more content and now also
has new features such as a “Download Job” option.

Also, you can now create your own version of the TVET Academy if you create
an account, i.e. you can customize all content: curricula, lessons
descriptions, videos, PPT etc. Not that a Syllabus can be presentated now
by “Course” or by “Competencies”.

2) “Blended Learning Essentials: Getting Started”
https://www.futurelearn.com/courses/blended-learning-getting-started
A free course for the Vocational Education and Training sector to promote
effective practice and pedagogy in blended learning. “If you are working in
further education, skills training, vocational education, workplace
learning, lifelong learning or adult education, this free online course is
designed to help you understand the benefits of blended learning and how to
make more effective use of technology to support your learners.”

The MOOC (funded by Ufi charitable trust and run by University of Leeds)
will start on 2 November.

3) “Citizen Maths”
The London based Ufi Charitable Trust further announced that it will launch
16 new VocLearnTech projects, see here
http://www.ufi.co.uk/news/trust-launches-16-new-voclearntech-projects for
more information.

One of them is “Citizen Maths”, see
http://www.ufi.co.uk/projects/citizen-maths
The first section of the course was made available a year ago, further
modules are being added in October 2015 and spring 2016. It:

*focuses on mathematics as a set of powerful ideas that can help people
solve important problems;
*draws on current evidence from research into how people learn
mathematics;
*will run as a MOOC, taking account of what’s being learned from
organising the hugely popular MOOCs of the past few years;
*is at the crucially important Level 2 (GCSE level), unlike most other
MOOCs, which tend to be at university level;
*takes advantage of the scale and power of Google’s Course Builder
platform;
*is structured according to the OECD’s PISA Assessment Framework “Key
competencies in reading, mathematics and science”, which provides an
internationally recognised organising framework for mathematical content;
*will, in Phase Two, be mapped by OCR against suitable Level 2
qualifications.

Enjoy the weekend
Max
UNESCO-UNEVOC International Centre, Bonn

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3175

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Online discussion on Inclusive TVET in the Context of Lifelong Learning

Holmes, Keith [k.holmes@unesco.org]
Sent: 2015-10-27
Subject: Online discussion on Inclusive TVET in the Context of Lifelong Learning

Members of the UNEVOC e-forum are warmly invited by UNESCO to join the
upcoming online discussion:

“Inclusive Technical and Vocational Education and Training (TVET) in the
Context of Lifelong Learning – Skills for Work and Life: Empowering
People with disabilities”

from 29 October to 18 November 2015

—————
[Version française en bas de page]

As part of the WSIS Knowledge Community “Building Inclusive Societies for
Persons with Disabilities“ UNESCO invites you to participate in an online
discussion “Inclusive Technical and Vocational Education and Training
(TVET) in the context of Lifelong Learning – Skills for Work and Life:
Empowering people with disabilities”. The online discussion is organized
in partnership with the European Network on Inclusive Education &
Disability (incluD-ed).

You are invited to share your experiences and your knowledge on this
subject around the following themes:

(1) Advancing inclusive and equitable access to TVET (week 1).
(2) Improving quality and relevance in TVET to support transitions (week
2).
(3) Transforming TVET for inclusive and sustainable societies (week 3).

The online discussion will take place from 29 October to 18 November, 2015
and will be moderated by Mr. Edgar Pereira, TVET expert and psychologist.

Please find the background document attached.

To access the online discussion please click on the following link:
http://www.wsis-community.org/pg/groups/584509/building-inclusive-societies-for-persons-with-disabilities/

If you are not yet a member,  please register as a new user to access this
community, using the same link.

=====================

Dans le cadre de la Communauté de Savoir WSIS « Construire des sociétés
inclusives pour les personnes en situation de handicap », l’UNESCO vous
invite à participer à un forum de discussion « l’enseignement et la
formation techniques et professionnels (EFTP)  inclusifs dans le contexte
de l’apprentissage tout au long de la vie – compétences pour le
travail et pour la vie : autonomiser les personnes en situation de handicap
». Cette discussion est organisée en partenariat avec le Réseau
Européen sur l’Education Inclusive et le Handicap (incluD-ed).

Nous vous invitons à partager vos expériences et vos connaissances sur ce
sujet autour des thèmes suivants :
(1) Promouvoir l’accès équitable et inclusif à l’EFTP (semaine 1).
(2) Améliorer la qualité et la pertinence de l’EFTP pour faciliter les
transitions (semaine 2).
(3) Transformer l’EFTP pour des sociétés inclusives et durables
(semaine 3).

Le forum sera ouvert du 29 octobre au 18 novembre 2015 et sera animé par
Monsieur Edgar Pereira, expert en EFTP et psychologue.
Veuillez trouver ci-joint le document de référence du forum.

Pour accéder au forum, veuillez  cliquer sur lien suivant :
http://www.wsis-community.org/pg/groups/584509/building-inclusive-societies-for-persons-with-disabilities/
Si vous n’êtes pas encore membre de la communauté, merci de vous
enregistrer sous ce même lien comme nouvel utilisateur.

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GERMAN ACADEMY [info@germanacademy.net]
Sent: 2015-10-16
Subject: Course: Biogas Plants 15-19 February 2016, Kassel, Germany

Course: “Biogas Plants”

Course date: 15-19 February 2016 – Location:  Kassel (Germany)

The deadline for receiving applications and finalizing payment has been
extended to the 10.11.2015.

Register EARLY— Attendance is limited!The deadline to register with an early bird registration fee is October
30th 2015

The German Academy for Renewable Energy and Environmental Technology offers
this “Biogas Plants” course in cooperation with Fraunhofer Institute
for Wind Energy and Energy System Technology (IWES).

The “Biogas Plants” course consists of a theoretical part which
includes lectures, presentations, and exercises mixed with a practical part
where participants take part into sight tours of a German biogas plant.
These activities provide participants the opportunity to discuss their
topics of interest with experts, producers and potential business
partners.

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.

Registration procedure
For registration, please fill in the the registration form on
http://german-academy.eu/index.php/programs and send it with your updated
CV to our email: info@germanacademy.net or 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.

For further details on dates, contents, lodging and fees. please please
check the link below

http://www.germanacademy.net/images/pdf/Course_Biogas_Plants_15-19_February_2016__WEEK_3_.pdf

or

http://german-academy.eu/index.php/programs

https://www.facebook.com/GermanAcademyforRenewableEnergy

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)152 01775675
Fax:        +49 (0)30 63426227

Attachment:

Course : “Biogas Plants” 15-19 February 2016
http://www.unevoc.unesco.org/e-forum/Course-Biogas-Plants-15-19-February-2016-_WEEK-3_.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3167

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From: GERMAN ACADEMY [info@germanacademy.net]
Sent: 2015-10-16
Subject: Course: Wind Energy 01-6 February 2016 – Kassel (Germany)

Course: “Wind Energy” 01 -6 February 2016 – Kassel (Germany)

Course date: 01 – 06 February 2016 – Location: Kassel (Germany)

The deadline for receiving applications and finalizing payment has been
extended to the 10.11.2015.

Register EARLY— Attendance is limited!
The deadline to register with an early bird registration fee is October
30th 2015
Please note that we offer discount fees for early bird registration (until
October 30th)!
For further details on dates, contents, lodging and fees. please please
check the link below

http://www.germanacademy.net/images/pdf/Winter_School_Wind_Energy_Solar_Power__Biogas_Plants_February_2016.pdf
or here:
http://german-academy.eu/index.php/programs

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.

Registration procedure
For registration, please fill in the the registration form on
http://german-academy.eu/index.php/programs and send it with your updated
CV to our email: info@germanacademy.net or 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.

The Deadline for receiving the application and finalize the payment is : We
have extended the period of inscription until:
-01.11. 2015. For Non-EU participants (Visa required).
-10.11. 2015. For EU participants or participants who have a visa to enter
Germany.

For further details on dates, contents, lodging and fees. please please
check the link below

http://www.germanacademy.net/programs.html

The German Academy for Renewable Energy and Environmental Technology
offers this “Wind Energy” course in cooperation with Fraunhofer
Institute for Wind Energy and Energy System Technology (IWES).

The “Wind Energy” course consists of a theoretical part made of
lectures, presentations, and exercises mixed with a practical part where
participants visit a German manufacturer of wind power plant and take part
into a sight tour of a wind farm. These activities provide participants the
opportunity to discuss their topics of interest with experts, producers and
potential business partners.

Contact and Information

The German Academy of Renewable Energy and Environmental Technology
Kaiser-Friedrich-Str. 4a, 10585 Berlin, Germany
Email: info@germanacademy.net
Web: www.germanacademy.net
Phone: +49 (0)30 33778033
Mobile: +49 (0)152 01775675
Fax: +49 (0)30 63426227

Attachment:

Course: “Wind Energy” 01 -6 February 2016 – Kassel (Germany)
http://www.unevoc.unesco.org/e-forum/Course-Wind-Energy-1-6-February-2016-_WEEK-1_.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3168

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GERMAN ACADEMY [info@germanacademy.net]
Sent: 2015-10-16
Subject: Course: Solar Power 8-13 February 2016, Kassel, Germany

Course: “Solar Power”

Course date: 8-13 February 2016 – Location: in Kassel (Germany)

The deadline for receiving applications and finalizing payment has been
extended to the 10.11.2015.

Register EARLY— Attendance is limited!

Please note that we offer discount fees for early bird registration (until
October 30th)!

For further details on dates, contents, lodging and fees. please please
check the link below

http://www.germanacademy.net/images/pdf/Course_Solar_Power_8-13_February_2016__WEEK_2_.pdf
or here:
http://german-academy.eu/index.php/programs

The German Academy for Renewable Energy and Environmental Technology offers
this “Solar Power” course in cooperation with Fraunhofer Institute for
Wind Energy and Energy System Technology (IWES).

The “Solar Power” course consists of a theoretical part made of
lectures, presentations, and exercises mixed with a practical part where
participants visit a German manufacturer in the solar power branch and take
part into a sight tour of a solar park.
These activities provide participants the opportunity to discuss their
topics of interest with experts, producers and potential business
partners.

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.

Registration procedure
For registration, please fill in the the registration form on
http://german-academy.eu/index.php/programs and send it with your updated
CV to our email: info@germanacademy.net or 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.

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)152 01775675
Fax: : +49 (0)30 63426227

Attachment:

Course : “Solar Power” 8-13 February 2016
http://www.unevoc.unesco.org/e-forum/Course-Solar-Power-8-13-February-2016-WEEK-2.doc

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3166

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GERMAN ACADEMY [info@germanacademy.net]
Sent: 2015-10-16
Subject: International Winter School on: Wind Energy, Solar Power & Biogas Plants

International Winter School on: “Wind Energy, Solar Power & Biogas
Plants”

Course date: 01-19 February 2016 – Location: in Kassel (Germany)

The deadline for receiving applications and finalizing payment has been
extended to the 10.11.2015.

Register EARLY— Attendance is limited!
Please note that we offer discount fees for early bird registration (until
October 30th)!
For further details on dates, contents, lodging and fees. please please
check the link below

http://www.germanacademy.net/images/pdf/Winter_School_Wind_Energy_Solar_Power__Biogas_Plants_February_2016.pdf

or here:
http://german-academy.eu/index.php/programs

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

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.

Registration procedure
For registration, please fill in the the registration form on
http://german-academy.eu/index.php/programs and send it with your updated
CV to our email: info@germanacademy.net or 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.

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)152 01775675
Fax: : +49 (0)30 63426227

Attachment:

International Winter School on: “Wind Energy, Solar Power & Biogas Plants”
http://www.unevoc.unesco.org/e-forum/Winter-School-Wind-Energy-Solar-Power—Biogas-Plants-February-2016(2).pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3165

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Damian Boyle [mailto:boyle.damian@northlandscollege.sk.ca]
Sent: 2015-10-19
Subject: RE: Approaches to TVET

Good Day, Azubah Adams!

For myself, I regard Sustainable Development as an Economic & Environmental
Policy concern rather than an Education and Training concern. I see TVET as
being appropriately focussed on the efficient delivery of content and
skills development.

With regards to Modern Approaches to TVET, I believe that the affordances
of the smart phones and video recorders have significantly changed the need
for Learners to attend institutions to develop their knowledge base.  The
internet allows access to all of the information necessary, and allows
dialogues with others for clarifications and problem solving. Those with
motivation can undertake to practice on their own, with good quality
information and guidance
I invite you to review the following papers:

https://www.academia.edu/8092721/Netizen_Peer_Learning_in_the_Age_of_the_Smartphone

https://www.academia.edu/8092437/Training_Mine_Trainers_with_Experiential_and_Reflective_Learning_Practices

https://www.academia.edu/14955599/Point_of_View_Technology_for_Technical_and_Vocational_Education_and_Training

Tomorrow is election day in Canada. I will exercise my right to vote, with
very serious consideration about Sustainable Development.

Yours,
Damian

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

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shahadat khan [mailto:shkhants@gmail.com]
Sent: 2015-10-16
Subject: Emerging conceptions of ICT-enhanced teaching: Australian TAFE context

Hi folks

The first outcome of my PhD research, which might provides new insights for
those researchers, scholars, teachers and policy makers who are working in
the following areas:
- ICT-enhanced teaching (technology supported teaching)
- Phenomenography (qualitative research)
- Professional development program (How to incorporate technology in
teaching and learning)
- Curriculum development in TVET (technology enhanced)

Please check out
DOI: 10.1007/s11251-015-9356-7
http://link.springer.com/article/10.1007/s11251-015-9356-7

Best regards

Dr. Shahadat Hossain Khan
Assistant Professor
TVE department,
Islamic University of Technology (IUT)
Board Bazar, Gazipur-1704

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3163

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Ugochukwu Chinonso Okolie [mailto:nonyeck@gmail.com]
Sent: 2015-10-15
Subject: Call for Chapters: Technical Education and Vocational Training in Developing Nations

Call for Chapters: Technical Education and Vocational Training in
Developing Nations

Book Publisher: IGI-Global
You can read this information and as well submit your paper  through the
publisher’s website through the link below;
http://www.igi-global.com/publish/call-for-papers/submit/1957

Regards!

Editors
Ugochukwu Chinonso Okolie,
Department of Technology and Vocational Education, Ebonyi State University,
Abakaliki  Nigeria

Prof. Asfa M. Yasin,
Professor & Head, Center for International Relations, PSS Central Institute
of Vocational Education (NCERT), Shyamala Hills, Bhopal India

Call for Chapters Invitation
Proposals Submission Deadline: November 30, 2015
Full Chapters Due: February 29, 2016
Submission Date: March 30, 2016

Introduction

Now that many developing nations suffer severe economic depression, the
chief concerns of the populace have always been to get standard jobs that
promise adequate incomes to cover the needs of their families. But how
trouble¬ free can it be when thousands of workers are being laid off in
many establishments? Now, if someone unpredictably become unemployed, the
maximum challenge would be? how to take vigorous actions to become either
self-¬employed or to get another paid employment in a bigger, better
establishment. But, becoming self¬employed would not be simple if the
individual has no saleable skills. When she/he has skills, she/he is
empowered and this brings the need for skills acquisition and youth
empowerment. Skills acquisition and empowerment are the catchphrase of the
technical and vocational education training, which is an educational
programme that aims at imparting skills to its recipients (learners).
Technical and Vocational Education Training are twin terms, which may be
considered to have the same meaning and it came into existence as an answer
to provide adequate workforce for industrial development or as a  solution
for unemployment after higher education. It is a planned program of courses
and learning experiences which starts with exploration of occupational
options. It supports basic education and life skills, and enables
achievement of high education standards, leadership, preparation for
industry¬ defined work, and advanced and continuing education. This form
of education prepares learners for careers that are based in manual or
practical activities. It is that form of education designed to develop
occupational skills and can be traced to apprenticeship agreements of the
colonial times. In the context of this chapter, technical and vocational
education training will be used as a twin  terms.

This book looks to discuss and address the difficulties and challenges that
developing countries have faced in implementing effective TVET programmes
in Developing Countries? the editors will seek chapters that address
different aspects of technical and Vocational Education Training in
Developing Countries, ranging from curriculum development, funding,
implementation, monitoring, evaluation of the courses/programme, linkage
with industry, human capital development, challenges, TVET stigma and lots
of related topics. Additionally, the book will significantly benefit
developing countries in which TVET programme is being implemented?
specifically, are the curriculum planners who designs the TVET curriculum,
policy makers, students in various TVET institutions, technical teachers
and instructors, TVET industrial supervisors etc. all will benefit
immensely from the book able be able to improve were  necessary.

Objective

TVET generally lacks enough literature as compared to other areas of
studies in higher institutions. However, this comprehensive and timely
publication aims at becoming an essential reference source, building on the
available little literature in the field of TVET in developing countries
while providing for further research opportunities in this dynamic field.
It is assumed that this text will provide the resources necessary for
policy makers, curriculum planners, technical teachers and managers to
adopt and implement TVET best practices in developing nations across the
globe.

Target Audience

Policy makers, academicians, researchers, advanced¬level students, higher
education institution students, technology developers, technical educators,
curriculum planers, technical teachers, lecturers, TVET programme managers,
industrial supervisors, career educators will find this text useful in
furthering their research exposure to pertinent topics in TVET in
developing nations and assisting in furthering their own research efforts
in this great  field.

Recommended Topics

Contributors are welcome to submit chapters on the following topics
relating to Technical and Vocational Education Training in Developing
Nations:

¬  Curriculum deficiency in TVET programmes.
¬  TVET Accessibility in Developing Nations.
¬  Management of TVET System in Developing Nations.
¬  Quality assurance of the TVET System.
¬  Poor linkage of TVET to industry.
¬  Poor development TVET Instructors / Trainers /Teachers.
¬  Poor Funding of TVET programme in developing nations.
¬  Continuing TVET and lifelong learning strategies.
¬  Higher Education & TVET in Contribution to Sustainable  Development.
¬  Research in TVET for Sustainable Development.
¬  Encouraging a culture of sustainability in TVET.
¬  Reducing the TVET stigma.
¬  TVET for Sustainable Economic Development.
¬  TVET system in Asia.
¬  TVET in Africa.
¬  Challenges of TVET in Developing Countries.
¬  Delivery System in TVET
¬  Entrepreneurship in TVET.
¬  Case Studies on TVET Implementation.
¬  Citizen Perceptions of TVET Programmes
¬  Open TVET System and Delivery
¬  Skills Development through TVET
¬  Competency of TVET teachers.
¬  Reforms in TVET.
¬  Vocational Guidance and Career Choice.

And any other relevant aspect of TVET not listed above.

Submission Procedure

Researchers and practitioners are invited to submit a 2¬3 page chapter
proposal clearly explaining the mission and concerns of his or her proposed
chapter on or before November 30, 2015. Authors of accepted proposals will
be notified by December 30, 2015 about the status of their proposals and
sent chapter guidelines. Full chapters are expected to be submitted byMarch
30, 20155. All submitted chapters will be reviewed on a double ¬blind
review basis. Contributors may also be requested to serve as reviewers for
this  project.

Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group
Inc.), publisher of the “Information Science Reference” (formerly Idea
Group Reference), “Medical Information Science Reference,” “Business
Science Reference,” and “Engineering Science Reference” imprints. For
additional information regarding the publisher, please visit
www.igi-global.com. This publication is anticipated to be released in
2016.

Important Dates

November 30, 2015: Proposal Submission Deadline
December 30, 2015: Notification of Acceptance
March 30, 2015: Full Chapter Submission
May 30, 2016: Review Results Returned
July 15, 2016: Final Chapter Submission
August 30, 2016: Final Deadline
September 30th, 2016:  Book Published

Inquiries

For more information, please contact: nonyeck@gmail.com,
asfayasin26@gmail.com
Propose a chapter for this book:
http://www.igi-global.com/publish/call-for-papers/submit/1957

Attachment:

IGI Global – Call for Chapters TVET publication
http://www.unevoc.unesco.org/e-forum/IGI-Global_-Call-for-Chapter-Details.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3162

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Various Senders (3 messages)
Sent: 2015-10-05
Subject: Re: (Limitations of) DACUM

===========================
Sent: 2015-10-02 21:12  #11
From: Prof. Dr. Georg Spöttl [spoettl@uni-bremen.de]

Please find an article enclosed dealing with limitations of DACUM – but I
do have this in German only:
http://www.unevoc.unesco.org/e-forum/bb_154_Spoettl_gekuerzt_050815.pdf
(“DACUM versus Arbeitsprozessanalysen”)
Best regards
Georg Spöttl

===========================
Sent: 2015-10-03 09:58  #12
From: Lewis Durango [lewis_durango@yahoo.com]

Thought I should contribute to the discussion on DACUM vs functional
analysis.

I am an experienced DACUM facilitator and trainer of DACUM facilitators and
also have some in-depth knowledge of functional analysis.

In my view the two approaches are compatible. Major criticisms of DACUM are
based on misconceptions and the poor quality many DACUM profiles. One of
the major problems is that many DACUM facilitators produce DACUM profiles
which have ‘bad’ tasks. Some of the tasks are too narrow and some are steps
not tasks. A good facilitator should guide the identification of broad
meaningful tasks. No one can argue that using competent and experienced
industry experts to come with good broad tasks which they perform is a bad
idea. Every worker performs tasks. Everyone has some understanding of what
a duty and a task are better than what a function or element of a job is.

The other major issue is that most organisations do not follow the full
DACUM procedure. They only focus on the actual DACUM workshop and do not
conduct the pre-DACUM workshop processes well. The pre-DACUM process is
just as critical as the actual workshop. The process includes the
identification of companies which will provide experts, visiting the
companies to collect and analyse any relevant information on the specific
occupation/job. During the company visits any information can be collected
and analysed including the title of the job, the number of people working
in that job, opportunities for further training and employment, existing
career paths, job functions and job descriptions etc. The process includes
the desk review and analysis of existing literature and other info on the
job including use of internet. This information is critical and cannot be
collected and analysed during the actual DACUM workshop. This info should
be an integral part of the job profiling exercise.

The other issue is that DACUM job profiling is conducted with training in
mind. A good facilitator should produce a profile which is not only used
for training purposes but also for other  HRD uses. This increases the
usefulness of the DACUM chart.

The last issue is that people consider the DACUM profile as being
prescriptive. The DACUM profile is only a reference and should be used with
other references. It is not the ‘bible’.

Have a good day.

Lewis Durango
Managing Consultant, Skills Training Network
P O Box MP 554, Mt Pleasant
Harare, Zimbabwe
Physical Address: 1091 Bannockburn Road,
Mt Pleasant Heights, Harare, Zimbabwe Mobile: +263 (0) 774509851
SKYPE: lewis.durango1

===========================
Sent: 2015-10-03 11:00  #13
From: Rabson Mgawi [mgawirk@yahoo.co.uk]

Greetings from an old friend in tecvoc. I have been interested in the
discussion about advantages and disadvantages of the DACUM. I chose to
agree with Alpheas that, DACUM is one process in the development of a
curriculum as such the other stages like validation assist in the
refinement of the last product. If the curriculum should change as it were,
then future trends as outlined in the booklets should be included anyway.

Very interesting is fact that many developed nations used and others are
still using the process, why? My pick is that while it has limitations,
there are also benefits that through experience causes and forces even
others in developing nations to adopt/ adapt and modify the processes to
suit their environment.

Am technical myself, in fact a welder, I wish I learnt through the CBET in
Malawi where the curriculum was developed through the DACUM process.

Regards
Rabson

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UNESCO Message: International Day for Disaster Reduction

Message from Ms Irina Bokova, Director-General of UNESCO, on the occasion of International Day for Disaster Reduction, 13 October 2015

Knowledge saves lives. This day is an opportunity to focus on the vital importance of traditional indigenous and local knowledge in disaster risk reduction with respect to natural hazards.
The contribution of indigenous and local knowledge to resilience among vulnerable populations was highlighted when the tsunami occurred in the Indian Ocean in 2004. The third United Nations World Conference on Disaster Risk Reduction (14-18 March 2015) in Sendai, Japan, particularly emphasized the need to make this knowledge better known for the benefit of all. The Sendai Framework thus campaigns for greater cooperation between governments, local authorities, communities and indigenous peoples in the formulation and implementation of policies and standards for natural disaster prevention.
UNESCO is firmly engaged in this process, through its scientific, educational and cultural expertise. UNESCO is committed to the widest possible dissemination of indigenous knowledge to meet the challenges of climate change and natural hazards, especially in remote areas such as small islands, high altitude zones and the humid tropics. UNESCO has launched an initiative in the Philippines, Timor-Leste and Indonesia to record local knowledge that helps to predict, mitigate and adapt to storms, cyclones and the effects of climate change. It all demonstrates the profound knowledge and mastery of the environment by the peoples who live there, which we must urgently include in natural disaster management policies.
On the island of Ambae, in Vanuatu, UNESCO has helped to develop a participatory approach so as to integrate traditional and scientific knowledge in the management of volcanic hazards. On the occasion of this International Day, we are inviting Vanuatu schoolchildren recently affected by Tropical Cyclone Pam to write essays, poems and stories that depict the use of traditional and local knowledge. This traditional and indigenous knowledge also helps to protect the cultural heritage against natural hazards and UNESCO is committed to making the best use of it.
Effective and sustainable disaster risk prevention requires the combination of indigenous practices and knowledge with scientific expertise. We cannot afford to ignore the knowledge available to us; instead, we must expand on and integrate knowledge and expertise wherever they may be found. I invite all of our partners and governments to promote this global vision: it is the key to building societies that are all the more resilient when they are inclusive.
Read the message in / Lire le message en :
UNESCO
7, Place de Fontenoy
75007 Paris
France
Website:

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KOSTAKIS, George [george.kostakis@cedefop.europa.eu]
Sent: 2015-10-11
Subject: Cedefop conference on the impact of globalisation on VET

Cedefop organises on 26-27 November in Thessaloniki-Greece a conference to
explore the quality and relevance of VET in the context of globalisation.
It will discuss how globalisation influences the review and renewal of VET
content and the way it is defined and described. It will look at the
synergies and competition between European and International sectoral
standards and qualifications with national ones. The attached concept paper
provides more details on the issues to be discussed.

If you are interested in participating, you may fill in the
pre-registration form by 16 October 2015 on the conference website
http://www.cedefop.europa.eu/en/events-and-projects/events/cedefop-conference-impact-globalisation-vet-challenges-and-opportunities

Attachment:

Concept note – Cedefop conference on the impact of globalisation on VET
http://www.unevoc.unesco.org/e-forum/Concept-note-Conference-on-Globalisation.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3161

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ADAPT International <news@adaptinternational.it>
Sent: 2015-10-13
Subject: Facilitating Sustainable Work: Theory and Practice – Call for Paper

Facilitating Sustainable Work: Theory and Practice
Call for Paper 28th EAEPE Annual Conference on “Industrialization,
socio-economic transformation and Institutions” (Manchester, 3-5 November
2016)

Dear Colleagues and Readers,

ADAPT and the Manchester Industrial Relations Society
(http://www.mirs.org.uk) are pleased to inform you that they will organise
a special session titled “Facilitating Sustainable Work: Theory and
Practice”
(http://adapt.it/englishbulletin/wp/wp-content/uploads/2015/10/sustainable_work_call_for_paper_2015.pdf)
as part of the 28th EAEPE Annual Conference on “Industrialization,
socio-economic transformation and Institutions”
(http://eaepe.org/?page=events&side=annual_conference&sub=call_for_papers_eaepe2016)
which will take place in Manchester on 3-5 November 2016.

The concept of ‘sustainable work over the life course’ – where
working and living conditions should support people in engaging and
remaining in employment throughout an extended working life (European
Foundation, 2015) – has recently become more important as a consequence
of demographic changes and the increased incidence of chronic diseases
within the workforce. Making work sustainable calls for a match between job
quality and availability for work in an integrated model that is influenced
by the institutional context of employment and by business practices in
areas such as working time, age management, employee engagement, work
organisation and employee participation.

Authors are invited to submit papers that focus on sustainable work,
including evaluations of the concept and research on attempts to introduce
policies and practices aimed to enhance sustainable work.  The conference
is intended to be an opportunity to discuss sustainable work as a concept
and provide research findings concerning organisational practices.

For registration and information on the conference theme, please visit
www.eaepe.org.

Francesca Sperotti
Twitter: @FSperotti
Head of ADAPT International Relations
Web: http://www.adapt.it/

Call for Papers – Special session on “Facilitating Sustainable Work:
Theory and Practice”:
http://adapt.it/englishbulletin/wp/wp-content/uploads/2015/10/sustainable_work_call_for_paper_2015.pdf

view thread online:
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ADAPT International news@adaptinternational.it
Sent: 2015-10-13
Subject: Precarious Work and Vulnerable Workers – Call for Papers

To: e-Forum@unevoc.unesco.org

Precarious Work and Vulnerable Workers
Call for Papers, Fifth International Conference on Precarious Work and
Vulnerable Workers
13-14 June 2016, Middlesex University, London (UK)

ADAPT (Italy), the Auckland University of Technology (New Zealand) and
Middlesex University Business School (United Kingdom) are pleased to
publish the first Call for Papers for the Fifth International Conference on
Precarious Work and Vulnerable Workers, which will take place in London on
13-14 June 2016: http://adapt.it/englishbulletin/wp/?p=1395.

The first two of these conferences took place in London in 2010 and 2012.
The third was at Toulouse Business School (2013) and the fourth took place
at UNAM in Mexico City (2014).

The ‘standard’ contract of employment seems to be a contractual
relationship that is under siege from new and apparently more flexible ways
of working. The numbers of vulnerable workers, whether they be migrant
workers, women workers, the disabled, the ‘self-employed’ or those from
ethnic minorities show little sign of declining and are mostly increasing.
The indications are that these changes in employment relationships are
frequently impacting adversely on the working conditions of those
concerned, including with regard to health and safety. There consequently
continues to be an urgent need for serious research and debate about these
effects.
The Call for Papers suggests a number of themes but they are not intended
to exclude papers on other related topics. We welcome contributions from
all relevant disciplines, including law, HR, business, sociology and
economics. We also welcome contributions not only from experienced
academics and practitioners but also new researchers and PhD students.

Abstracts of about 150 words should be submitted online:
http://moodle.adaptland.it/mod/data/view.php?id=17403

The deadline for submitting abstracts under this first call is 31 December
2015.
Francesca Sperotti
Twitter: @FSperotti
Head of ADAPT International Relations

Call for Papers – Fifth International Conference on Precarious Work and
Vulnerable Workers: http://adapt.it/englishbulletin/wp/?p=1395

Follow us at @adaptland and @ADAPT_bulletin on Twitter

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Stian H Thoresen [s.thoresen@curtin.edu.au]
Sent: 2015-10-08
Subject: Re: Vocational Training to differently-abled learners

Dear Shaji,

The same challenges around TVET (learning models such as class based and
work based, differences between formal, informal, and non-formal, etc.)
applies equally to people with disabilities as other learners. The
additional challenges people with disabilities face in TVET are across all
domains of the ICF (impairment, activity limitation, and participation
restriction, as well as within the personal and environmental contexts).

We have carried out a body of research in the area of apprenticeships and
traineeships for people with disabilities in Australia (ranging from
successful strategies to enhance participation and completion to graduate
outcomes). Our belief is very much along the lines of providing the
appropriate support, rather than a matching of abilities/reviewing
impairments. Our commitment to apprenticeships and traineeships is
inherently linked to the work-based training model which has been
identified as successful for people with disabilities.

You should be able to access and browse some of our work through
http://healthsciences.curtin.edu.au/faculty/research_staff_hide.cfm/S.Thoresen
If you are after specific resources, feel free to email me directly.
Unfortunately I cannot attach these due to copyright limitations.

Kind regards

Dr Stian H Thoresen
BA PGradDip PhD
Senior Research Fellow | Disability Research | School of Occupational
Therapy and Social Work | Faculty of Health Sciences
Curtin University
Australia

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cvaacfp [cvaacfpbulletin@gmail.com]
Sent: 2015-10-05
Subject: The Canadian Vocational Association September 2015 Newsletter is out!/Le bulletin du CVA est maintenant en ligne

In English http://cva-acfp.org/a/2015-09-en.html
In French http://cva-acfp.org/a/2015-09-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
https://www.linkedin.com/groups?home=&gid=3603028&trk=my_groups-tile-grp ;

-Twitter https://twitter.com/CVA_ACFP
-Scoop.It! @Canadian Vocational Association / Association canadienne de la
formation professionnelle Includes all the tags / inclue les étiquettes

To subscribe to this free Newsletter http://cva-acfp.org/

view thread online:
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Damian Boyle [mailto:boyle.damian@northlandscollege.sk.ca]
Sent: 2015-10-02
Subject: RE: Micro credentials (Badging) the logical first step?

Good Day, Owen!

Joe Wilson had shared some information about Open Badges some time ago:
http://openbadges.org/

I have not explored these otherwise, but I am familiar with the Badges
(Stickers) and Passport Booklets that are used by the Saskatchewan
Construction Safety Association and others.  http://scsaonline.ca/

I agree that these provide a quick screening tool for Competent & Certified
or NOT.  Where these Badges are backed by a credible industry association
or government authority they may be trusted as being valid indicators of
achievement of competence and currency.

Mobile (migrant) workers may have Badges that are not perfectly consistent
with the standards in other regions that they move to.  My view is that
mobile Workers be given an opportunity to do a Challenge Exam to
demonstrate competency, and if they pass that they should receive a Badge
immediately.  Those who prove to be NOT competent would be required to
complete a course in their new region, or be required to wait at least a
few days before being allowed a second attempt at a Challenge Exam so as to
discourage multiple-guessing.

Thanks for raising this topic, and thanks for providing some structure for
guidance of considerations.

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

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Katharina Kerres [k.kerres@unido.org]
Sent: 2015-10-01
Subject: Vocational Training PPPs: How-to Guides

The Learning and Knowledge Development Facility (LKDF), an initiative by
the United Nations Industrial Development Organization (UNIDO) and the
Swedish International Development Agency (Sida), has recently published
several new How-to Guides on vocational training Public Private Development
Partnerships (PPDPs). In addition, a short animated video was produced to
explain how PPDPs work.

Link to Video: https://youtu.be/KVGYItX-kMo

The Guides cover the following issues:

- Developing and Implementing a Vocational Training PPDP
- How to Set up a Monitoring and Evaluation System for a Vocational
Training PPDP
- How to Develop and Manage Knowledge in Vocational Training PPDPs
- How to Set up a Management Training Programme in a Vocational Training
PPDP

All Guides are available in English, French and Arabic on the LKDF website:
http://lkdfacility.org/type-of-resources-.html

Please feel free to spread the Guides and the video among interested people
in your network!

Best regards,
Katharina Kerres (UNIDO PPDP Consultant)

view thread online:
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From: Serena Gut [info@vpet-congress.ch]
Sent: 2015-10-01
Subject: Call for Proposals VPET Congress

http://www.vpet-congress.ch

INTERNATIONAL CONGRESS ON VOCATIONAL AND PROFESSIONAL EDUCATION AND
TRAINING
20 – 22 June 2016 in Winterthur, Switzerland

Dear Forum Members

We invite you to submit proposals for a Seminar. Topics could include, for
example, good practices, bilateral or multilateral knowledge transfer
projects or other items of general interest concerning VPET.

Submit your proposal on: http://vpet-congress.ch/?q=en/call-for-proposals

We look forward to receive your proposal and thank you for your interest!

Best regards,
Serena Gut
LOC VPET Congress
email: info@vpet-congress.ch

Find out more about the VPET Congress from 20 – 22 June 2016 in
Winterthur,
Switzerland on www.vpet-congress.ch and on www.facebook.com/VPET.Congress
Get the Newsletter here: http://vpet-congress.ch/?q=en/preregistration

Attachment:

Call for Proposals
http://www.unevoc.unesco.org/e-forum/call-for-proposals.png

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3144

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Krolak, Lisa [l.krolak@unesco.org]
Sent: 2015-09-29
Subject: ALADIN Online Alert #6

Dear Members of the UNEVOC e-Forum,

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

ALADIN Online Alert: http://bit.ly/1jt8kq9
ALADIN: http://www.unesco.org/education/aladin/

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

*Technical and vocational education and training*

Africa
Skills and employability in Mozambique: implications for education and
training policies / Yoonyoung Cho and Kebede
http://bit.ly/1VakyzEFeda
Source: The World Bank, 2015-05-29

Asia and the Pacific
National Policy for Skill Development and Entrepreneurship
http://bit.ly/1Jpus9C
Source: Government of India, Ministry of Skill Development and
Entrepreneurship, 2015

The Taxonomy for Learning, Teaching and Assessing: Current Practices at
Polytechnics in Bangladesh and its Effects in Developing Students’
Competences / Faruque A. Haolader, Md Ramjan Ali, Khan Md Foysol
http://bit.ly/1WimqbP
Source: International journal for research in vocational education and
training, Vol. 2, No. 2 (2015), 2015-08-31

Europe and North America
Building a Strong Relationship Between Competency-Based Pathways and Career
Technical Education
http://bit.ly/1ORrqSA
Source: Achieve & NASDCTEc, 2015-07-01

Continuing professional development of vocational teachers: participation
in a Swedish national initiative / Per Andersson and Susanne Köpsén
Source: Empirical Research in Vocational Education and Training 2015, 7:7,
2015-07-15
http://bit.ly/1Vaky2H
Good for Youth Good for Business
Source: European Commission, 2015-06-22

Governance of vocational education and training in the Southern and Eastern
Mediterranean / Authored by Tom Leney

Source: European Training Foundation, 2015

Skills in the States : Sector Partnership Policy / Brooke DeRenzis and
Bryan Wilson
http://bit.ly/1ORrodC
Source: National Skills Coalition, 2015-08-01

Skillset and match – September 2015 issue
http://bit.ly/1ja5oyx
Source: Cedefop, 2015-09-14

The labour market position of narrow versus broad vocational education
programmes / Johan Coenen, Hans Heijke and Christoph Meng
http://bit.ly/1ja5pT9
Source: Empirical Research in Vocational Education and Training 2015, 7:9,
2015-08-26

The skills imperative
http://bit.ly/1Ff7B5N
Source: Social Agenda, No 41, 2015-07-20
Lang: DE EN FR

International
Proposal for the revision of the 2001 Revised Recommendation concerning
Technical and Vocational Education
http://bit.ly/1FuziaF
Source: UNESCO, 2015-08-17
Lang: ???? | ?? | EN | ES | FR | RU

Vocational teachers and trainers in a changing world: the imperative of
high-quality teacher training systems / Michael Axmann, Amy Rhoades and Lee
Nordstrum with contributions from Josée-Anne La Rue and Michelle Byusa
Source: ILO Employment Working Paper No. 177, 2015-07-16
http://bit.ly/1VakyzA

Working and learning: A diversity of patterns / Glenda Quintini
http://bit.ly/1Ff7Cqr
Source: OECD Social, Employment and Migration Working Papers, No. 169,
2015-09-17

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

Best wishes,
Lisa Krolak
ALADIN coordinator
UNESCO Institute for Lifelong Learning (UIL)
Hamburg (Germany)
http://www.unesco.org/uil
l.krolak@unesco.org

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Ewoud Kok [marketing@unesco-ihe.org]
Sent: 2015-09-29
Subject: UNESCO-IHE Education and Training Guide 2016

Dear Sir/Madam,

Our new UNESCO-IHE Education and Training Guide is out now and presents a
range of educational solutions for water professionals who wish to increase
their expertise or invigorate their knowledge and skills for today’s work
environment.

The Education and Training Guide contains information about our MSc
programmes, PhD programme, online and short courses, and the possibility to
arrange tailor-made training, specifically for organizational needs.

Visit our website to download the guide:
http://www.unesco-ihe.org/education-and-training-2016?utm_source=crm&utm_medium=email&utm_campaign=et2016

Feel free to forward this information to any of your contacts.

Should you want paper copies of the 2016 Education and Training Guide, send
an email to marketing@unesco-ihe.org. In the email, state your name and
postal address, and the number of copies you wish to receive. We are more
than happy to send them to you!


Ewoud Kok
Marketing Officer | UNESCO-IHE Institute for Water Education

A    PO Box 3015, 2601 DA Delft, The Netherlands
T    0031 15 21 51 876 | 0031 6 10 55 69 29
E    e.kok@unesco-ihe.org
W    http://www.unesco-ihe.org

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Wouter de Regt [w.de-regt@unesco.org]
Sent: 2015-09-29
Subject: Vacancy: Consultancy to assist in the development of TVET handbook – School-to-work transition

Dear e-Forum members,

Please note the attached vacancy for Consultancy to assist in the
development of the TVET handbooks series (School-to-work transition support
system). Deadline for application is 12 October 2015.

http://www.unevoc.unesco.org/l/43

Best regards,
UNESCO-UNEVOC

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Wouter de Regt [w.de-regt@unesco.org]
Sent: 2015-09-29
Subject: Vacancy: Consultancy to assist in the development of TVET handbooks – Image campaign

Dear e-Forum members,

Please note the attached vacancy for Consultancy to assist in the
development of a TVET handbooks series (Image campaign for TVET). Deadline
for application is 12 October 2015.

http://www.unevoc.unesco.org/l/42

Best regards,
UNESCO-UNEVOC

view thread online:
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Asfa M. Yasin [asfayasin26@gmail.com]
Sent: 2015-09-27
Subject: Report of the International Conference on TVET organised by PSSCIVE, Bhopal, India

Dear Forum Members, Greetings from PSSCIVE !

It is a pleasure to share that the PSSCIVE organised International
Conference on TVET with successful participation of TVET family across the
world. Report of this event is attached for sharing among members of the
e-forum.

Regards.
Asfa M. Yasin
Coordinator,UNESCO-UNEVOC Centre
PSSCIVE, Bhopal, India

Attachment:

Report of the International Conference on TVET
http://www.unevoc.unesco.org/e-forum/Report-of-International-Conference-on-TVET-20.8.15.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3137

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UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2015-09-17
Subject: [TVET strategy] Virtual Conference on UNESCO’s future TVET strategy

Virtual Conference: UNESCO’s future TVET strategy

Dear e-Forum members,

From 28 September to 3 October you will have the chance to participate in
our next virtual conference on UNESCO’s future strategy for TVET
(2016-2021). This online conference will be moderated by Mike Campbell, an
expert in the fields of skills, labour markets and the economy.

The Virtual Conference aims to act as a forum to collect insights from TVET
experts which can act as input as UNESCO prepares its new TVET Strategy.
The goal of the conference is to stimulate debate and knowledge sharing
between participants on questions such as:

- What should be the guiding principles of the new UNESCO TVET Strategy?;
- What are the emerging issues and trends in TVET to which a future UNESCO
Strategy for TVET should respond;?
- What important elements should a future TVET strategy contain?

More information is available at
http://www.unevoc.unesco.org/virtual-conference

A background document for the conference is currently being finalized. We
will inform participants once it has been published.

If interested, please sign up now to the virtual conference at
http://www.unevoc.unesco.org/go.php?q=Subscribe&lang=en

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=3114

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Joe Wilson [mailto:Joe.Wilson@cdn.ac.uk]
Sent: 2015-09-24
Subject: Re: Micro credentials (Badging) the logical first step?

On Open Badges
A lot of systems have been wrestling with this

http://www.joewilsons.net/2014/08/openbadges-simplest-possible-message.html

Last year we were working on message to get system to engage in Scotland

Joe Wilson
Chief Executive College Development Network
www.cdn.ac.uk
https://twitter.com/joecar

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From: Chris Chinien [chris.chinien@gmail.com]
Sent: 2015-09-22
Subject: Sustainable development, ethics and values

Dear Colleagues,

As a proud owner of a Volkswagen Passat Diesel TDI, I was terribly
disappointed to learn that my car may contain a deceptive software in order
to cheat on U.S. air pollution tests and hide real emission levels. This is
sad news because we all know that this unfortunate bend does not in anyway
reflect the national values on environmental protection. Germany is the
most respected country in the world for its commitment for environmental
protection. I have no doubts that the country will use the lesson learned
to forge an even stronger commitment and stewardship for environmental
protection.

This reminds me of a study that we conducted in 2003, which was designed to
identify the essential broadly transferable sustainable development skills
needed by Canadian workers (see:
http://www.unevoc.unesco.org/fileadmin/user_upload/pubs/SkillsToLast.pdf ).
ETHICS AND VALUES was a key skill cluster identified and was further broken
down into sub-skills such as:
• Demonstrate a commitment to stewardship
• Demonstrate leadership for sustainability
• Demonstrate integrity and trustworthiness
• Use ethical principles in decision-making processes
• Adhere to legislation, which protects the environment, promotes fair
business practices and safeguards human rights
• Deal with others fairly and with transparency

When we presented our findings we were often questioned regarding the merit
and appropriateness of embedding ETHICS AND VALUES within the sustainable
development skills profile. This recent event mentioned above speaks for
itself with regards to the important role that ethics and integrity can
play in the context of environmental protection.

Best regards to All,
Chris


Chris Chinien, Ph.D.
President,
Compétences/Skills R&D Inc.
chris.chinien@gmail.com
?www.neuroludus.com?

view thread online:
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SAUNAND S [saunand@yahoo.com]
Sent: 2015-09-23
Subject: Research work on Mahatma Gandhi’s Buniyadi Shiksha

Dear sir / madam,
I am conducting a basic research work on “Mahatma Gandhi’s Buniyadi
Shiksha” in Tilka Manjhi Bhagalpur University, Bhagalpur in the state of
Bihar (India).
In this regard, I am forwarding you a link of a Questionnaire/form (which
is given in this email) for your kind response and completing it so as to
enable me to complete my study. I am confident that it will not take more
than 5-8 minutes for filling the questionnaire and thus I request you to
kindly spare about 5-8 minutes of your esteemed time and oblige.
I shall be very thankful if you can respond at the earliest preferably by
28th September 2015.
I would also be grateful if you can forward this invitation to your
networks.
Thank you,
With Warm regards,
Yours sincerely,
Ms. Anu Mishra

For research work of Smt. Anu Kumari, Department of Gandhian Thought, Tilka
Manjhi Bhagalpur University, Bhagalpur
I’ve invited you to fill out the form Buniyadi Shiksha & Education. To fill
it out, visit:
https://docs.google.com/forms/d/17z7giNrtKQEfq3F7ykmr1mAuokWnGaV5my7PNzmR9wc/viewform?c=0&w=1&usp=mail_form_link

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3133

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Chris Chinien [mailto:chris.chinien@gmail.com]
Sent: 2015-09-16
Subject: Focus on Dropout in TVET

Dear Colleagues,

In recent years TVET has been promoted as: “the master key that can
alleviate poverty, promote peace, conserve the environment, improve the
quality of life for all and help achieve sustainable development”(1).
This renewed vision has helped to stimulate greater interest for investing
in TVET and increased efforts for promoting TVET.

The initiatives for leveraging TVET as tool to achieve economic prosperity
and social progress can be undermined by the relatively important dropout
rates in the TVET systems. Although there is a paucity of research on the
extent of dropout in TVET, the limited information available suggests that
TVET dropout is a major problem in both developed and developing countries.
Surprisingly, even some countries with exemplary TVET systems are also
experiencing relatively high dropout rate.

Considering the promising potential of TVET for economic development and
social progress; the high investment requirements; the difficulties in
accessing resources for investing in TVET; and the enormous efforts
undertaken to attract young people into TVET, it is extremely important to
understand TVET dropout and adopt preventive measures to curb the dropout
rate in TVET as a key transformative strategy.

I am conducting a survey to try and quantify TVET dropout on a global
basis. The International TVET Intelligence Group will then examine TVET
dropout and proposed best practice solutions to address the problem. To
provide information about TVET dropout rate in your country, please
complete the TVET Dropout Survey accessible from the following link:
https://www.surveymonkey.com/r/DRFRJ3B

Do not hesitate to participate even if you only have partial information
about TVET dropout in your country. It is better to have limited
information regarding a serious problem, rather than no information at all.
Feel free also to share the survey to other colleagues who can provide
useful input.

Looking very much forward for your usual collaboration.

Please note that you can join the International TVET Intelligence Group at
anytime form the following link: https://www.surveymonkey.com/r/GMQF5YL

Chris Chinien, Ph.D.
President, Compétences/Skills R & D inc.
Engineering Worthy Human Performance Through Research, Development and
Innovations
www.neuroludus.com
www.rewired4technology

(1) UNESCO-UNEVOC. 2004. Bonn Declaration on Learning for Work, Citizenship
and Sustainability. UNESCO International Meeting of Technical and
Vocational Education and Training Experts. Bonn, Germany, 25 to 28 October
2004.
http://www.unevoc.unesco.org/fileadmin/user_upload/pubs/SD_BonnDeclaration_e.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3111

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Prof. Lichia Saner-Yiu [yiu@csend.org]
Sent: 2015-09-21
Subject: RE: Focus on Dropout in TVET (cognitive style)

RE: Cognitive style is defined as the information processing habits
representing the learner’s typical mode of perceiving, thinking, problem
solving, and remembering

Dear Chris,

You made an interesting point about Cognitive Style in your  last posting.
What could be the foundation work for this?  I am very interested to know
the theory and possible assessment instruments regarding cognitive style.

The theory that I have worked with is based on the work of Herman Witkin
which defined cognitive style into two basic types:  Field dependent vs.
Field Independent.  I found the use of Witkin’s assessment tool complicated
requiring a proper lab space.  Instead I will be happy to have a paper and
pencil test for assessing the cognitive styles.

Many thanks in advance for your guidance,

Lichia

Prof. Lichia Saner-Yiu, Ed.D.
Centre for Socio-Eco-Nomic Development
Accredited by ECOSOC since June 2014
Special Consultative Status to the United Nations
CP 1498, Mont Blanc, 1211 Geneva 1, Switzerland
Tel. +41-22-906-1720, Fax. +41-22-738-1737
www.csend.org, www.adequate.org, www.diplomacydialogue.org

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3111

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Renu bajpai [mailto:president.usd@gmail.com]
Sent: 2015-09-21
Subject: Economic Empowerment of Housewives in India

Dear all,

Greetings from USD Group!!!

Friends,
“USD Consortium of Skill Development,  Training & Women Empowerment” -  is
hardly an year old NGO working for providing quality education to all
sections of Indian society irrespective of their religion.

We are into skill development, training and women empowerment as well.
Through my research, I have found that middle class housewives of good
societies still have lots of tears in their eyes, they had lot of hidden
potential inside them, which was never allowed to be worked upon after
their marriage. They have no money which they can spend on themselves as
per their will.

So, to unhide this potential n make such housewives economically empowered,
USD Consortium is trying its best.

We are motivating all housewives to make various beautiful handmade
products and then we market them so that they can be benefited
economically.
Please do visit the following links and send your suggestions too.
www.usdconsortium.com/women_impowerment.php
www.usdconsortium.com/photo_gallery.php

To know more about us and our activities,
pl visit our site www.usdconsortium.com

Warm Regards,

Renu Bajpai
President
USD Consortium Of SD, T & WE
New Delhi-110092
Mobile:09899879888
www.usdconsortium.com

view thread online:
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IGBERADJA SERUMU [jobs4igberadjaserumu@yahoo.com]
Sent: 2015-09-20
Subject: Instructional Materials for Teaching Skills

Check this out! This photo collection was developed and compiled in Nigeria
by

Dr. (Mrs.) Ayonmike Chinyere Shirley
Prof. Okeke Benchuks
Okwele Chijioke Paul (Ph.D)
Mr. Igberadja Serumu
Comrade. Eboigbodi Augustine I

****************
Moderator comment: We have compiled all 8 photos (they are depicting
processes like mixing of concrete, excavating foundation trench, placing
concrete and laying blocks) into one pdf document (2 MB):
http://www.unevoc.unesco.org/e-forum/nigeria-instructional-material-concrete.pdf
Please note that UNEVOC also has video resources e.g. on Cement
in English at
http://www.unevoc.unesco.org/go.php?q=Resources+-+Learning+and+Working
en francais à
http://www.unevoc.unesco.org/go.php?q=Le+kit+Apprendre+et+travailler&lang=fr

Attachments:

Manufacturing of Blocks
http://www.unevoc.unesco.org/e-forum/3.JPG

Manufacturing of Blocks1
http://www.unevoc.unesco.org/e-forum/2.JPG

Manufacturing of Blocks2
http://www.unevoc.unesco.org/e-forum/5(2).JPG

Excavation of foundation thrench
http://www.unevoc.unesco.org/e-forum/9(2).JPG

concrete foundation
http://www.unevoc.unesco.org/e-forum/11.JPG

concrete foundation1
http://www.unevoc.unesco.org/e-forum/16.JPG

setting of blocks
http://www.unevoc.unesco.org/e-forum/20.JPG

setting of blocks1
http://www.unevoc.unesco.org/e-forum/22.JPG

setting of blocks2
http://www.unevoc.unesco.org/e-forum/24.JPG

Nigeria: Photo compilation – working with concrete and blocklaying
http://www.unevoc.unesco.org/e-forum/nigeria-instructional-material-concrete.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3118

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From: cvaacfp [cvaacfpbulletin@gmail.com]
Sent: 2015-09-20
Subject: Three DACUM I – public workshops in Canada in November 2015, in English and in French

Three DACUM I – public workshops in Canada in November 2015 by the Canadian
Vocational Association
2-5 November, Regina Sask
2-5 November, Moncton NB
16-20 novembre,  Montréal QC (en français)

More on DACUM by the Canadian Vocational Association:
http://cva-acfp.org/training-and-workshops/

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)
or check out our site at http://cva-acfp.org/training-and-workshops/

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3119

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cvaacfp [cvaacfpbulletin@gmail.com]
Sent: 2015-09-20
Subject: Formation DACUM par l’ACFP en français, 16-20 novembre, Montréal QC

Lieu de l’atelier : Montréal, QC, Canada
Dates : 16-20 novembre, Montréal QC (en français)
En anglais
2-5 November, Regina Sask
2-5 November, Moncton NB

Procédure d’inscription
Si vous souhaitez vous inscrire ou obtenir plus d’information au sujet de
cet atelier, veuillez communiquer avec Pierre Morin : pmform@yahoo.com ou
au 438-491-6001
Pour plus d’information sur DACUM
http://www.cva-acfp.org/fr/dacum-model.html

Formateur
Pierre Morin, CRHA. Pierre utilise et enseigne la méthode DACUM depuis
plus de vingt ans. Responsable du programme DACUM de l’Association
canadienne de la formation professionnelle, Pierre a dirigé des dizaines
d’ateliers de formation au Canada et dans de nombreux autres pays.
______________________________

_
Qu’est-ce que la méthode DACUM?
La méthode DACUM (un acronyme anglais signifiant Developing ACUrriculuM) a
été mise au point au Canada au cours des années 1960. Conçue et
utilisée à l’origine comme un système de développement et de gestion
du processus d’apprentissage, DACUM a évolué pour devenir un modèle
intégré de gestion et de développement des compétences. Sa première
composante, l’analyse DACUM, fait aujourd’hui office de ‘standard’
à travers le monde dans de nombreux milieux (éducation, gouvernements,
entreprises, organismes et associations).

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3120

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Sent: 2015-09-18
Subject: RE: VOCEDplus poll: Do VET/TVET qualifications address skill shortages? Skilled Workforce and Economic Growth

RE: “A skilled workforce is important for economic growth.”

This adage is considered to be common sense.  But the actual link between
the policy for skill development to the macro level performance results is
often illusive and with no guarantee.  To provide some evidence to the
above statement and gain deeper level insight into this cause-effect, CSEND
carried out a policy review on the transformative experience of Singapore
(1965-2013).

This research paper entitled, “Learning to Grow: A Human Capital Focused
Development Strategy, with Lessons from Singapore” can be accessed at:
http://poldev.revues.org/1803

Hope our paper contributes to the post survey discussion and future
research on the linkages between skill development policies and national
development.

Best wishes,

Prof. Lichia Saner-Yiu, Ed.D.

Centre for Socio-Eco-Nomic Development
Accredited by ECOSOC since June 2014
Special Consultative Status to the United Nations CP 1498, Mont Blanc, 1211
Geneva 1, Switzerland Tel. +41-22-906-1720, Fax. +41-22-738-1737

www.csend.org, www.adequate.org, www.diplomacydialogue.org

view thread online:
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Radhika Naidu [radhika.naidu@ncver.edu.au]
Sent: 2015-09-18
Subject: VOCEDplus poll: Do VET/TVET qualifications address skill shortages?

A skilled workforce is important for economic growth. Identifying and
responding to the emerging skill needs of industry is a key challenge for
vocational education and training systems around the world.

Our current VOCEDplus poll is asking if VET/TVET qualifications address
skill shortages in your country. Let us know what you think by voting at:
http://www.voced.edu.au/content/do-vet/tvet-qualifications-address-skill-shortages-your-country%3F

view thread online:
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Cornelius Tawong [mailto:corneliustawong@gmail.com]
Sent: 2015-09-17
Subject: AU Model TVET Programs for Africa

[e-Forum member Cornelius Tawong forwarded the following message and
suggests to vote for Tobby Vision Computers which provides computer
training to students and farmers in the town of Tubah, Cameroon.]

******************************

**************
African Union Model TVET Programs for Africa

The Voting Platform of the African Union Partnership program is live for
public voting.

Voting link -
https://docs.google.com/forms/d/1uNxCsmJP5wH83d6KYHyybciIvNZQTj2498HhZZ7wndU/viewform?usp=send_form

Vote AU Model TVET Programs for Africa

Please vote for the top TVET programs in your region. The African Union
Commission, in collaboration with USAID and FHI360, is launching a
competition to uncover the 20 most promising models in technical vocational
education and training (TVET) for the 21st century: technical and
vocational education that provides needed skills for Africa’s developing
economies in the African Union’s 54 member countries. Voting results are
key factor in selecting along with criteria as outlined in the solicitation
guidelines. Winners will be promoted in African Union publications and
events, and partner websites.

Please note that voting ends on September 19, 2015.

Voting Criteria:

1. Is the technical vocational education and training (TVET) program in
Africa delivering skills for the 21st century?

2. Are students finding jobs and becoming successful entrepreneurs through
the TVET program?

3. Is the technical vocational education and training (TVET) program
demand-driven and employer-led?

Please select one or more programs from your region. Descriptions have been
summarized from applications received.

Sincerely,
African Union Partnership Program
FHI 360
Follow us!  @AUP_program
********************************************


CONTACT:
Cornelius TFURNDABI TAWONG
CEO TOBBY VISION COMPUTERS Ltd
P. O. Box 309 Bamenda-Cameroon
Tel.: (+237) 675 425 551
Skype: corneliustawong
http://www.amazon.com/Coni-T.-Tawong/e/B013YWC4O0
http://www.tobbyvision.blogspot.com

view thread online:
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Chris Chinien [mailto:chris.chinien@gmail.com]
Sent: 2015-09
Subject: Global Collaboration Day

Dear Colleagues,

It is my pleasure to share with you the launch of the Global Collaboration
Day. Over the next couple of days, students, classrooms, teachers,
administrators, parents and organizations will be either attending and/or
hosting events online that are designed to showcase and promote global
collaboration. Over 100 groups have designed and planned their own events
which we have then organized into a directory and in special calendars to
allow these events to be seen in any time zone in the world.

This is a huge worldwide experiment to demonstrate the power of
globally-connected learning.
You are encouraged to browse the event directory or the calendar and choose
a compelling event to attend!

Here are some important links for you to keep handy:
• How to Join an Event:
http://www.globalcollaborationday.org/join-an-event.html
• How to Host an Event:
http://www.globalcollaborationday.org/host-an-event.html
• FAQ: http://www.globalcollaborationday.org/faq.html
• Event Calendars:
http://www.globalcollaborationday.org/join-an-event.html
• Event Directory:
http://www.globalcollaborationday.org/event-directory1
• List of Participating Schools and Organizations:
http://www.globalcollaborationday.org/participating-schools–orgs.html
• Forum: http://www.globalcollaborationday.org/forum.html#/
• Social Media: https://tagboard.com/globaled15/231186
• Video Tutorials:
http://www.globalcollaborationday.org/video-tutorials.html

We have scheduled an event to contribute to this effort:
http://www.globalcollaborationday.org/event-directory/cognitive-skills-enhancement

Warmest regards to All!

Chris Chinien, Ph.D.
President,
Compétences/Skills R&D Inc.
chris.chinien@gmail.com

view thread online:
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Tim Loblaw [ttxtjl@nottingham.ac.uk]
Sent: 2015-09-08
Subject: Re: Open Educational Resources in TVET

In response to the request to share Open Educational Resources in TVET, I
am forwarding along a message recently posted on the discussion listserv
for Canada’s Society for Teaching & Learning in Higher Education (STLHE,
see http://www.stlhe.ca ).

————————-

The Canadian Province of Ontario’s six Western Region Colleges –
Conestoga, Fanshawe, Lambton, Mohawk, St. Clair and Niagara – have long
collaborated on the provision of the multi-phase College Educator
Development Program (CEDP, see http://cedp.mohawkcollege.ca/ ) for all new
full-time faculty members in our Colleges.  In 2014, on behalf of the
group, Conestoga successfully bid for a Ministry of Training, Colleges and
Universities Productivity and Innovation Fund grant that allowed the six
colleges to embark upon a renewal of the CEDP curriculum.

This renewal process afforded us an opportunity to reshape the College
Educator Development Program into an outcomes-driven, multi-format
curriculum that spans cross-institutional residential face-to-face
intensives and campus-based activities common to all six colleges.  It has
also led the six colleges to invest jointly in the development of six
online learning modules that are optional for our CEDP participants and
intended to provide individual instructors with opportunities to gain
competency in, or brush up on, areas of teaching practice that are common
to educators across professions and disciplines in our colleges.  These
modules have been made available to CEDP participants as of August 2015.

The members of the CEDP steering and planning committees and the many CEDP
facilitators who contributed to the creation of these modules are committed
to open access and our six online modules have been created under Creative
Commons licensing by the talented folks at Kyle Mackie Consulting,
Intuitive Learning and BM Cameron Productions.  In fact, our modules have
benefitted from access to excellent online resources that have been made
available through other Open Access initiatives such as the work done by
the CUOpen Project and we are grateful for spirit of sharing in the
Educational Development community that has resulted in online learning
modules that we feel confident will serve our educators well.

It is our pleasure to make these resources available for use to our broader
community through the links provided below.  Currently, the resources are
available via Softchalk Cloud and Google Drive.  We are exploring other
Open Repositories for providing access to these resources and will provide
updates on subsequent sources for the files.

Best regards,
CEDP Steering and Planning Committee Members

1. Creating a Positive Learning Environment
Softchalk (copy and paste the URL in your browser if the direct link does
not work):
http://www.softchalkcloud.com/lesson/serve/ra9lWoYcw3QVpX/html
Storyline v.1.0:
https://drive.google.com/open?id=0B6HLNAhG_t3PVzFZNldIcS1HbTQ
SCORM:
https://drive.google.com/open?id=0B6HLNAhG_t3PX0tVLXJRU2p5X3c

2. Integrating Technology
Softchalk (copy and paste the URL in your browser if the direct link does
not work):
http://www.softchalkcloud.com/lesson/serve/G8Ot1yPgbi6cTe/html
Storyline v. 1.0:
https://drive.google.com/open?id=0B6HLNAhG_t3PQkZpUWRiN3k0SFU
SCORM:
https://drive.google.com/open?id=0B6HLNAhG_t3PaklBd1VVZl9nTWs

3. Intro to Assessment
Softchalk (copy and paste the URL in your browser if the direct link does
not work):
http://www.softchalkcloud.com/lesson/serve/9YJATpM0rWFq4H/html
Storyline v. 1.0:
https://drive.google.com/open?id=0B6HLNAhG_t3PWC1ZaF9yYlpyUmc
SCORM:
https://drive.google.com/open?id=0B6HLNAhG_t3PYkZkT01zSDlXV00

4. Lesson Planning and Active Learning
Softchalk (copy and paste the URL in your browser if the direct link does
not work):
http://www.softchalkcloud.com/lesson/serve/1eJ4GOXCILsQMu/html
Storyline v 1.0:
https://drive.google.com/open?id=0B6HLNAhG_t3PQXpqYzhnZHVsaHc
SCORM:
https://drive.google.com/open?id=0B6HLNAhG_t3PSUtYak5SUkxKZW8

5. Outcomes Based Education
Softchalk (copy and paste the URL in your browser if the direct link does
not work):
http://www.softchalkcloud.com/lesson/serve/GfacAMp6soEgVr/html
Storyline v1.1:
https://drive.google.com/open?id=0B6HLNAhG_t3PR3liZmZOYjdjUkE
SCORM:
https://drive.google.com/open?id=0B6HLNAhG_t3PTnlPaVZtOFlPSDQ

6. Teaching Professional
Softchalk (copy and paste the URL in your browser if the direct link does
not work):
http://www.softchalkcloud.com/lesson/serve/aoTxj7n4qS9FzJ/html
Storyline v. 1.0:
https://drive.google.com/open?id=0B6HLNAhG_t3PMWQ2Tk9RdzE3OW8
SCORM:
https://drive.google.com/open?id=0B6HLNAhG_t3PQVhja1VoZEtCMVU

——————————

Regards,
Tim Loblaw
Postgraduate research student – University of Nottingham

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cvaacfp [cvaacfpbulletin@gmail.com]
Sent: 2015-09-09 20:50:18
Subject: The CVA-ACFP August 2015 Newsletter is out! / Infolettre de l’ACFP d’aout 2015

In English http://cva-acfp.org/a/2015-08-en.html
In French http://cva-acfp.org/a/2015-08-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
https://www.linkedin.com/groups?home=&gid=3603028&trk=my_groups-tile-grp ;
-Twitter  https://twitter.com/CVA_ACFP
-Scoop.It! @Canadian Vocational Association / Association canadienne de la
formation professionnelle  Includes all the tags / inclue les étiquettes

To subscribe to this free Newsletter http://cva-acfp.org/

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Chris Chinien [mailto:chris.chinien@gmail.com]
Sent: 2015-09-13 17:31
Subject: International TVET Intelligence Network (ITVETIG)

Dear Colleagues,

I am reaching out to you to solicit your participation in the International
TVET Intelligence Group that we are establishing to inform the
transformation of TVET.

There is growing evidence that human capital has become the most
influential and sustainable determinant to ensure a nation’s long-term
economic prosperity.  There is an emerging consensus that in the
knowledge-based, technology-driven and globalized economy, a highly skilled
workforce is of critical importance to fuel innovations, increase
productivity, enhance returns on capital investment, and facilitate
adaptability to new markets (1). This paradigm shift has contributed to put
TVET back on the development and economic recovery agendas worldwide. In
this context TVET is viewed as: “ the master key that can alleviate
poverty, promote peace, conserve the environment, improve the quality of
life for all and help achieve sustainable development”(2).

Although TVET is getting a considerable amount of attention during this
“Race to the Top” momentum, it is unlikely that the current system can
meet the demands and expectations being driven by a range of economic,
social, geopolitical, environmental, humanistic, legal forces(3).  The
Assistant Director-General for Education UNESCO, Dr. Qian Tang has recently
noted that: “Simply scaling up TVET provision in its current forms is
unlikely to prove adequate or feasible” (p.8)(4), and acknowledged a
recent argument suggesting that: “the rethinking of the nature and roles
of TVET systems in contributing to more equitable and sustainable holistic
development will require their continuous transformation” (p.8)(4).

The transformation of TVET needs the illumination of evidence-based
information. Competences/Skills R & D Inc. is establishing the
International TVET Intelligence Group (ITVETIG) to meet this growing need
for better insights to inform TVET transformation. ITVETIG will group TVET
professionals who are willing to share their expertise to facilitate the
transformation of TVET. We will periodically contact experts from this
group to gather their thoughts about various issues impacting on TVET
through surveys, virtual focus groups or interviews. All individual input
will remain confidential, and only an aggregate input will be reported. The
information gathered will be used to inform TVET transformation, writing
articles, blogs, and web site content and research briefs.

Participation in the ITVETIG is strictly on a voluntary basis. However, in
return for your participation you will an exclusive summary of every
consultation in which you participate. This summary will provide valuable,
relevant and timely intelligence on key trends and issues in TVET.

To join the International TVET Intelligence Group, click on this link:
http://tinyurl.com/TVET-Intelligence

Looking very much forward for your collaboration.

Chris Chinien, Ph.D.
President, Compétences/Skills R & D inc.
Engineering Worthy Human Performance Through Research, Development and
Innovations
www.neuroludus.com
www.rewited4technology.com

(1) World Economic Forum (2015). World Econimic Forum Capital Report 2015.
http://reports.weforum.org/human-capital-report-2015/
(2) UNESCO-UNEVOC. 2004. Bonn Declaration on Learning for Work, Citizenship
and Sustainability. UNESCO International Meeting of Technical and
Vocational Education and Training Experts. Bonn, Germany, 25 to 28 October
2004.
http://www.unevoc.unesco.org/fileadmin/user_upload/pubs/SD_BonnDeclaration_e.pdf
(3) Marope, P.T.M; Chakroun, B.; and K.P. Holmes, K.P. (2015). Unleashing
the Potential. Transforming Technical and Vocational Education and
Training, UNESCO, Paris.
http://www.unevoc.unesco.org/go.php?q=Unleashing+the+Potential+of+TVET
(4) Tang, Q. (2015). Preface in Unleashing the Potential Transforming
Technical and Vocational Education and Training,  (p. 8). UNESCO, Paris.


Chris Chinien, Ph.D.
President,
Compétences/Skills R&D Inc.
chris.chinien@gmail.com

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Jonathan Ledger [mailto:Jonathan.Ledger@proskills.co.uk]
Sent: 2015-09-08
Subject: Do apprenticeships work

Dear Colleagues

I’m often asked ‘do apprenticeships work’ or have I got any case studies.

There is one apprentice celebrating her first year today and she has shared
her story with the world. You can read that story here:
http://www.proskills.co.uk/get-the-best-start-in-life-with-an-apprenticeship/

Let’s inspire the next generation by sharing apprenticeship stories and
case studies.

Thanks

JONATHAN LEDGER MIQ MCMI DipRSA Fel.IAV
Chief Executive Officer
M: +44 (0) 7711 751 537
E: jonathan.ledger@proskills.co.uk
Proskills UK is a Registered Charity no: 1155635

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Kimbimbi [franklin.kimbimbi@ulb.ac.be]
Sent: 2015-09-09
Subject: EU MOOC for teachers on developing digital skills in education

==============================

============
EU MOOC for teachers on developing digital skills in primary & secondary
education (no fees) beginning 14 September
==========================================Dear Members,

I forward you this invitation I received from the European Training
Foundation.

With regards,

Franklin Kimbimbi
Université libre de Bruxelles
————————-

De : ETFEnterprising.People@etf.europa.eu
[mailto:ETFEnterprising.People@etf.europa.eu]
Envoyé : jeudi 23 juillet 2015 13:37
Objet : Newsbyte: EU MOOC for teachers on developing digital skills in
primary & secondary education (no fees) beginning 14 September

Hello everyone

While ETF work specifically focuses on entrepreneurship promotion in the
schooling system the interface with digital skills (another EU key
competence) is very important bringing further value and innovation to the
teaching and learning process.

The European Commission’s Directorate General for Internal Market,
Industry, Entrepreneurship & SMEs and the EU SME Agency is behind an
initiative to build up the digital skills of Europe’s future generations.
To this end, a MOOC (Massive On-line Open Course) has been developed to
help teachers, particularly, in promoting digital skills in primary and
secondary education. The course has been developed by The European
Schoolnet Academy.

The course starts on 14 September and lasts for 7 weeks. And the course is
free!

Click below for more details and the application form.

ETF Enterprising People wish you all a super summer!

http://www.europeanschoolnetacademy.eu/en/web/developing-digital-skills-in-your-classroom/course

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Laureates named for UNESCO’s newly-created Prize on Education for Sustainable Development

Dear all

For your information, the 2015 UNESCO-Japan Prize on Education for Sustainable Development winners have been announced: http://www.unesco.org/new/en/education/resources/in-focus-articles/first-winners-unesco-japan-prize

For additional information:

rootAbility website: http://rootability.com/
Video on SERES ESD Youth Ambassadors initiative: https://www.youtube.com/watch?v=Rp6dvOxRL9w

Best

Bernard

Bernard Combes
Information Officer – Chargé de l’information
Education for Sustainable Development – (ED/TLC/ESD) – Éducation au développement durable
Education Sector Focal Point for Biodiversity – Point focal Biodiversité du Secteur de l’Éducation
UNESCO Focal Point for the Earth Charter – Point focal UNESCO pour la Charte de la Terre
Chair, Greening UNESCO / Éco-responsabiliser l’UNESCO
United Nations
Educational, Scientific and
Cultural Organization
Organisation
des Nations Unies
pour l’éducation,
la science et la culture
7, place de Fontenoy
F-75352 Paris 07 SP France
From: UNESCOPRESSE [mailto:unescopresse@unesco.org]
Subject: Laureates named for UNESCO’s newly-created Prize on Education for Sustainable Development

 

UNESCO Press Release No.2015-99

Laureates named for UNESCO’s newly-created Prize on Education for Sustainable Development

Paris, 25 September—The Director-General of UNESCO, Irina Bokova, has announced the winners of the UNESCO-Japan Prize on Education for Sustainable Development (ESD). This is the first edition of the Prize, which was created in 2014.

The three laureates are Asociación SERES from Guatemala and El Salvador; the Centre for Development of Early Childhood, Non-Formal and Informal Education from Indonesia; and rootAbility from Germany.

The three organizations will each receive an award of $50,000 during a ceremony at UNESCO Headquarters in Paris on 5 November. The Prize is funded by the Government of Japan.

Asociación SERES (Guatemala and El Salvador) is rewarded for its “SERES ESD Youth Ambassadors” initiative, which uses an imaginative approach in its application of ESD.  The project certifies youth ambassadors to train other young people to become facilitators of established sustainability programmes that build community resilience to climate change. It thus inspires and motivates youth leadership for more sustainable lifestyles through individual and collective actions.
The Centre for Development of Early Childhood, Non-Formal and Informal Education (Bandung, Indonesia) is recognized for its “Eco Friendly Entrepreneurship for Youths and Adults” project, which brings an innovative approach to the development of entrepreneurial skills and local engagement in favour of sustainability. It encourages people between the ages of 18 and 45 to work with their community to harness local traditions and resources to create products with recycled materials. The project preserves local culture and the environment while promoting rural business initiatives and stimulating competitiveness through active pedagogies.
rootAbility (Germany) is rewarded for its “Green Office Model” initiative, which trains young people to become agents of change through fostering institution-wide approaches to ESD.  Its main actors are university students who form Green Offices, teams that work with the teaching and administrative staff of their institution. They learn to run and raise funding for activities such as waste recycling, energy efficiency and sustainable catering. Green Offices have been established in six European countries to date.

The UNESCO-Japan Prize was established to honour the outstanding efforts of individuals, institutions and organizations engaged in ESD. The next call for nominations will be launched in January for the 2016 edition of the Prize.

****

Contact: Miriam Tereick. m.tereick@unesco.org

Phone: +33 (0)1 45 68 16 68

2014 European Green Office Summit - Berlin  





Join The Green Movement

https://www.youtube.com/watch?v=0cOI8S-e5CI
      SERES: Leading a Legacy of Change, Climate Protection

                                                           Earth globe

             https://www.youtube.com/watch?t=29&v=Rp6dvOxRL9w

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Prof. Dr. Peter A. Henning [mailto:peter@henning-weingarten.de]
Sent: 2015-09-07
Subject: Open Educational Resources Award

Dear colleagues,

as we have realized the importance of OER quite some time ago, I have been
driving not only to incorporate ideas about OER into our research (see
http://ceur-ws.org/Vol-1181/pale2014_paper_07.pdf ), but also started an
award seeking for the best OER around.

Since we started this initiative, the Open Educational Resources Award (see
http://www.opera-award.de ) without any budget in 2014, it is up to now
limited to the national level (or, at least to the German language area).

However, since we have a long standing experience in running international
contests (see http://eurelea.de/ ), we are currently exploring the
possibility to expand this contest to the international level.

I’d be happy to hear if this would meet your interest.

Best regards


Prof. Dr. Peter A. Henning

LEARNTEC Kongresskomitee

| LEARNTEC
| http://www.learntec.de
|
| Coordinator of EU Project INTUITEL
| http://www.intuitel.eu
|
| Institute for Computers in Education
| http://www.ice-karlsruhe.de

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Anil Prasad [apletters@gmail.com]
Sent: 2015-09-07
Subject: Entrepreneurship to strengthen TVET – Smart India model from Kerala

Dear friends,

For the past few weeks, at UNEVOC online forum, we have been very actively
discussing the ways to overcome the issues relating to the relevance of
vocational courses to the changing industry, employment opportunities for
those who complete vocational courses and stigma towards vocational
courses. Now, the Additional Skill Acquisition Programme (ASAP), an
initiative of Higher Education Department, Government of Kerala in India,
presents a promising way to address the above issue by bringing in
entrepreneurship development as a strong and influential component of
vocational education and training. A brief report of the same can be read
at
http://apletters.blogspot.in/2015/09/asap-leaps-to-new-horizons-through.html

Warm regards
Anil

P. Anil Prasad
Deputy Secretary (Lifelong Learning) and
Head (Telecom and Logistics Courses)
Additional Skill Acquisition Programme (ASAP)
Higher Education Department,
Government of Kerala, India
3rd Floor, Trans Towers
Vazhuthacaud, Thiruvananthapuram -14
Project web: www.asapkerala.gov.in

Home pages:

http://www.wikieducator.org/User:Anil_Prasad
http://www.apletters.blogspot.com
https://www.facebook.com/apletters

Author of the Imanofutu open (CC-BY-SA) fiction series
http://www.imanofutu.blogspot.com

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Max Ehlers [m.ehlers@unesco.org]
Sent: 2015-09-07
Subject: Re: Open Educational Resources in TVET

Dear Colleagues,

almost 60 replies have been received so far to our survey on Open
Educational Resources (OER) in TVET. They came from 38 different countries.
Of course this is far from representative, but the answers provide a good
initial snapshot for us anyway. Thank you very much to all who
participated! We will leave the survey open this week and hope for further
participants: http://www.unevoc.unesco.org/l/6

You may be interested in a short interim report:

41% of the respondents said that there is no OER policy in their countries,
while 31% said they have institution level OER policies and only 4 (7%)
said there is a national or regional OER policy. The countries mentioned
were Belgium, India, Botswana, Algeria, Iran.

The picture looks quite similar when it comes to OER repositories: 37% say
there is none in their country, 31% at institution level, 12% (that is 7
participants) said they have national repositories: Jamaica, Belgium,
India, United Kingdom, Niger, Germany, Belize, Nigeria, Iran

Most respondents stated that there is some kind of initiatives to support
OER development (15% even said there are “major public funding
initiatives”, 32% observed pilot initiatives)

A vast majority of users has high hopes for OER in TVET: 51% said that
“OER will considerably improve access and quality” and only 7 users
(12%) said that “the OER concept is not helpful” (which in some cases
did not fit with their comments though).

The comments show that the OER movement still has a long way to go in
advocating for OER. It is not only the hopes and expectations related to
OER that vary widely, it is also the awareness and understanding of their
nature.

Thank you very much again to everybody who participated in the survey or
plans to do so: http://www.unevoc.unesco.org/l/6

And please continue to share good OER repositories by sharing URLs in reply
to this message and we will add them to this list:
http://www.unevoc.unesco.org/l/7

Best regards
Max Ehlers

UNESCO-UNEVOC

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Rónán Haughey [mailto:ronanoheochaidh@gmail.com]
Sent: 2015-09-04
Subject: Re: Open Educational Resources in TVET

Thanks Max and Alison for sharing your insights

One thing I would suggest is that as per the COL library and others there
are a lot of OER resources out there relevant to TVET, what maybe lacking
is a MOOC like bank of resources that has multiple publishers in one portal
with high UX (user experience) features such as those available via ALISON,
Coursera etc etc that facilitate ease of UX thus creating higher uptake
than maybe the case when UX is not to the fore of the resource/site
functionality. Maybe there are examples that forum participants can share
on OER libraries that feature multiple publishers with very high UX
functionality.

Also, it is worth noting from a continental perspective that in Europe the
European Commission through it’s Open Education Europa
(http://www.openeducationeuropa.eu/en ) initiative does not necessarily
differentiate between OER and MOOC, The Open Education Europa initiative
published an Open Education Scoreboard described as follows: “The aim of
this scoreboard is to highlight the huge potential that European
institutions have in the world of OER and to help visualize this potential
by compiling the existing European-provided MOOCs available on different
open websites.”  I guess my point is that as long as it’s available openly
then it has merit, obviously licence free resources that can be shared and
localised have added value but given the global nature of education and the
internet “Massive” is where we need to get to address access and outcomes
in education.  More access, More Utilisation, More Outcomes.

Yours in Innovation friends

Rónán
Rónán Haughey MInstLM; MIEP
Founder & Development Partner

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

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Max Ehlers [m.ehlers@unesco.org]
Sent: 2015-09-04
Subject: Re: Open Educational Resources in TVET

Hi Alison,

thank you very much for pointing out that there is a difference between
“free” and “open” as in Open Educational Resources. It may be possible to
freely access copyrighted learning resources. But only OPENLY LICENSED
resources can legally be adapted by others for their own needs and
re-shared on other platforms. I just saw a discussion whether materials on
the Khan Academy may be reused because there was no terms of use page, and
each individual video page carried the copyright symbol © [apparently they
are licensed CC-BY-NC-SA, which means that they can be adapted and shared
under similar open terms (Share-Alike), they must not be used commercially
(NC), and there must be an attribution to Khan-Academy (BY)]. For more
information on “Creative Commons” licences (CC-BY and its derivatives)
please see https://creativecommons.org/licenses/ .

One of the most important tasks for the OER community is to make sure that
high-quality materials that are openly licensed can be found easily and are
recognizable as such.

By the way: It is great to see that many forum members are participating in
the OER survey, please continue to do so and forward the links to friends
and colleagues:
http://www.unevoc.unesco.org/l/6

All the best
Max

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Damian Boyle [mailto:boyle.damian@northlandscollege.sk.ca]
Sent: 2015-09-07
Subject: RE: e-learning resources

Good Day, Funmilayo Doherty!

I offer to you the example of my own work in this area.  It may not appear
directly relevant as it is coming from Canada, but the particulars of my
situation I believe are quite consistent with your interests.  For example,
literacy levels within the geographic region served by Northlands College
are relatively low within Canada, and the technological and physical
infrastructure is still being developed.

I maintain EduNorth as my professional database, with open access as a
Learning Resource Database tailored mainly to the interests of the
population I work with (Mine Site Workers, and my Colleagues and Friends).
Due to the limited bandwidth in this region when I began with this, and the
long loading times for images and moving graphics, I have restricted my
content to text and hyperlinks.  You will find a page devoted to
specifically to Distance Education, among other topics.

EduNorth
https://edunorth.wordpress.com/about/

More recently I have been considering the use of Smart Phones for learning
and instruction.  For my purposes, my approach is quite contrary to that of
MOOC’s.  I promote a highly individualized approach to learning, and the
presentation of small, highly concentrated, granules of information.  I
have articulated this generally in:

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

I subsequently posted further thoughts on this subject in this forum:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2887

Presently I am focused on the “Show Me How” interests of Learners, by
making better use of the now available technology and increased bandwidth
generally available.  With this I have recently posted:

Point of View Technology for Technical & Vocational Education & Training
(POV4TVET)
https://www.academia.edu/14955599/Point_of_View_Technology_for_Technical_and_Vocational_Education_and_Training

I visited last week with a multi-national chemical company that has been
using this approach during the past year, with very good results.

I am very interested in learning from your own experiences and findings in
this area, and would appreciate hearing more about your work.

It is Labour Day in Canada today — and I am at work as I write this.
Accordingly, I direct your attention to:
https://edunorth.wordpress.com/labour/

Yours,
Damian

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

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Rónán Haughey [mailto:ronanoheochaidh@gmail.com]
Sent: 2015-09-04
Subject: Re: (Efficient) ways of improving the image of TVET

Dear Ahmed, Joseph and friends.

Image with substance is very powerful, we must speak up for skills as TVET
has so much substance.

Take this video as inspiration and a way to improve our image -  for a
world without a glass wall or ceiling!
https://www.youtube.com/watch?v=FesYYO7uwc4

Yours in Skills
Rónán

Rónán Haughey MInstLM; MIEP
Founder & Development Partner

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

view thread online:
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Max Ehlers [m.ehlers@unesco.org]
Sent: 2015-09-03
Subject: Re: Survey on Open Educational Resources in TVET, building OER collections

Dear OER community in TVET,

Joe and Rónán, thank you very much for the links to ALISON and the UK
federation resources.

We will add them and hopefully many more incoming links to our depository
of OER resources in the UNEVOC libary, see http://www.unevoc.unesco.org/l/7

It is great to see that quite a number of people have already taken the
survey, thank you! but it would be great to see more contributions to get a
more complete picture. We will feed back the results of the survey to the
e-Forum.

Those who haven’t done so, please donate 5 minutes of your time and take
the survey now: http://www.unevoc.unesco.org/l/6

Feel free to contact me directly if you have further questions:
m.ehlers@unesco.org

Thanks
Max

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Alison Mead Richardson [mailto:ameadrichardson@col.org]
Sent: 2015-09-03
Subject: Re: Survey on Open Educational Resources in TVET, building OER collections

Hi Max, Ronan and others interested in this thread

I’m really happy to see UNEVOC take the initiative on this through the
Forum.

Ronan, I agree with you that the offering from ALISON (one of my personal
favourites!) is excellent – however it is worth noting that, if I
understand correctly, their courses are not OER.

It might be worth reminding ourselves what we mean by OERs. Of course there
are many definitions, but let’s use the one from UNESCO:
“teaching, learning and research materials in any medium, digital or
otherwise, that reside in the public domain or have been released under an
open license that permits no-cost access, use, adaptation and
redistribution by others with no or limited restrictions.”

COL has a partnership with an increasing number of TVET institutions in
Africa, for which we have an online community of practice. We have a list
of TVET OERs (and a few that are good resources like ALISON but not OER)
and I will post the links here. Max has already shared some of these.

COL also has a searchable database of OER which includes TVET and other
subsectors http://doer.col.org

More soon

Alison

Oo0oo0oo0oo0oo0oo0oo0

Dr Alison Mead Richardson
Team Leader, Skills
Commonwealth of Learning

*COL is an intergovernmental organisation created by Commonwealth Heads of
Government to encourage the development and sharing of open learning and
distance education knowledge, resources and technologies.*

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Rónán Haughey [mailto:ronanoheochaidh@gmail.com]
Sent: 2015-09-02
Subject: Re: Please participate in a survey on Open Educational Resources in TVET

Hi Max and Friends

I would like to give a shout out for one of the worlds largest MOOC’s Irish
based ALISON ( www.alison.com ) “a five million-strong, global online
learning community, filled with free, high-quality online education
resources to help you develop essential, certified workplace skills”.
ALISON are doing a great job of distributing learning for all via the
internet to all corners of the globe.

All the best for now

Rónán

Rónán Haughey MInstLM; MIEP
Founder & Development Partner

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

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Max Ehlers [m.ehlers@unesco.org]
Sent: 2015-09-02
Subject: Re: Please participate in a survey on Open Educational Resources in TVET

Dear Colleagues,

I will make the beginning in sharing more OER in TVET which are mentioned
in the excellent “World Report on TVET. The promise and potential of ICT in
TVET” (by George Herd and Alison Mead Richardson, CC-BY-SA) published by
COL, available here: http://oasis.col.org/handle/11599/824

OER content repositories

- Connexions: http://cnx.org,
http://cnx.org/search?q=subject:%22Science%20and%20Technology%22

- Khan Academy: http//www.khanacademy.org (primarily math, science and
computer programming content) for use by students, teachers, and parents
alike

- PhET: http://phet.colorado.edu great interactive simulations for science
and math National and regional activities

- USAID project (through Asia-Pacific Economic Co-operation, APEC) to
stimmulate the use of OER in TVET across the Asia-Pacific region

- UK, National Learning Network, more than 2,000 learning objects,
http://xtlearn.net/NLN

Remember to participate in the survey: http://goo.gl/forms/gehbfVtdAA

Best regards
Max

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Muddassir [mailto:Muddassir@ktdmc.com]
Sent: 2015-08-31
Subject: RE: Employable Skills of TVET Graduates (WHAT EU says about TFC)

Dear Dr. Ahmed;

Thanks for your wise query.

As far as apprenticeship is concerned, it has different definitions and
methodologies in different country. In some countries, apprentice are
supposed to help out the operators in daily routine, no matter this
involvement is inculcating the learning and desired outcomes or not.
Moreover, the apprenticeship is more production centric rather than
academic and learning centric. There is very little rotation plan, the
persons who are guiding the apprentice are less academic and less aware of
pedagogical (how to deliver) skills – sometimes created the mess due to
their production based attitude, weak assessment, less involvement of
apprentice in problem solving and so on.

While in a teaching factory, the involvement of students are guided by the
professionals who are not skilled only but also equipped with academic and
pedagogical skills. Our teachers know not only how to deal with the machine
but also how to deal with the brain of students as well. We have gone
through all the professionals through pedagogical skills as well, and we
have master trainer as well specially in pedagogics. Through TFC
methodology, the instructor is getting their skills updated, as well as
aligned with academic calculation as well. We have make the final year
project as a compulsory part of the studies and you will glad to see the
projects our recent students had executed this year. (File attached
herewith, see link at bottom). These projects are almost impossible through
apprenticeship.

TFC has major leads our apprenticeship specially in terms of the reducing
the overhead cost of institution, helping in industrial placement,
inculcating the soft skills in both the instructor and students etc. which
could not be write in this e-mail.

You can call me to understand in detail. Please find attached herewith the
projects synopsis of our student last year. And this year our students are
completing more dynamic projects including the complete designing and
manufacturing of computer numeric control machine (CNC machines).

Take care of yourself a lot.

Regards;

Muddassir Ahmed
Head Academics

KTDMC – A Teaching Factory

Cell (Whats app) | +92-334-3874164  Dir | +92-21-35120497  Fax |
+92-21-35121890 Ph | +92-21-35120499-500 Ext:14 Web | www.ktdmc.com

Attachment:

Comprehensive Training Program
http://www.unevoc.unesco.org/e-forum/Comprehensive-Training-Program.pdf

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Muddassir [mailto:Muddassir@ktdmc.com]
Sent: 2015-08-31
Subject: RE: Employable Skills of TVET Graduates (WHAT EU says about TFC)

Dear Dr. Ali;

Employable skills can only be inculcated in an employed environment.
That’s why the dual teaching program, OJT program, CVT based approaches
are quite useful and practiced all over the world. We, at KTDMC, has
adopted the amalgamated approach of aforesaid programs and adopted the
“TEACHING FACTORY CONCEPT” model, and we are really getting the fruits
out of it. The details I had already shared last week. Please see what EU
commission report quote about “Teaching Factory Concept”, below:

“Development of educational curricula has not kept pace with either the
growing complexity of industry or the economy, and even less with the rapid
development of new technologies. Studies are often too lengthy and too
general. Furthermore, it can be argued that manufacturing is a subject that
cannot be handled efficiently inside a university classroom alone.
Addressing this problem emerges as a strategic challenge for European
manufacturing education. Integrating the factory environment with the
classroom seems to be the only way forward. To this end, it is increasingly
evident that the teaching’ factory is the required breakthrough”.
(MANUFUTURE, a vision for 2020 – A REPORT BY EUROPEAN COMMISSION, 2004,
http://www.manufuture.org/documents/manufuture_vision_en%5B1%5D.pdf )

Let me know in case of any ambiguity, after reading this document:
http://www.unevoc.unesco.org/e-forum/KTDMC.pdf

Take care of yourself a lot.

Regards;

Muddassir Ahmed
Head Academics

KTDMC – A TEACHING FACTORY

Cell | +92-334-3874164  Dir | +92-21-35120497  Fax | +92-21-35121890 Ph |
+92-21-35120499-500 Ext:14 Web | www.ktdmc.com

view thread online:
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ICT in Education UNESCO Bangkok [ict.bgk@unesco.org]
Sent: 2015-08-31
Subject: ICT for Digital Equity UNESCO Office in Bangkok

The ICT in Education Newsletter, August 2015, is now available. Please feel
free to forward it to members of your networks.  To view online, click
here: http://www.unescobkk.org/index.php?id=16257

Subscribe: https://lists.unesco.org/wws/subscribe/ict-newsletter.bgk
ICT in Education website: http://www.unescobkk.org/education/ict/
Contact Us: mailto:ict.bgk@unesco.org?

subject=ICT%20newsletter%20enquiry

ICT for Digital Equity

August 2015 | UNESCO Bangkok Office

Dear readers,

The issue of the digital divide in ICT in Education persists in many
contexts and often exacerbates already existing socio-economic
inequalities. The Incheon Declaration highlights the urgent need for
promoting lifelong learning and education that leaves no one behind,
focusing on equity and inclusion, as well as quality. Moreover, the Qingdao
Declaration states that relevant and responsive digital learning
environments should be in place in order to utilize ICT in diverse ways,
providing various learning pathways for all. In fact, ICT can be an enabler
for lifelong learning for all by providing diverse paths if only ICT is
equally available for all. In this regard, this month’s newsletter issue
focuses on digital equity – pressing issues, challenges and recent
efforts to mitigate the digital divide in the Asia-Pacific region.
We hope you enjoy reading this edition!
Please let us know if you have any comments or suggestions.              ©

Highlights:

Digital Equity as an Imperative for the ICT Ecosystem (by UNESCO Bangkok,
ICT in Education)

This article underlines the urgency and attention required to address the
grand challenge of the digital inequality persisting throughout the world,
most often in developing countries, in order to unleash the full potential
of ICT and education.
http://www.unescobkk.org/education/ict/online-resources/databases/ict-in-education-database/item/article/digital-equity-as-an-imperative-for-the-ict-ecosystem/

Digital Divides and Equity (by Thérèse Laferrière, Miri Shonfeld, and
Paul Resta)
This article, based on the work of the Thematic Working Group 4 for
EDUsummIT 2015, provides a quick review of the technological developments
and their influence on the sphere of education and digital inequality.
Furthermore, it provides the essential conditions for technology-based
learning in reference to which this Thematic Group had compiled eleven
short case studies on the theme of ‘Addressing Gaps and Promoting
Educational Equity’.
http://www.unescobkk.org/education/ict/online-resources/databases/ict-in-education-database/item/article/digital-divides-and-equity/

Programmes and Projects:

National Workshop on Supporting Competency-based Teacher Training Reforms
to Facilitate ICT-Pedagogy Integration  in the Philippines (21-22 July
2015, Quezon City, Philippines)
This workshop was organized by UNESCO Bangkok, CHED and SEAMEO INNOTECH,
bringing together officials, ICT experts, representatives from the
Department of Education and TEIs in order to build on and improve the
existing ICT competencies.
http://www.unescobkk.org/education/ict/online-resources/databases/ict-in-education-database/item/article/1st-national-workshop-on-supporting-competency-based-teacher-training-reforms-to-facilitate-ict-peda/

National Workshop held by UNESCO and NCED on ICT Competency Development
in Education (31 July-2 August 2015, Godavari, Nepal)
This national workshop organized by UNESCO and the National Center for
Educational Development (NCED) involved policy makers, teachers and experts
to engage in discussions and participate in sessions to identify approaches
towards developing competency standards and performance indicators for ICT
in Education.
http://www.unesco.org/new/en/kathmandu/about-this-office/single-view/news/national_workshop_held_by_unesco_and_nced_on_ict_competency_development_in_education/#.VdrGDPmqqkq

Access to ICT in remote communities: The eBilim Mobile Digital Library
Project, Naryn, Kyrgyz Republic
This article provides an overview of the project conducted by the
University of Central Asia in the pursuit of minimizing the rural-urban
digital and knowledge gap. A refurbished minibus equipped with educational
resources and a digital database reaches 15 remote communities in the Naryn
province of the Kyrgyz Republic.
http://www.unescobkk.org/education/ict/online-resources/databases/ict-in-education-database/item/article/access-to-ict-in-remote-communities-the-ebilim-mobile-digital-library-project-naryn-kyrgyz-republ/

News and Events:

EDUsummIT 2015 (14-15 September 2015, Bangkok, Thailand)
This event, organized in association with prominent international and
national organizations, gathers researchers, policy-makers and educators in
supporting the effective integration of Information Technology in
education.
http://www.curtin.edu.au/edusummit/

The OECD-Singapore Conference on Higher Education Futures (14-15 October
2015, Singapore)
The event will focus on higher education, the rise of higher education in
Asia, challenges to traditional modes of education, and how higher
education can stay relevant in the face of resource challenges. The
Conference will bring together some 500 participants from over 40
countries. In addition to the main event, there are satellite events on 13
and 16 October and post-conference activities on 16 October.
http://oecdconference.sg/

5th Annual International Conference on Education and e-Learning (Bangkok,
Thailand, 14-15 September 2015)
This conference aims to explore more flexible and accessible modes of
education to bridge the gap of learning across borders by exploring the
potential of e-learning.
http://e-learningedu.org/index.html

#PurpleMySchool Campaign
Is your school Purple? Go Purple to support safe spaces for LGBTI students
across Asia & the Pacific. UNESCO Bangkok, the United Nations Development
Programme (UNDP) and Being LGBTI in Asia encourage students, teachers, and
parents to join the #PurpleMySchool campaign aimed at creating safe spaces
for LGBTI youth in educational settings throughout the region. People can
show their support for LGBTI learners by wearing, doing, or making
something purple. Photos can be uploaded to our Facebook page and website.

http://www.campaign.com/PurpleMySchool

Resources:

Global Libraries: Opening a World of Information and Opportunities
The Bill & Melinda Gates Foundation Global Libraries programme aims to
provide the 1 billion “information-poor” people with free access to
computers and the Internet by locating public libraries at the centre of
communities. The programme also helps public libraries around the world
define local needs and
http://www.gatesfoundation.org/What-We-Do/Global-Development/Global-Libraries
training for librarians.

The Intel Computer Clubhouse Network
This is an after-school learning programme that enables youth in
underserved communities to access the latest technology and work with adult
mentors to experience professional hardware and software, develop technical
fluency, and build skills.
http://www.intel.com/content/www/us/en/education/computer-clubhouse-network.html

The Digital Literacy “Best Practices”
This site provides resources about best practices on how to improve and
disseminate successful approaches and practices about digital literacy.
http://www.netliteracy.org/digital-literacy/

New Publications:

Country Case Studies on Promising EFA Practices in the Asia-Pacific
Region
In light of the 2015 deadline for the Education for All (EFA) goals,
Asia-Pacific countries, such as Bangladesh, Cambodia, India, Indonesia and
the Philippines share their achievements, enabling factors, challenges,
promising practices as well as sustainability aspects.
http://www.unescobkk.org/resources/e-library/publications/article/country-case-studies-on-promising-efa-practices-in-the-asia-pacific-region/

The Economic Cost of Out-of-School Children in Southeast Asia
This publication targets out-of-school children and looks at the benefits
of primary education to help education policy makers understand the
significant economic incentives of including these populations in the seven
Southeast Asian countries.
http://www.unescobkk.org/resources/e-library/publications/article/the-economic-cost-of-out-of-school-children-in-southeast-asia/

ICT Facts & Figures 2015
This ITU factsheet provides information on the remaining ICT gaps,
achievements in the past 15 years, the digital divide for 2015, and more.
http://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2015.pdf

Next Issue: The September issue will focus on the theme of Cyber Wellness
(promoting children’s safe, effective and responsible use of ICT). If our
readers are interested in contributing to this edition, please do not
hesitate to contact us.

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

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

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

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Lida.Kita@etf.europa.eu [mailto:Lida.Kita@etf.europa.eu]
Sent: 2015-08-27
Subject: Vocational programmes for Natural Gas studies and Alternative energy

Need help finding vocational programmes for Natural Gas studies and
Alternative energy programmes for high schools in grade 9-12

Dear Colleagues,

Your kind support will be highly appreciated by some colleagues in ETF
partner countries. They are looking for English language vocational
programmes for Natural Gas studies and Alternative energy  programmes for
VET&TVET school students in grade 9-12. Any possibility to find some
samples would be highly appreciated.

Thank you Lida

Lida Kita
Specialist in VET and Social Inclusion – Country Desk Israel and Turkey
Operations Department

ADDRESS Villa Gualino, Viale Settimio Severo 65, I – 10133 Torino
TELEPHONE +39.011. 630.22.91 FAX +39.011. 630.22.00
EMAIL info@etf.europa.eu WEB www.etf.europa.eu

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Cornelius Motsisi [mailto:cmotsisi@bqa.org.bw]
Sent: 2015-08-26
Subject: RE: TVET Qualifications offered internationally

The New Zealand Qualifications Authority is also worth checking:
http://www.nzqa.govt.nz/

Regards

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Jonathan Ledger [mailto:Jonathan.Ledger@proskills.co.uk]
Sent: 2015-08-26
Subject: Re: TVET Qualifications offered internationally

Hi

Also there is Occupational Awards Awarding Organisation who are specialists
in TVET accreditation and certification service and operate across the
globe.
See the website here:  http://www.oawards.co.uk

Kind regards

Jonathan Ledger, Chief Executive Officer, Proskills UK Group.
Global Sector Skills Specialist.

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William Radford [mailto:william.radford@actvet.ac.ae]
Sent: 2015-08-27
Subject: Re: TVET Qualifications offered internationally

You may wish to check out the UAE framework.
http://www.zu.ac.ae/main/en/_assessment_resource/QFE.aspx

William Radford
Director, Strategic Planning and Performance Management.
GoGreen!
william.radford@actvet.ac.ae
Abu Dhabi Centre for Technical & Vocational Education & Training
http://www.actvet.ac.ae/

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Alexis Hoyaux (ITC-ILO) [mailto:epap@itcilo.org]
Sent: 2015-08-25
Subject: Training course on Management of Training Institutions

The International Training Centre of the International Labour Organisation
(ITC-ILO), in close collaboration with the European Training Foundation
(ETF) has the honour to present the following training:

Management of training institutions (NEW)

This highly participative course aims at improving the management of
Training Centers responding to the needs of the labour market, while
maximizing internal and external efficiency. Modules, group work and
participant’s presentation include definition and troubleshooting on
education/training; planning; organization; management of personnel;
control and evaluation impact; budgeting and financing; autonomy of
Training Centers; PPP; Quality Insurance.

Read More:
http://promo-dev.itcilo.org/eras/index.php?entryPoint=campaign_trackerv2&track=f38fb0cd-b8cf-17eb-5175-55bb6dce5da9

Application deadline: 09 Oct. 2015
Code: A908154
When: 30 Nov 2015 – 04 Dec 2015
Venue: Turin Centre
Languages: English
Apply: http://intranetp.itcilo.org/STF/A908154/en

The objective is to analyse some of the key issues regarding the management
of Vocational Training Centres in middle and low-income countries.
The course is mainly targeted to Directors of Training Centres in search of
improving their skills and the performances of their centres, next to high
level decision makers and social partners who wish to understand and learn
more on the necessary conditions to run successfully such Centres.
______________________________

__________
The course « Management of Training Institutions » will take place at the
International Training Centre of the ILO, in Turin, Italy. The course will
be given in English. A more detailed description of the course is
attached.

COSTS
The total cost of this course is € 2.100 euro 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.
Deadline for application: 9 October 2015

Do not hesitate to contact the Employment Policy and Analysis Programme at
epap@itcilo.org for any additional information.

Yours sincerely
Alexis Hoyaux
Activity Manager

________________________________________
Employment Policy and Analysis Programme
Viale Maestri del Lavoro, 10
I-10127 Turin (Italy)
Tel. 39.011.6936888
Fax 39.011.6391908
e-mail: epap@itcilo.org
http://www.itcilo.org
Get to know about the EPAP Upcoming Courses:
http://www.itcilo.org/fr/le-centre/programmes/politiques-et-analyses-de-l2019emploi-epap/?all_course=yes

Attachment:

ITC-ILO: Training course on “Management of Training Institutions”
http://www.unevoc.unesco.org/e-forum/A908154-flyer-EN—Management-TrainInst.pdf

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Muddassir [mailto:Muddassir@ktdmc.com]
Sent: 2015-08-21
Subject: TFC concept for TVET excellence – KTDMC case study

Dear Forum Members;

Greetings from KTDMC- A Teaching Factory…..

I would like to share our case study through this forum to address the
burning TVET issues like – sustainability, overcoming the stigma on TVET,
motivation of TVET students and teachers, inculcating the foundation,
specialized and transversal skills in both teachers and students,
industrial liasoning and placements, I would like to brief below how we, at
KTDMC, are coping with these challenges by adopting the Teaching Factory
Concept (TFC). Recently, WORLD BANK evaluation team had declared us as a
role model for the rest of the technological center in our country and our
government has also nominated us for the Wenhui awards for this year.
Another great thing is, our placement ratio is more than 96%, by the grace
of almighty Allah.

Following are the top 10 benefits we are having by TFC.

1. For the first time in our country , we have introduced the ” TEACHING
FACTORY CONCEPT”, we have a factory area in which we commercially produce ”
Dies And Moulds” and have an academic block embedded inside through which
we offer short term and long term TVET programs. This format giving us
financial sustainability as well, which one of the biggest challenge, for
rest of the TVET systems, as we are not backed up by any government or
non-government financial aid.

2. Students get conversant with a true factory environment from the first
day of their study.

3. The instructors involved in teaching remain connected with the skills
which they are teaching and having involved professionally in projects give
them the opportunity to specialize their skills.

4. Students are rotated at each technical station of the factory for a
particular tenure, this way they get familiar not only with the technology
but also with the sequential integration of the work and aligned with the
problem solving thinking patterns of the persons who are working on that
stations.

5. Managerial, planning and controls aspects come in front of students
which can be applied by them after passing out from the institution.

6. The overheads on technical education minimizes due to the working of the
factory.

7. Curriculum and techniques get updated since the work that is going to be
executed in the factory area has to be aligned with the latest
competition.

8. Due to the hands on experience of our instructors and keeping themselves
updated with new trends in manufacturing, corporate sector like HONDA,
Toyota, SUZUKI and engineering universities countrywide, ask us to conduct
the tailor made corporate courses to upgrade the professionals and faculty
in the relevant engineering domain. This is also a source of income which
is utilized to subsidize the expenses occurring on TVET education.

9. Due to services we are providing through our factory, we get in touch
with the industry and it helped us a lot in the successful placement of our
students.

10. The factory environment, its intellectual property, tools and equipment
enabled our students to successfully complete their final year projects.
For the first time in the country, one of the recent group has developed
the 3 axis, computer numerically controlled (CNC) machine which has grabbed
the attention of industry and academia.  These final year projects in a
teaching factory environment give opportunity to the students to convert
their basic skills into specialized one.

Please visit our website www.ktdmc.com for more details.

Regards;

Muddassir Ahmed
Head Academics

Karachi Tools, Dies And Mould Centre
(A subsidiary of PIDC- Pakistan Industrial Development corporation)

Cell | +92-334-3874164  Dir | +92-21-35120497  Fax | +92-21-35121890
Ph | +92-21-35120499-500 Ext:14 Web | www.ktdmc.com

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Rónán Haughey [mailto:ronanoheochaidh@gmail.com]
Sent: 2015-08-21
Subject: Re: TVET (Education for Work) in Post Conflict Areas

Dear Avian

The City & Guilds Centre for Skills Development has done some work in
Conflict Zones and TVET in the past

This is the link to the landing page for their research project and
resources

http://www.skillsdevelopment.org/default.aspx?page=1756#.VddIxflViko

Yours in Skills
Rónán

Rónán Haughey MInstLM; MIEP
Founder & Development Partner

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

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Dr(Mrs) V.F. Doherty [funmilayodoherty@yahoo.co.uk]
Sent: 2015-08-21
Subject: Call for paper on GREEN TVET

The Society for Environmental Toxicology and Pollution Mitigation (SETPOM)
announces the call for papers for the SETPOM International Conference. The
Theme for the event is Environmental Management, Safety & Security.

The SETPOM International Conference is a gathering of academicians,
consultants, regulators, industrialists, safety practitioners and other
environmental stakeholders whose main goals are to promote sustainable
environment practices and share best practices around the world.
The Technical Sessions will be based on:

Environmental Health, Conservation & Assessment
Environmental Chemistry, Safety and Security

There would be Free Empowerment Workshop on Environmental Auditing.

Timelines:
Abstract Submission Deadline: 1st September, 2015
Early Registration Deadline: 15th September, 2015
More information is available on this linkhttp://www.setpom.com/
Time: October 22 2015  to October 23, 2015
Location: Nigeria (University of Lagos)
Street: Julius Berger Hall and Guest Houses
City/Town: University of Lagos, Lagos
Website or Map: http://www.setpom.com
Phone: +2348028382696, +2348062745194
Event Type: conference

Attachment:

CALL FOR PAPER ON GREEN TVET
http://www.unevoc.unesco.org/e-forum/SETPOM-POSTER-new.jpg

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3087

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Enhancing Vocational Teaching through Research

Nicholas Omondi Ouma [nichoms@yahoo.com]
Sent: 2015-08-20
Subject: Competition. TVET for the 21st Century in Africa

Dear Colleagues;

The African Union Commission is launching a competition to uncover the 20
most promising models in Technical Vocational Education and Training (TVET)
for the 21st century:  Technical and Vocational Education that provides
needed skills for Africa’s developing economies in the African Union’s
54 member countries. The competition is being implemented in collaboration
with FHI 360 under the African Union Partnership program, funded by USAID.

The Competition call is available here;

http://au.int/en/content/competition-tvet-21st-century-africa-most-promising-practices-african-continent

The deadline for submission of applications is 31st August 2015. Please
feel free to share this within your networks.

Nicholas

Attachment:

Competition. TVET for the 21st Century in Africa
http://www.unevoc.unesco.org/e-forum/Africa-TVET-Competition-Invitation.docx

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3084

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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UNESCO conference on indigenous peoples & climate change 26-27 Nov, 2015

Dear Friends and Colleagues,

UNESCO is hosting a conference on indigenous people & climate change Paris 26-27 Nov just before COP21 http://ow.ly/RDQtk  Please  encourage people to apply.

All the best,
Pam Puntenney and Bremley Lyngdoh
UNSD 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

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Giovanni CRISONA [giovanni.crisona@gmail.com]
Sent: 2015-08-18
Subject: URGENT: looking for international lecturers for Italy and Germany for two weeks courses in 2016

Dear colleagues,

I’m planning two weeks duration courses in Italy and Germany, in the
beginning of 2016 and I’m looking to find some expert with past experiences
as a lecturer in at least two courses on education financed by ADB or WB
and with the following additional characteristics:

EXPERT 1

- Knowledge of practical status of developing curriculum and materials
oriented capacity
development for upper secondary school students in Italy or Germany and
other countries with developed education.
- 15 year experience working in managing, researching or teaching in the
implementation of
innovating teaching methods, usage of teaching equipment, evaluation
oriented capacity
development for USS or pedagogical students;
- Experiences on training foreigners about study exchange developing
curriculum and materials oriented capacity development for USS students;
- Good communication and team work skills;
- Good command of English
- Doctor’s or higher on education and training, deep understanding of USE
in Vietnam or Asian countries would be an advantage.

EXPERT 2

- Knowledge of practical status of innovating teaching methods, usage of
teaching
equipment, evaluation oriented capacity development for upper secondary
school students in Italy or Germany and countries with developed education.
Preferably 15 – year experience working in managing, researching or
teaching in the implementation of innovating teaching methods, usage of
teaching equipment, evaluation oriented capacity development for upper
secondary school or pedagogical students;
- Experiences on training foreigners about study exchange on the
implementation of innovating teaching methods, usage of teaching equipment,
evaluation oriented capacity development for upper secondary school
students;
- Good communication and team work skills;
- Good command of English
- High degree (Doctor’s or higher) on education and training, deep
understanding of USE in
Vietnam or Asian countries would be an advantage

If you could be interested, please send me urgently your cv in ADB format.

Thank you very much for your collaboration and best regards

giovanni.crisona@gmail.com

=========================
e-Forum Moderator comment:
Please do not use the reply button in order to contact Giovanni Crisona,
but use the email address he provided above.

Attachment:

ADB CV format
http://www.unevoc.unesco.org/e-forum/ADB—CV-format.doc

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3080

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Wouter Henri Pieter de Regt [w.de-regt@unesco.org]
Sent: 2015-08-17
Subject: Vacancy: Consultancy UNEVOC Knowledge Development

Dear e-Forum members,

Please note the attached vacancy for Consultancy UNEVOC Knowledge
Development at UNESCO-UNEVOC, International Centre for Technical and
Vocational Education and Training in Bonn, Germany. Deadline for
application is 23 August 2015.

http://www.unevoc.unesco.org/go.php?q=Consultancy+UNEVOC+Knowledge+Development

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=3079

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Eunice Ntobedzi [mailto:eunix.dzi@gmail.com]
Sent: 2015-08-12
Subject: Overcoming the stigma associated with TVET

Hello all

How did you make TVET in your countries to be successful, running along
side the conventional / traditional mode of delivery and assessment? How
did you deal with issues of stigma associated with TVET to make young
people interested in the programmes offered?

Thank you.

Eunice (Botswana).

==================
Moderator comment:
Dear Eunice, this is a recurring issue on this forum, you may want to
browse the online archives or do a search:
http://www.unevoc.unesco.org/go.php?lang=en&skin=efor&q=e-Forum+-+Message+Board&qs=image+of+tvet
. In a way, most of the discussions here touch this point one way or other.
Very recently, one very closely related aspect was discussed in this thread
entitled “[Apprenticeships] Topic 9: Social image and attractiveness of
apprenticeship”: http://www.unevoc.unesco.org/forum.php?show=2998

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3072

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Damian Boyle [mailto:boyle.damian@northlandscollege.sk.ca]
Sent: 2015-08-17
Subject: POV4TVET

Colleagues,

Further to my original query in the thread “Video Recordings of Trainees
for Feedback & Performance Improvement Goals Development”
(http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3014
), below is a link to my own answer (plus a miscellany from my recent
work).

Point of View Technology for Technical & Vocational Education & Training
(POV4TVET)
My findings of the current state of affairs on POV4TVET.  It appears that
the TVET field has missed the boat with using this technology – so far.
Expect to see it in your work place soon, however.  Be prepared.
https://www.academia.edu/14955599/Point_of_View_Technology_for_Technical_and_Vocational_Education_and_Training

Training Mine Trainers with Experiential and Reflective Learning Practices
How to make effective use point of view video recordings for Trainer
development.
https://www.academia.edu/8092437/Training_Mine_Trainers_with_Experiential_and_Reflective_Learning_Practices

Using audio and video for educational purposes (Deakin U)
Includes a good review of software applications.  Lots of useful links.
http://www.deakin.edu.au/__data/assets/pdf_file/0003/179013/Modules_1-4_Using_audio_and_video_for_educational_purposes-2014-02-28.pdf

Digital Storytelling: Filmmaking for the Web
A free online course.  Time requirements:  three hours per week, for four
weeks (12 hours).  Starts September 28, 2015.  Learn to make your own
videos, for training purposes or for personal interest.
https://www.futurelearn.com/courses/digital-storytelling

Guide to Making Broadcast Quality Video With A Smart Phone
Advice from a professional with real experience in the field.
http://www.videouniversity.com/articles/guide-to-making-broadcast-quality-video-with-a-smart-phone/

Can’t Take No More (OSHA)
“Studs Terkel narrates this fast-paced history of occupational health and
safety in the U.S. from the Industrial Revolution to the 1970s, which OSHA
released in 1980.”  [An excellent documentary, with a very interesting
history of its own.  Highly recommended for viewing and reflection.]
https://www.youtube.com/watch?v=yoGnR8DcIvs

Mine Safety Training Handbook (Arizona)
An excellent collection of practical training tips.
http://miningsh.arizona.edu/sites/miningsh.arizona.edu/files/Mining Safety
Handbook-LINKED %284%29.pdf

National Academies Press
Free downloads of serious reading materials.  Check it out.
http://www.nap.edu/

Once Again (Hang Massive)
The instrument played is called a Hang. It is a new hand crafted
instrument, made it Switzerland since the year 2000.
https://www.youtube.com/watch?v=xk3BvNLeNgw

Humans across the world dance to the same beat
Learning to dance is easy, fun, and healthy.
http://www.eurekalert.org/pub_releases/2015-06/uoe-hat062615.php

Pre-lecture diagrams help students take better notes, learn more
To prove this, first consider the Oil Price diagram showing by following
the link below.  Second, attend the one hour lecture about oil prices that
will be delivered on Friday evening, beginning at 21:00.  (Those having
difficulty falling asleep are especially encouraged to attend.)
http://www.eurekalert.org/pub_releases/2015-06/wuis-pd060915.php

Economically viable oil reserves by price of Brent Crude, bns of barrels
At what price per barrel is YOUR country in deep economic trouble?
http://www.economist.com/blogs/graphicdetail/2015/07/daily-chart-7

QUIZ: Do you think like an entrepreneur?
Eight simple questions that can reveal a lot about you in a hurry.
http://news.sciencemag.org/scientific-community/2015/06/quiz-do-you-think-entrepreneur

Ernst and Young drops degree classification threshold for graduate
recruitment
‘No evidence’ that success at university is linked to achievement in
professional assessments, accountancy firm says
[Thanks, Joe!]
https://www.timeshighereducation.co.uk/news/ernst-and-young-drops-degree-classification-threshold-graduate-recruitment

The Swimming Song (Kate & Anna McGarrigle)
Learn to swim this summer.  It just might save your life one day.
https://www.youtube.com/watch?v=r4ZrBxJHxo0

I look forward to hearing your thoughts on this topic, or on any other.

Yours,
Damian

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

1.306.633.2001 (x8881)

www.trainnorth.ca

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3078

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ACET Secretariat  [ap.tvet@unesco.org]
Sent: 2015-08-13
Subject: Kuala Lumpur Declaration

Dear e-forum members,

We are very pleased to share with you that the Asia-Pacific Conference on
Education and Training (ACET) concluded in Kuala Lumpur, Malaysia, last
week (3-5 August 2015).

We believe that our diverse and dynamic group of speakers and panelists
provided in-depth insights into policies and practices that can contribute
to transforming technical and vocational education and training (TVET) in
the Asia-Pacific region.

In an effort to create momentum for this transformation, an outcome
statement – the Kuala Lumpur Declaration – was endorsed by ministers at
ACET. We are pleased to inform you that the Declaration is now available
online:
http://www.unescobkk.org/fileadmin/user_upload/epr/TVET/ACET_2015/KL_Declaration.pdf

The eight recommendations outlined in the Declaration are set to guide TVET
development in the Asia-Pacific region in the coming years. To review
progress made, the 2nd Asia-Pacific Conference on Education and Training
will be held in 2018. We hope to see you there!

ACET Secretariat
UNESCO Bangkok office

Conference webpage:
http://www.unescobkk.org/education/tvet/asia-pacific-conference-on-education-and-training/?utm_medium=emai

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cvaacfp [cvaacfpbulletin@gmail.com]
Sent: 2015-08-09
Subject: The CVA-ACFP July 2015 Newsletter is out! / Infolettre de l’ACFP de juillet 2015

In English http://cva-acfp.org/a/2015-07-en.html
In French http://cva-acfp.org/a/2015-07-fr.html

Each month, the Canadian Vocational Association presents a survey of
relevant links and documents on various specializations and topics related
to the field of professional training.
The Newsletter is in English and French.
—-
Tous les mois, l’Association canadienne de la formation professionnelle
vous présente une compilation de documents et de liens pertinents sur
différentes spécialités et thématiques liés au domaine de la formation
professionnelle.
Le bulletin est en anglais et en français.
_____________________
Become a member http://cva-acfp.org/membership/becoming-a-member/ ;
Join us in
-LinkedIn
https://www.linkedin.com/groups?home=&gid=3603028&trk=my_groups-tile-grp ;
-Twitter  https://twitter.com/CVA_ACFP
-Scoop.It! @Canadian Vocational Association / Association canadienne de la
formation professionnelle  Includes all the tags / inclue les étiquettes

To subscribe to this free Newsletter http://cva-acfp.org/

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3066

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abuubaida abdullahi [mailto:abuubaidaabdullahi@gmail.com]
Sent: 2015-08-05
Subject: How TVET implement the administration and planning

Dear Members,
I’m A. A Shettima from University Of Nigeria Nsukka. I want to know how
TVET implement the administration and planning.
thanks.

===================
Dear A. A Shettima,

thank you very much for your contribution. Could you please expand a bit
and explain the context of your question so that e-Forum members are in a
better position to give helpful responses? Please say what your position is
and why you ask these questions, are you a researcher or practitioner or
policy-maker etc. What exactly is your task? Are you talking about a
school, or a training centre?  Maybe you find something here:
http://www.giz.de/expertise/html/5399.html, see under “Institutional
Capacity Building”, note that the documents with –en- in the filename
are in English.

Good luck and best regards
the e-Forum moderator

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3064

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Sabine Manning [mailto:sabine.manning@wifo.b.shuttle.de]
Sent: 2015-08-03
Subject: [L&W] Latest news on European research in learning and work – August 2015

Newsletter for European Research in Learning and Work [L&W]
Edition: August 2015 [www.news.wifo-gate.org]
For full version WITH WORKING LINKS see
http://www.b.shuttle.de/wifo/educ/news1508.htm

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

__________

Dear Colleagues

Many thanks to all who contributed information for this edition of the L&W
Newsletter. Particularly worth noting are calls for papers relating to: the
MED DIET 2016 Conference, University of Algarve (see Conferences) and the
European Journal RELA (see Publications), and a questionnaire for the
IMPACT Project Online Survey (see Projects).

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

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

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

MED DIET 2016 Conference
The 1st Algarve International Conference on Mediterranean Diet: Health,
Wellbeing and Tourism to be held at the University of Algarve, Faro,
Portugal, 17-19 March 2016
The Conference is organized by the Research Centre for Spatial and
Organizational Dynamics (www.cieo.pt) in partnership with the Chaire Unesco
“Alimentations du Monde” (www.chaireunesco-adm.com) as a cooperative action
between the University of Algarve and the Institute Nationale de Recherche
Agronomique, Montpellier. In 2013, coordinated by the Tavira Municipality,
Portugal together with other seven countries were able to promote the
Mediterranean Diet to be awarded the prestigious UNESCO distinction of
Intangible Cultural Heritage of Humanity. Its practice affects contemporary
societies, improving their forms of social interaction. The meal is at the
heart of this practice and the use of certain natural food products as
well. It is important to know this social context in order to benefit from
its multiple learning opportunities in fields such as: gastronomy, health,
welfare, social coexistence and interrelation and land use in Mediterranean
eco-systems. This conference aims to increase the awareness and
understanding of the impact of the Mediterranean dietary way of life, as
well as to disseminate the research work that is taking place on this
subject. The Call for Abstracts and further details can be found on the
conference website: http://cieo15.wix.com/mediterranean-diet
(Posted by Julieta Rosa <jarosa@ualg.pt> on behalf of Teresa de Noronha)

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

________________________________________
Networks

ESREA triennial conference 2016
In order to encourage the widest possible forum for the exchange of ongoing
research activities, ESREA holds a European Research Conference every three
years. The triennial conferences were held 1995 in Strobl, 1998 in
Bruxelles, 2001 in Lisbon, 2004 in Wroclaw, 2007 in Seville, 2010 in
Linköping and 2013 in Berlin. Now the ESREA 2016 triennial conference will
take place at Maynooth University, National University of Ireland between
7th-11th of September 2016. Title: Imagining diverse futures for adult
education: questions of power and resources of creativity. Details on
registration, accommodation and submitting abstracts will be circulated
shortly as well as published on www.esrea.org (see Conferences).
(Info received via ESREA Newsletter c/o Sofia Nyström
<sofia.nystrom@liu.se>)

ETF Platform for Continuing Professional Development
The European Training Foundation (ETF) has launched a virtual platform
dedicated to Continuing Professional Development for VET teachers and
trainers in South East Europe and Turkey.  The purpose of the platform is
to share knowledge about policy and practice in CPD but also to encourage
discussion and research.  The site already offers background reports on
policy, and we are adding findings from teachers surveys, literature
reviews and mapping reports. Check out the platform at
https://connections.etf.europa.eu/communities/service/html/communitystart?communityUuid=f189282a-10bb-4071-84b0-3394f4f4b73d
You may register to join the platform (ETFs Community Registration Form).
There is also a call for action research demonstration projects.
(Info received from Julian Stanley <Julian.Stanley@etf.europa.eu>)

CVER at the LSRN Workshop
Sandra McNally introduced the Centre for Vocational Education Research
(CVER) at the Learning and Skills Research Network (LSRN) Strategic
Workshop held in London on June 3rd 2015. The Network brings together those
interested in research on vocational education and training (VET) and is an
excellent platform for networking between practitioners, researchers and
policy makers. The workshop was an opportunity to learn about the work of
the Commission on Adult Vocational Teaching and Learning and the Education
Training Foundation (a presentation was given by Richard Atkins, Principal
at Exeter College, and Jenny Williams, Director of Vocational Education and
Training, ETF). CVER is pursuing a three year research agenda, which is
scrutinised by our Steering Group, and is a dynamic process. Events like
the LSRN Strategic Workshop enable us to meet practitioners and VET
researchers of other disciplines, which in turn feeds back into the design
of our research programme. It can also lead to interesting partnerships to
test and evaluate policy interventions that can only be implemented with
the help of other organisations. We are very happy to receive comments and
suggestions on our activities and research, which can be sent to
cver@lse.ac.uk. Further information see http://cver.lse.ac.uk/
(Info received from CVER/Jo Cantley <j.m.cantlay@lse.ac.uk>)

UFHRD Newsletter: The latest issue of the Newsletter (2/15) published by
the University Forum for Human Resource Development (UFHRD) is available at
http://www.ufhrd.co.uk/wordpress/ufhrd-newsletter-issue-2-2015/ It includes
a report on the 16th International Conference on Research and Practice
Across Europe, the Awards presented at the Conference, a range of items
from Council and Forum members and Calls for Papers/ Calendar. Contact:
Rick Holden <R.J.Holden@LJMU.AC.UK>
(Info received via UFHRD mailing list c/o Rick Holden)

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

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

________________________________________
Programmes

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

________________________________________
Projects

IMPACT Project Online Survey
IMPACT is a research and development project that analyses web-supported
learning and teaching in connection with the validation of learning
outcomes. It aims at understanding how educational professionals use
web-based learning environments and Open Educational Resources (OER) as
well as approaches and instruments for the validation of learning outcomes
in their practice. The project aims at creating a holistic learning and
validation environment and interfaces between existing web-based learning
and validation instruments. This system is to be developed based on the
feed-back and the requirements from practice – therfore we highly
appreciate your input and expertise. Please answer the online questionnaire
available at: http://survey.bupnet.de/index.php/433349/lang-en The online
survey on hand is distributed to more than 3000 selected educational
experts in Europe. It consists of 4 parts: Introduction and statistical
background data; Utilisation of web-supported learning environments and
OER; Validation of learning outcomes and connection to web-based learning;
Establishment of a web-based validation instrument to connect learning
assessment and validation. It will take you approximately 15 min to
complete it. Thanks a lot for your commitment! Your IMPACT team.
(Info received via ESREA ReNAdET mailing list)

REALTO – online platform to support reflection in dual VET systems
Dual track VET programs (implemented for example in German, Austria, and
Switzerland) aim to connect learning in school and workplace contexts. The
research project DUAL-T (dualt.epfl.ch), chaired by Prof. Pierre
Dillenbourg and coordinated by Dr. Beat Schwendimann, investigates how
innovative technologies can serve as boundary-crossing spaces between
vocational schools and workplaces. Currently, DUAL-T researchers are
developing a new online platform, REALTO. Time for reflection is often
limited in the workplace. REALTO allows learners to quickly capture
experiences (as texts, photos, or videos) and use them for later reflection
activities. REALTO is being developed in an iterative co-design process
with professional associations, teachers, supervisors, learners, and
researchers. The REALTO community involves partners from different European
research institutions, including Germany, UK, The Netherlands, and
Switzerland. REALTO is currently in the pilot phase and is being
implemented in different vocational schools. The pilot phase aims to
identify the specific needs of different professions and adapt REALTO
accordingly. REALTO will be made freely available to all European (and
non-European) VET stakeholders. Link:
http://dualt.epfl.ch/page-121584-en.html
(Info received from Beat Schwendimann <beat.schwendimann@gmail.com>)

Results of GR-EAT Survey on Volunteers’ competences
In the framework of the GR-EAT project (AEGEE), EUCIS-LLL led a survey
approaching employers on how they value volunteering in recruitment (see
L&W Newsletter April 2015). Led from February to April 2015, it gathered
131 responses destined to evaluate the recognition of non-formal and
informal learning prior, for and during employment. Three mismatches were
revealed: first, between the value employers give to volunteering and their
capacity to assess it; second, between assessment tools and employers’
knowledge of their existence, as well as correspondence to their needs;
third, between the competences gained by volunteers and their capacity to
highlight them to employers. Read the full survey at
http://www.eucis-lll.eu/
(Received via EUCIS-LLL Newsletter #104 c/o
<claudia.engstrom@eucis-lll.eu>)

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

________________________________________
Publications

RELA – two calls for papers
The next thematic issue of the European Journal for Research on the
Education and Learning of Adults (RELA) focuses on “Marketization and
commodification of adult education”. RELA invites papers that critically
analyse and problematise how marketization and/or commodification takes
shape within adult education practices in diverse geographical locations
and educational sectors, as well as papers that focus on what the
consequences of marketization are on policies and practices of adult
education. Lead editors for this issue: Andreas Fejes
(andreas.fejes@liu.se) & Henning Salling Olesen (hso@ruc.dk). Call for
papers at http://www.rela.ep.liu.se/documents/CFP_Marketization.pdf -
Submission deadline: November 1, 2015.
A further RELA call for papers deals with the “Social economy as an
alternative to capitalism: Learning , solidarity and autonomy”. Two types
of articles are welcome: Conceptual or review articles problematizing
aspects of social economy and solidarity, in terms of its multiple
relationships with adult education and learning; Empirical studies which
analyse social economy experiences and provide reflections of its education
and learning aspects. Lead editors for this issue: António Fragoso &
Henning Salling Olesen. Papers should be submitted to aalmeida@ualg.pt and
hso@ruc.dk. Deadline: December 31, 2015. Calls for papers and Instructions
for authors at www.rela.ep.liu.se.
(Info received via ESREA mailing list c/o Andreas Fejes)

Francophone perspectives on learning through work
Filliettaz, L. & Billett, S. (Eds.) (2015). Francophone perspectives on
learning through work: Conceptions, traditions and practices. Springer,
Dordrecht, The Netherlands. ISBN 978-3319186696 [Details]
As English has become the dominant language of scholarship, there is a
growing risk that concepts, traditions and practices from outside the
Anglophone world will become under-represented, ignored or even lost. For
instance, accounts of learning through and for work have predominantly been
advanced through accounts in English. Yet, workplaces as sites for learning
have long been emphasised in the Francophone world, which has developed
distinct traditions and conceptions of associations between work and
learning. Yet, whilst being accepted and of long standing in the
Francophone world, these conceptions and traditions, and the practices
supporting them are little known about or understood in the Anglophone
world. This book seeks to address this problem through drawing on
Francophone accounts from France, Switzerland and Canada that make
accessible and elaborate these traditions, conceptions and practices
through examples of their applications to occupationally related learning.
These accounts offer variations and culturally-specific developments of
these traditions, but collectively emphasize a preoccupation with how both
work and learning need to be understood through situated considerations of
persons enacting their work practice. In this way, they offer noteworthy
and worthwhile contributions to contemporary global considerations of
learning through work.
(Posted by Stephen Billett <s.billett@griffith.edu.au>)

The ‘Erfahrraum’: A pedagogical model
Schwendimann, B. A., Cattaneo, A. A. P., Dehler Zuffrey, J., Gurtner, J.
-L., Bétrancourt, M., & Dillenbourg, P. (2015). The ‘Erfahrraum’: A
pedagogical model for designing educational technologies in dual vocational
systems. DOI: 10.1080/13636820.2015.1061041 [due to appear in an upcoming
issue of IJVET]
Vocational education taking place in the dual contexts of workplace and
school (for example in Germany, Switzerland, and Austria) often lacks
integration of concrete experiences with theoretical knowledge. The
interplay between workplace and school contexts and their often
antagonistic priorities call for a specific model that transforms these
divergences into learning opportunities and connects different forms of
knowledge into an integrated body of knowledge that contributes to
developing vocational competence. This paper presents a multi-dimensional
pedagogical model, called the ‘Erfahrraum’, for the design and
implementation of educational technologies as a way to foster this
integration in initial dual VET (however, the concept of creating a digital
boundary-crossing space to encourage reflections between workplace and
school contexts is relevant to both dual and non-dual VET systems). The
‘Erfahrraum’ model informs the design of shared boundary-crossing spaces
for capturing and reflecting on experiences made in different contexts in
which VET takes place. The model particularly emphasizes the importance of
shared reflection processes to turn concrete experiences into relevant
integrated knowledge. Examples of implementations in different professions
using a range of different technologies illustrate the power of the
‘Erfahrraum’ model.
(Info received from Beat Schwendimann <beat.schwendimann@gmail.com>)

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

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

view thread online:
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Dr. Md. Sakawat Ali [sakawat_ali@yahoo.com]
Sent: 2015-08-01
Subject: Skills Gap and Measurement of Skills Gap in TVET

Dear e-forum Members,

As-salamu alaikum. It is true that most of the TVET institutions around the
globe have a common problem like skills gap. Everyone has the target to
minimize the skills gap. Could anyone help me by giving idea (by providing
documents) or by giving references on classicification of skills gap or
types of skills gap? Also how can we measure the skills gap of TVET
institutions or TVET graduates?

Dr. Engr. Md. Sakawat Ali
Principal
Bangladesh-Korea Technical Training Centre (BKTTC), Dhaka
Mirpur Road, Darus-Salam, Dhaka-1216, Bangladesh
Phone: +88-02-9000184(Off),+88-02-9000116(Res)
Mobile: +88-01552398373, +88-01711976709
E-mail: sakawat_ali@yahoo.com, principalbkttc67@yahoo.com
Website: www.skilledbangladesh.info/Bangladesh_Korea

view thread online:
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Dr(Mrs) V.F. Doherty [funmilayodoherty@yahoo.co.uk]
Sent: 2015-08-03
Subject: NVA 23rd Annual International Conference at YCT, Nigeria

The Nigeria Vocational Association (NVA) is hosting her 23rd Annual
International Conference for the first time in a Polytechnic from August
5-8, 2015 at the Multipurpose Hall, Yaba College of Technology, Lagos
Nigeria.
This year’s theme is Partnership in TVET for National Development.

Sub-themes include:
- TVET private sector partnership for national development
- TVET workplace partnership
- TVET, science and technology for national development
- Creating and maintaining partnerships for entrepreneurship etc.

The keynote address will be delivered by Prof. Olu Aina, pioneer of the
Vocational and Technical Education at Ahmadu Bello University, Zaria and
the National Business and Technical Examinations Board (NABTEB) Nigeria.

More information can be found on the following links:
http://www.nigeriavocationalassociation.org/
http://yabatechunevoc.org/tvet/greening-events/94-nvaconference

Attachment:

NVA 23rd Annual International Conference
http://www.unevoc.unesco.org/e-forum/NVA.jpg

view thread online:
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Jeffrey Matu [mailto:jmatu@fhi360.org]
Sent: 2015-07-30
Subject: Africa TVET Competition Invitation

Competition:
TVET for the 21st Century in Africa
The Most Promising Practices on the African Continent

*Do you work with a technical vocational education and training (TVET)
program in Africa that is delivering skills for the 21st century?

*Do you work with a TVET program in Africa whose students are finding jobs
and becoming successful entrepreneurs?

*Do you work with a TVET program in Africa that is demand-driven and
employer-led?

If so, you’ll definitely want to nominate it for the TVET for the 21st
Century in Africa Competition.

Competition is open from August 1 – 31, 2015
Go To www.wfconnections.org for more information and application forms in
English, French, Arabic and Portuguese.

——————————

————-
Competition Open  -  August 1 – 31, 2015
——————————————-
Public Voting  -     September 1 – 10, 2015
——————————————-
Winners Announced -  October 1, 2015
——————————————-
AU Specialized Technical Committee Meeting
——————————————-
Showcasing Winners – October 26 – 28, 2015

Please email aup@fhi360.org by August 15, 2015 if you have any questions
about this competition.

http://www.wfconnections.org

Attachment:

Africa TVET Competition Invitation
http://www.unevoc.unesco.org/e-forum/Africa-TVET-Competition-Invitation.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3059

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UNESCO and UNEVOC Network participation in WorldSkills Brazil 2015

UNESCO and UNESCO-UNEVOC are pleased to participate in and contribute to
WorldSkills São Paulo on 11-16 August 2015 and to facilitate the
involvement of several UNEVOC Centres in the programme. Running in parallel
to the WorldSkills competition, the WorldSkills Conference programme brings
together leaders in the field of Technical and Vocational Education and
Training (TVET) to discuss current global skills issues. The conference
programme provides a rich learning experience through the different
discussion and plenary sessions and is also an opportunity for networking
with leading international TVET stakeholders.

UNESCO-UNEVOC is contributing to the following sessions of this major
event:

SKILLS, SUSTAINABILITY, AND THE POST-2015 DEVELOPMENT AGENDA

Representatives from international agencies and organizations active in the
field of skills development will come together to discuss future
international cooperation and development. The panel will address three
main dimensions: why skills for work and entrepreneurship are important to
the post-2015 agenda; what are the key inter-relationships between skills
and other key development sectors; which skills development strategies,
policies and programmes, and what forms of work-based learning, including
apprenticeships, are most effective in addressing the economic, social,
environmental, and political priorities of the new sustainable development
agenda. Drawing on the experience of members of the Inter-Agency Group on
Technical and Vocational Education and Training, this panel discussion will
offer insight into best practices around the world and provide an
opportunity to exchange ideas.

Keynote speaker: Borhene Chakroun, Chief, Section of Youth, Literacy
and Skills Development, UNESCO HQ

Panellist: Shyamal Majumdar, Head of UNESCO-UNEVOC

Other panellists include senior representatives from the OECD, the
European Commission and the German Federal Institute for VET (BIBB), which
is a UNEVOC Centre.

PROSPECTIVE METHODOLOGIES FOR SKILLS DEVELOPMENT

The education systems around the world face various problems of imbalances
between supplying vocational training and the demand for skills derived
from the production system. There are several reasons for these imbalances,
such as the gap between academic curricula and the demands of industry and
the difficulty of vocational training institutions to attract qualified
students. The purpose of this session is to encourage the exchange of
experiences between the institutions that are applying forecast methods and
prospective foresight to anticipate demands for qualifications.

Borhene Chakroun, Chief, Section of Youth, Literacy and Skills Development,
UNESCO HQ, will be one of the panellists in this session.

UNDERSTANDING THE UNEVOC NETWORK: A NETWORKING EVENING

This reception aims to create an open space for networking among
participants from different sectors, including the private sector, NGOs,
government, and UNEVOC Centres across regions. It will provide an excellent
opportunity for UNEVOC Centres to get introduced to TVET professionals from
other institutions, countries and sectors, make short pitches to discover
similarities, identify common challenges, explore synergies, and build
partnerships. The aim of this reception is to enable the creation of
contacts and exchange ideas through a semi-structured informal gathering.
UNEVOC Centres from all of UNESCO’s five regions will be present: Asia
and the Pacific, Africa, the Arab States, Latin America and the Caribbean,
and Europe and North America.

Interested delegates from UNEVOC Centres will also have the opportunity to
take part in a study tour organised by one of our UNEVOC Centres in Brazil,
the National Service for Industrial Training (Serviço Nacional de
Aprendizagem Industrial) SENAI. SENAI, who joined the UNEVOC Network
earlier this year, is also one of the main partners of WorldSkills São
Paulo.

Full details on the conference programme are available here:
http://www.worldskillssaopaulo2015.com/en/events/conference/12-august-2015-future-trends/

More about WorldSkills São Paulo: http://www.worldskillssaopaulo2015.com/

Read this article online:
http://www.unevoc.unesco.org/go.php?q=UNESCO+and+UNEVOC+Network+participation+in+WorldSkills+Brazil+2015

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3057

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ICT Newsletter UNESCO Bangkok [mailto:ict-newsletter.bgk-request@lists.unesco.org]
Sent: 2015-07-31
Subject: ICT in Education Newsletter July 2015 – UNESCO Bangkok

The ICT in Education Newsletter, July 2015, is now available. Please feel
free to forward it to members of your networks.  To view online, click
here: http://www.unescobkk.org/index.php?id=16223

July 2015 | UNESCO Bangkok Office

Dear readers,
The Incheon Declaration calls for urgent attention to education that is
holistic, inclusive and aspirational, and stresses the significant role of
teachers and educators in transforming education and achieving quality
lifelong learning for all. This month’s newsletter highlights how
teachers and educators can be empowered, supported and motivated through
and for the use of ICT, ranging from an ICT-supported professional learning
network in Canada to a preservice training programme in Singapore to an
in-service e-learning programme in Korea.
We hope you enjoy reading this edition!

Please let us know if you have any comments or suggestions.
Flickr/cybrarian77

Highlights:

*Invest in Teachers (by UNESCO Bangkok, APEID/ICT in Education)*
This article underlines the importance of investing in teachers, their
training, continuous development and support in the backdrop of the global
initiatives of providing inclusive, equitable and quality education.

*Developing Singapore Teachers’ Technological Pedagogical Content
Knowledge for 21st Century Learning (by Prof Ching Sing Chai and Joyce Hwee
Ling Koh)*
This article provides an overview of the Technological Pedagogical Content
Knowledge (TPACK) for 21st century learning designed to promote teacher
ability to develop meaningful classroom activities, underlining the
importance of technological, pedagogical and content knowledge.

*Policies to Promote e-Learning Teacher Training: Korean case (by Dr Jin
Sun Yoo)*
Written by the KERIS Research Fellow, Jin Sun Yoo, the article shares the
Korean approach to e-learning as a mode for teacher training. The author
provides the background information of the training program procedures in
the country, incentives used to attract more teachers, the benefits of
public and private partnerships, as well as some useful recommendations for
the interested governments in developing such a policy and programme.

If interested in this and much more, read the full newsletter at
http://www.unescobkk.org/index.php?id=16223

Visit the ICT in Education website: http://www.unescobkk.org/education/ict

view thread online:
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UNESCO Chair Invitation “Call For Proposals and Events” — Tech4Dev2016: From Innovation to Social Impact | EPFL, 2-4 May 2016 Switzerland

2016 International Conference
UNESCO CHAIR IN TECHNOLOGIES FOR DEVELOPMENT: FROM INNOVATION TO  SOCIAL IMPACT
2-4 May 2016 | Ecole Polytechnique Fédérale de Lausanne (EPFL), Lausanne, Switzerland

CALL FOR BREAKOUT SESSIONS AND EVENT PROPOSALS
http://cooperation.epfl.ch/2016Tech4Dev

Dear Colleagues,

Are you interested in the development of innovative technology solutions to advance inclusive social and economic development in the Global South?

The 4th International Conference of the UNESCO Chair in Technologies for Development, Tech4Dev 2016,  gives you an opportunity to:

- Present your research at a unique multidisciplinary Conference focused on innovative technologies for social impact in the Global South.
- Network across disciplines and fields of technology, to promote the development, deployment, adaptation, and scaling of new solutions for the Global South.
- Identify opportunities for collaboration with diverse stakeholders – academics, students, engineers, entrepreneurs, policymakers, practitioners, and social scientists – interested in technological innovation in the Global South.
- Participate at the fabulous social event of the Conference taking place in the Lavaux Vineyards, a UNESCO World Heritage Site.

In keeping with the spirit of the Conference, Tech4Dev 2016 is delighted to invite researchers, students, practitioners, industry or anyone interested in critical issues in Technologies for Development to submit proposals for breakout sessions or events.  The success of any conference is due to the creative input of its participants!

Tech4Dev 2016 welcomes, in particular, proposals with creative formats and innovative approaches to generating discussion. Sessions and events will be considered that address one or more of the core thematic areas of the conference. Submissions should emphasize the value of technological innovation while also acknowledging the limits of technology in generating inclusive social and economic development.

Core Thematic Areas:

- Technologies for Humanitarian Action
- Medical Technologies
- Science and Technology for Disaster Risk Reduction
- Technologies for Sustainable Access to Energy
- ICT for Development
- Technologies for Sustainable Habitat and Cities

Proposals for breakout sessions or events should be submitted online using the prescribed template no later than 11 September 2015.

Further instructions can be found on the conference website: http://cooperation.epfl.ch/2016Tech4Dev

We would also be grateful if you could help us in circulating the attached material to all your contacts, networks, etc. If possible, please also include a link on your website.

We look forward to seeing you all in Lausanne!

Best wishes,

Eileen Hazboun
UNESCO Chair Coordinator

Cooperation & Development Center (CODEV) | UNESCO Chair in Technologies for Development | Ecole Polytechnique Fédérale de Lausanne (EPFL) | Tel: +41 (0)21 693 6048 | Email: Tech4Dev@epfl.ch | http://cooperation.epfl.ch/2016Tech4Dev

If you are not pjpunt@umich.edu and would like to join
the sdg Mailing List, please click here to
SUBSCRIBE:

join-sdg@lists.iisd.ca

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UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2015-07-22
Subject: Call for Nominations – UNESCO-King Hamad Bin Isa Al Khalifa Prize for the Use of ICTs in Education

==============================

================================
UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICTs in EducationTheme for the 2015 edition of the  Prize: Pedagogical Innovation in the Use
of ICT in Teaching and Learning.

Further information:
http://www.unesco.org/new/en/unesco/themes/icts/ict-in-education-prize/

==============================================================
Prix UNESCO-Roi Hamad bin Isa Al-Khalifa pour l’utilisation des TIC dans
l’éducation

Le thème de l’édition 2015 du Prix est L’innovation pédagogique dans
l’utilisation des technologies de l’information et de la communication
(TIC) dans l’enseignement et l’apprentissage.

Plus d’informations:
http://www.unesco.org/new/fr/unesco/themes/icts/ict-in-education-prize/

==============================================================
El Premio UNESCO-Rey Hamad bin Isa Al Khalifa para la Utilización de las
Tecnologías de la Información y la Comunicación en la Educación

El tema del Premio de 2015 es la innovación pedagógica y el uso de las
TIC en la enseñanza y el aprendizaje.

Más información:
http://www.unesco.org/new/es/unesco/themes/icts/ict-in-education-prize/

==============================================================
More information IN ARABIC:
http://www.unesco.org/new/ar/unesco/themes/icts/ict-in-education-prize/

==============================================================
FURTHER INFORMATION IN ENGLISH

The UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICTs in
Education, funded and established since 2005 by the Kingdom of Bahrain,
rewards individuals, institutions, and Non-Governmental Organizations for
projects and activities which demonstrate best practices in, and creative
use of, ICTs to enhance learning, teaching and overall educational
performance. It is UNESCO’s only prize in the field of ICT in education
and seeks to recognize the organizations and individuals that are embracing
ICT as a pedagogical ally and, in turn, make learning more effective. While
acknowledging the importance of teaching innovations supported or enabled
by ICT, it is essential that innovations ensure the security of children
and promote the values and attitudes that are relevant to the building of
sustainable and peaceful societies.

In an effort to enhance learning, ICT is increasingly being used to
personalize learning, differentiate instruction, fuel learning in contexts
outside of classrooms, share resources, collaborate, streamline assessment
and ‘flip’ classrooms. Yet the impact of these innovations needs to be
assessed, recognized and enlarged.

Two prizewinners will be designated by UNESCO’s Director-General on the
basis of the recommendations of an international jury. Each winner will
receive a diploma and a monetary award (USD 25,000).

Winners of the 2015 Prize will be announced and awarded during a ceremony
at UNESCO Headquarters in Paris in early 2016.

To submit your application, please contact your National Commission or an
International Non-Governmental Organization (NGO) maintaining official
relations with UNESCO and working on the themes covered by the Prizes. The
submission form can be downloaded.

The deadline for submission of all nomination files is 10 November 2015.

Application Guidelines:
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/Guidelines_UNESCO-Prize-ICT-ED2015.pdf

Submission form:
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/Submission-form_UNESCOPrizes-ICT-ED2015.doc

view thread online:
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Dr R. Hassan [pityme40@gmail.com]

Hi you can get that video from TESDA website, http://www.e-tesda.gov.ph/
They provide online open source material for online learning. Good luck.

Rgds
Razali
UTHM Malaysia

view thread online:
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Damian Boyle [mailto:boyle.damian@northlandscollege.sk.ca]
Sent: 2015-07-21
Subject: RE: Video for Teaching Building Technology Courses

Good Day, Igberadja Serumu!

First, I do not know a specific source for Training Videos that are freely
available, other than YouTube (as was mentioned previously by ajemetal82).
That said, I highly recommend  a review of Katherine Hake’s Vocational
Information Center:  http://www.khake.com/index.html

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Pascal Mabille [pas.mab@gmail.com]
Sent: 2015-07-22
Subject: RE: Video for Teaching Building Technology Courses

Hello to everyone,

Allow me to briefly introduce myself. My name is Pascal Mabille, President
of the TVET Academy, a Not-for-Profit NGO. Our mission is to help
vocational training in developing countries.  http://tvetacademy.org/   You
may want to look at our presentation video (accessible from our Home Page)
to understand who we are and what we’re trying to do.

The TVET Academy intends to be some sort of vocational training MOOC
(Massive Open On Line Courses) for TVET Teachers (and students) with the
following attributes:
* Open Education Resources
* Usable in the workshop on a simple mobile projector without computer nor
Internet.
* Multi languages: initially Spanish, English and French to cover most of
Latin America, Africa and some countries in Asia.
* Multi sectors and careers: construction, hotel and catering, information
technology, mechanics, agriculture, textile ….
* Multi partners feeding the Website both in the developed and developing
countries.
* Multi contents, i.e. not only vocational training videos, PPT and quiz
but also, entrepreneurship trainings, self employment business plans,
successful behaviors at work, former students success stories, etc…
* partners can customize their own version of the TVET Academy with their
own content without intervention from the Central team

To view a couple of samples, you may want to have a look at
Masonry in French:
http://www.tvetacademy.org/index.php?option=com_content&view=article&id=234&Itemid=293&lang=fr

Cooking in English
http://www.tvetacademy.org/index.php?option=com_content&view=article&id=161&Itemid=288&lang=en
Agriculture in Spanish
http://www.tvetacademy.org/index.php?option=com_content&view=article&id=8&Itemid=208&lang=es

Our hope would be to have many teachers and professionals around the world
feeding the website with good quality OER. The platform is free.

I think I’ll stop here and await comments.
Pascal Mabille

PS: fyi our previous name was Connected Schools and we went through a 5
year pilot project in Cambodia. You can access our Khmer Website:
http://trainingcontents.connectedschools.org/
All pedagogical resources are Open Education Resources but in Khmer
Altogether it represents close to 200 hours of video recordings on 15
different topics which we realized between 2009 and 2013. Quality is
uneven, some are very good, some are too long and not concise enough. But
in general the satisfaction  level was very high among both students and
teachers. I can send metrics reports to those interested.

view thread online:
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Dr.Vinay Swarup Mehrotra [mailto:drvs.mehrotra@gmail.com]
Sent: 2015-07-09
Subject: Tool for gauging aptitude of students for vocations

Dear All,

Greetings from PSSCIVE!

Is there any tool/instrument available for gauging the aptitude of students
for various job roles/vocations.

V.S.Mehrotra

Dr. Vinay Swarup Mehrotra
Professor & Head
Curriculum Development and Evaluation Centre (CDEC),National Skills
Qualifications Framework (NSQF) Cell and Electronic Media Development
Centre (EMDC)

PSS Central Institute of Vocational Education (PSSCIVE), a constituent unit
of NCERT, an autonomous body under Ministry of Human Resource Development
(MHRD),GoI, Shyamla Hills, Bhopal – 462 013, M.P., India.

Website: www.psscive.nic.in; www.cive.org
Telephone (O) :+91-0755 – 2704117 (D), 2704100, 2660691
Fax:+91-0755-2660481
Mobile: 08989405443; 09424485821.
E-mail: drvs.mehrotra@gmail.com, vsm_1@hotmail.com

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UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2015-07-14
Subject: Warning for Fake UNEVOC Job Postings

Dear e-Forum members,

It has come to our attention that false job postings have been circulated
on behalf of UNESCO-UNEVOC. You can recognize the counterfeits by the email
domain unevoc-unesco.org to which applications are to be sent, and by a
clearly forged New York address (UNESCO-UNEVOC is located in Bonn,
Germany). Job postings are advertised solely on our website:
http://www.unevoc.unesco.org/go.php?q=page_employment

Sorry for any inconvenience this may has caused,
Many greetings,
e-Forum Moderator

view thread online:
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Katharina Kerres [k.kerres@unido.org]
Sent: 2015-07-21
Subject: Re: Monitoring and Evaluation in the Apprenticeship system

Dear Mr Johnson,

UNIDO has developed some material on M&E of TVET public private
partnerships. You can find it here:
- http://lkdfacility.org/resources/ppdp-me-toolkit.html
-
http://lkdfacility.org/files/Documents/Knowledge%20Products/web_%20LKD%20Facility_How-To%20Guide_Monitoring.pdf

view thread online:
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Moustafa Wahba [mailto:mmm.wahba@gmail.com]
Sent: 2015-07-21
Subject: Re: Monitoring and Evaluation in the Apprenticeship

Dear Katharina

More material on M&E of TVET Public Private Partnerships PPPs are included
as part of the course which I am addressing on “Monitoring & Evaluation
M&E of TVET & TVET Institutions”:
http://www.unevoc.unesco.org/e-forum/Monitoring—Evaluation-M-E-of-Enterprises-–TVET-Institutions—-Course-O_.docx

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

view thread online:
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Jutta Franz [mailto:franzjutta@web.de]
Sent: 2015-07-21
Subject: Re: TVET Research Methods

Dear Martin,

UNESCO/Pole de Dakar together with the World Bank, Unicef and Global
Partnership for Education recently published Methodological Guidelines for
Education Sector Analysis (see link below, available in English and
French). Chapter 10 in the second volume deals with the special case of
TVET. You may find this useful.

https://www.iipe-poledakar.org/en/news/education-sector-analysis-new-methodological-guidelines

Best wishes

Jutta Franz
Germany

view thread online:
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Damian Boyle [mailto:boyle.damian@northlandscollege.sk.ca]
Sent: 2015-07-21
Subject: RE: TVET Research Methods

Good Day, Martin Borg!

I am in the learning mode on the subject of Research at the moment, so am
definitely NOT an expert on this.

I don’t find a lot of books that I am satisfied are actually worth the
price of purchase, but can recommend these as being in my top 1%:

Internet Research Skills   (Third Edition, 2012)
Niall O Dochartaigh – National University of Ireland
https://us.sagepub.com/en-us/nam/internet-research-skills/book235596

Open Source Intelligence Techniques – 4th Edition (2015)
Michael Bazzell,  CCI Publishing
http://inteltechniques.com/book1.html

Experiential Learning: Experience as the Source of Learning and
Development, 2nd Edition
David A. Kolb, 2014
http://www.ftpress.com/articles/article.aspx?p=2273595

Take a look at this for a TVET perspective:

A Model for Research on Training T I Effectiveness E R
www.cdc.gov/niosh/docs/99-142/pdfs/99-142.pdf

I have posted links to a number of other research resources on EduNorth:
https://edunorth.wordpress.com/research/

Yours,

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

view thread online:
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Serena Gut [info@vpet-congress.ch]
Sent: 2015-07-22
Subject: Second VPET Congress: 20 – 22 June 2016 – THEME

www.vpet-congress.ch www.facebook.com/VPET.Congress

INTERNATIONAL CONGRESS ON VOCATIONAL AND PROFESSIONAL EDUCATION AND
TRAINING

Dear colleagues

The programme of the VPET Congress 2016 is in its planning stage and we are
pleased to announce the theme to be explored:

“From Skills to Prosperity – Sharing Elements of Success”

Its focus lies on the international exchange of successful principles
within different VPET systems. The Congress offers the opportunity to share
and learn from the experiences made in different education systems all over
the world and to find out about the core elements leading to successful
learning and implementation.

An example of international exchange is the declaration of intent on
Vocational Education and Training which was signed in mid-July by the
governments of Switzerland and the USA. Read more on:
https://www.news.admin.ch/message/index.html?lang=en&msg-id=58077
The first steps towards cooperation on this topic were done at the VPET
Congress 2014 in Winterthur, Switzerland.

Find out more about the VPET Congress from 20 – 22 June 2016 in
Winterthur, Switzerland on www.vpet-congress.ch and on
www.facebook.com/VPET.Congress

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Krolak, Lisa [l.krolak@unesco.org]
Sent: 2015-07-23
Subject: ALADIN Onliner Alert #5

Dear Members of the UNEVOC e-Forum,

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

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

TVET

*International*

Assessment of prior learning in adult vocational education and training
http://bit.ly/1MmOaJW
Source: International journal for research in vocational education and
training Vol. 2, No. 1: 39-58, 2015

Focus on vocational education and training (VET) programmes
http://bit.ly/1Gzl95E
Source: OECD, July 1, 2015
Languages: EN | FR

OECD Skills Outlook 2015
http://bit.ly/1MmO994
Source: OECD, May 27, 2015
Languages: EN | FR

Unleashing the potential: transforming technical and vocational education
and training
http://bit.ly/1RNffd5
Source: UNESCO, May 2015

*Europe and North America*

Analysis and overview of national qualifications framework developments in
European countries
http://bit.ly/1IihBMx
Source: Cedefop, July 14 2015

Back to School? Labor-Market Returns to Vocational Postsecondary Education
http://bit.ly/1SzVUXR
Source: Forschungsinstitut zur Zukunft der Arbeit, May 2015

European and national skill supply and demand forecasts for 2025
http://bit.ly/1GzmM3m
Source: Cedefop, June 30, 2015

Global inventory of regional and national qualifications frameworks
http://bit.ly/1GzmM3n
Source: UNESCO, ETF, CEDEFOP, May 27, 2015

National qualifications framework developments in Europe: Anniversary
edition
http://bit.ly/1Gzl95D
Source: Cedefop, May 2015

Qualification of adult educators in Europe: insights from the Portuguese
case
http://bit.ly/1MmPn3X
Source: International journal for research in vocational education and
training Vol. 2, No. 1, 2015

Spotlight on VET: Anniversary edition
http://bit.ly/1RNhnBF
Source: Cedefop, May 2015

A vocational education training policy for Malta
http://bit.ly/1RNffcX
Source: Malta Ministry for Education and Employment, April 2015

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

Best wishes,
Lisa Krolak
ALADIN coordinator
UNESCO Institute for Lifelong Learning (UIL)
Hamburg (Germany)

Attachment:

Aladin Online Alert #5
http://www.unevoc.unesco.org/e-forum/AladinAlert5.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3049

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

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Yulia Rubleva [yulia.rubleva@unep.org]
Sent: 2015-07-28
Subject: e-learning course on sustainable consumption and production in Asia

Dear Colleagues,
I would like to bring to your attention a new edition of e-learing course
on Sustainable Consumption and Production (SCP) in Asia jointly organized
by UNITAR and UNEP within the framework of SWITCH Asia programme. The
course is taking place on 21 September – 13 November. It aims to
introduce policy makers and other stakeholders from Asia to the SCP
concepts and applications. Fellowships are available. The sustainable
production part of SCP should be of interest to TVET policy makers,
especially in reference to ‘greening TVET’. More information and contact
details can be found in the brochure attached.
Regards
Yulia

Attachment:

Flyer on E-Learning Course: Introduction to Sustainable Consumption and Production (SCP) in Asia
http://www.unevoc.unesco.org/e-forum/scp_course_flyer_2nd_edition.pdf

view thread online:
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TR: Advertisement for consultant (Evaluation of JFIT ESD projects)

UNESCO is seeking a consultant for the work assignment, “External Evaluation of Japanese Funds-in-Trust Project, Education for Sustainable Development – Building Momentum towards 2014”.
Deadline for application is 7 August 2015
Please circulate through your networks.
Best
Bernard Combes
Information Officer – Chargé de l’information
Education for Sustainable Development – (ED/TLC/ESD) – Éducation au développement durable
Education Sector Focal Point for Biodiversity – Point focal Biodiversité du Secteur de l’Éducation
UNESCO Focal Point for the Earth Charter – Point focal UNESCO pour la Charte de la Terre

Chair, Greening UNESCO / Éco-responsabiliser l’UNESCO

 
7, place de Fontenoy
F-75352 Paris 07 SP France

www.unesco.org/en/esd

United Nations
Educational, Scientific and
Cultural Organization
Organisation
des Nations Unies
pour l’éducation, la science et la culture

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.

UNESCO-UNEVOC International Centre [mailto:bonn@unesco.org]
Sent: 2015-07-03
Subject: UNESCO Recommendations concerning Technical and Vocational Education (TVET) and Training and Adult Education and Learning (ALE)

Dear e-Forum members,

The UNESCO-UNEVOC International Centre would like to share with you some
news about the revision of the UNESCO Recommendations concerning Technical
and Vocational Education and Training (TVET) and Adult Education and
Learning (ALE).

As you know, at its 37th Session, the General Conference decided that these
two Recommendations should be revised and invited the Director-General to
prepare such revisions in consultation with Member States and other
stakeholders.

The General Conference also decided that special committees (referred to in
Article 10, paragraphs 4 and 5, of the relevant Rules of Procedure) shall
not be convened. The Final Reports of the Director-General containing the
draft texts were therefore communicated to Member States by Circular Letter
on 10 April 2015 with a view to their submission to the General Conference
at its 38th session in November 2015.

The Final Reports are now available online for consultation in the six
official UN languages. The Recommendation concerning TVET can be found at
the following links:

•       English (http://unesdoc.unesco.org/images/0023/002325/232598e.pdf)
•       French (http://unesdoc.unesco.org/images/0023/002325/232598f.pdf)
•       Spanish (http://unesdoc.unesco.org/images/0023/002325/232598s.pdf)
•       Arabic (http://unesdoc.unesco.org/images/0023/002325/232598a.pdf)
•       Russian (http://unesdoc.unesco.org/images/0023/002325/232598r.pdf)
•       Chinese (http://unesdoc.unesco.org/images/0023/002325/232598c.pdf)

The Recommendation on ALE can be found at the following locations:

•       English (http://unesdoc.unesco.org/images/0023/002325/232596e.pdf)
•       French (http://unesdoc.unesco.org/images/0023/002325/232596f.pdf)
•       Spanish (http://unesdoc.unesco.org/images/0023/002325/232596s.pdf)
•       Arabic (http://unesdoc.unesco.org/images/0023/002325/232596a.pdf)
•       Russian (http://unesdoc.unesco.org/images/0023/002325/232596r.pdf)
•       Chinese (http://unesdoc.unesco.org/images/0023/002325/232596c.pdf)

We would appreciate your support with regard to possible questions from
Member States about the Final Reports. Should you have further questions on
the revision processes or on the draft texts, please address
2001revision@unesco.org regarding the Recommendation concerning TVET and
confintea6@unesco.org concerning the Recommendation on ALE.

Best regards,
UNESCO-UNEVOC team

view thread online:
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Damian Boyle [boyle.damian@northlandscollege.sk.ca]
Sent: 2015-07-02
Subject: Video Recordings of Trainees for Feedback & Performance Improvement Goals Development

Colleagues,

I am looking for information relating to:

The Use and Effectiveness of Video Recordings of Adult Learners During
Training Activities, for Performance Analysis and Evaluations, Feedback,
Reflections, and Improvement Goals Development.

I would appreciate being directed to any research that you are aware of
relating to this topic. I would also appreciate being introduced to others
with an interest in this topic.

Please do share with me any information that you can, and please forward
this memo to other colleagues who may be able to assist with this request.

My initial thoughts about this are posted at:

Training Mine Trainers with Experiential and Reflective Learning Practices
https://www.academia.edu/8092437/Training_Mine_Trainers_with_Experiential_and_Reflective_Learning_Practices

Thanks very much for your assistance with this.

Yours,

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

1.306.633.2001 (x8881)

www.trainnorth.ca

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UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2015-06-26
Subject: Call for nominations – Appel à candidature – UNESCO King Hamad Bin Isa Al-Khalifa Prize

Dear e-Forum users, we are happy to share this information originating from
UNESCO’s Assistant Director-General for Education with you.

Call for nominations – UNESCO King Hamad Bin Isa Al-Khalifa Prize for the
Use of Information and Communication Technologies (ICTs) in Education
(2015)
=================================================================
Appel à candidature Prix UNESCO-Roi Hamad Bin Isa Al-Khalifa pour
l’utilisation des des technologies de l’information et de la
communication (TIC) dans l’éducation
=================================================================

Dear Sir/Madam,

Since 2005, the UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of
Information and Communication Technologies (ICTs) in Education has rewarded
innovations in teaching and learning that leverage technology to improve
educational outcomes. Funded by the Kingdom of Bahrain, the Prize seeks to
recognize governments, non-governmental organizations and individuals that
are embracing ICT as a pedagogical ally to make learning more effective.

Please find attached the Director General’s call to nominate candidates
for the 2015 edition of the UNESCO King Hamad Bin Isa Al-Khalifa Prize for
the Use of Information and Communication Technologies (ICTs) in Education,
inviting Member States, Associated Member States and NGOs to submit
nominations for this year. The circular letter, the submission form, the
application guidelines, the Statutes and the financial regulations (English
and French), are attached.

The circular letter can also be accessed via the following links:

http://unesdoc.unesco.org/images/0023/002334/233488E.pdf (English)

http://unesdoc.unesco.org/images/0023/002334/233488F.pdf (French)

The theme for the 2015 edition of the  Prize is Pedagogical Innovation in
the Use of ICT in Teaching and Learning.

Please help with the countries’ nomination when necessary. The original
copy of this circular letter will be forwarded to your office through the
internal mail. Applications should be sent before the deadline for
submission of the files set for 10 November 2015.

Should you have any questions, please contact us (email:
ictprize@unesco.org).

Thank you in advance for your kind cooperation.

Yours sincerely

=============================================

Madame, Monsieur,

Depuis 2005, le Prix UNESCO-Roi Hamad Bin Isa Al-Khalifa pour
l’utilisation des technologies de l’information et de la communication
(TIC) dans l’éducation a récompensé des innovations dans le domaine de
l’enseignement et de l’apprentissage qui utilisent la technologie comme
un levier pour améliorer les performances éducatives.

Fondé par le Royaume du Bahreïn, le Prix récompense des gouvernements,
des organisations non-gouvernementales et des personnes qui utilisent les
TIC comme auxiliaire pédagogique afin d’améliorer l’efficacité de
l’apprentissage.

Veuillez trouver ci-joint l’appel à candidatures de la Directrice
générale pour l’édition 2015 du Prix UNESCO-Roi Hamad Bin Isa
Al-Khalifa pour l’utilisation des technologies de l’information et de la
communication (TIC) dans l’éducation, invitant les Etats membres,  les
Etats associés et les ONG à soumettre des candidatures pour cette année.
La lettre circulaire, le formulaire de candidature, le guide de
candidature, les statuts et le règlement financier (en anglais et en
français) sont en pièce jointe.

La lettre circulaire est également accessible via les liens suivants :

http://unesdoc.unesco.org/images/0023/002334/233488E.pdf (anglais)

http://unesdoc.unesco.org/images/0023/002334/233488F.pdf  (français)

Le thème de l’édition 2015 du Prix est le suivant : l’innovation
pédagogique en matière d’utilisation des technologies de
l’information et de la communication (TIC) dans l’enseignement et
l’apprentissage.

Je vous prie de bien vouloir faciliter les présentations de nomination des
pays si nécessaire. La copie originale de la lettre circulaire sera
transmise à votre bureau à travers le courrier interne.

Les candidatures devront être envoyées avant la date limite de réception
des documents prévue pour le 10 novembre 2015.

Pour tout renseignement complémentaire, merci de nous contacter (courriel
ictprize@unesco.org).

Je vous remercie par avance de votre aimable coopération.

Cordialement,

Attachments:

Application Guidelines UNESCO King Hamad Al-Khalifa Prize
http://www.unevoc.unesco.org/e-forum/Application-Guidelines_UNESCO-King-Hamad-Bin-Isa-Al-Khalifa-Prize-for-th….pdf

Financial Regulations UNESCO King Hamad Al-Khalifa Prize
http://www.unevoc.unesco.org/e-forum/Financial-Regulations_UNESCO-King-Hamad-Bin-Isa-Al-Khalifa-Prize-for-the….pdf

Registration Form UNESCO King Hamad Al-Khalifa Prize
http://www.unevoc.unesco.org/e-forum/Registration-form_UNESCO-King-Hamad-Bin-Isa-Al-Khalifa-Prize-for-the-Use….doc

Statutes UNESCO King Hamad Al-Khalifa Prize
http://www.unevoc.unesco.org/e-forum/Statutes_UNESCO-King-Hamad-Bin-Isa-Al-Khalifa-Prize-for-the-Use-of-Infor….pdf

Formulaire de candidature – Prix UNESCO-Roi Hamad Bin Isa Al-Khalifa
http://www.unevoc.unesco.org/e-forum/Formulaire-de-candidature_Prix-UNESCO-Roi-Hamad-Bin-Isa-Al-Khalifa-pour-….docx

Guide de candidature – Prix UNESCO-Roi Hamad Bin Isa Al-Khalifa
http://www.unevoc.unesco.org/e-forum/Guide-de-candidature_Prix-UNESCO-Roi-Hamad-Bin-Isa-Al-Khalifa-pour-luti….pdf

Réglement financier – Prix UNESCO-Roi Hamad Bin Isa Al-Khalifa
http://www.unevoc.unesco.org/e-forum/Rglement-financier_Prix-UNESCO-Roi-Hamad-Bin-Isa-Al-Khalifa-pour-lutil….pdf

Statuts – Prix UNESCO-Roi Hamad Bin Isa Al-Khalifa
http://www.unevoc.unesco.org/e-forum/Statuts_Prix-UNESCO-Roi-Hamad-Bin-Isa-Al-Khalifa-pour-lutilisation-des-….pdf

view thread online:
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 adwaxum [adwaxum@yahoo.com]
Sent: 2015-06-25
Subject: Re: Performance Assessment in TVET

l have been following the conversation on tvet assessment for some time
now.
I am interested in doing research in ethiopia tvet program. I am not
affiliated in tvet program with any institution except this forum and being
a subscriber of UNEVOC.

My background is related to tvet: I am an automotive technician and also
hold a masters degree in technological and adult education/industrial
training.
Trying to be familiar with tvet assessment method, is there a material
anyone can share with me?

Sincerely,

Tesfaye Meles

===========================

Moderator comment:
Dear Tesfaye Meles, maybe you can be more specific, as there is such a
wealth of publications on “assessment” in TVET, see e.g.
http://www.voced.edu.au/search/site/text%3A%28assessment%29
or
http://www.unevoc.unesco.org/go.php?q=UNEVOC+Publications&lang=en&akt=kw&st=adv&qs=assessment&unevoc=0
or
http://www.unevoc.unesco.org/go.php?q=UNEVOC+Publications&lang=en&akt=cat&st=adv&qs=ATE&unevoc=0
or
http://www.unevoc.unesco.org/forum.php?show=2997
or
http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&id=55
===========================

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

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Tan, Lay Cheng, UNESCO
Sent: 2015-06-24
Subject: Call for nominations: Wenhui Award for Educational Innovation 2015

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

Don’t miss the deadline!

We asked you in the first call for nominations for the 2015 Wenhui Award,
what sort of skills are needed to cope with continuous changes, and how can
these skills be developed?

The Economist Intelligence Unit (EIU) provided some answers. According to a
recent survey, senior business executives agree that the top three skills
their companies need are problem solving (50%), team working (35%) and
communication (32%). Of some concern, however, is the perception of skills
gap in the workplace by 52% of the executives. Even among the 18-25 year
olds surveyed, 56% believe that their education system is not providing
them with the skills they need to enter the workforce, a view supported by
44% of teachers. The EIU report concludes that education must concern
itself more with the development of skills and to respond to rapidly
changing situations.

Therefore, UNESCO Bangkok is calling for nominations of innovative
educational approaches that have helped to develop the skills needed for
the 21st century in line with the theme of the 2015 Wenhui Award,
Innovations for Skills Development for the Future.

All applications must reach the Award Secretariat by 29 July 2015.

Details about the Award are available at
http://www.unescobkk.org/education/apeid/wenhuiaward/wenhui-award-2015

Important dates

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

For further information, contact:

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

view thread online:
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Shaikh Masroor [mailto:masroor46@yahoo.com]
Sent: 2015-06-24
Subject: Re: Training technical teachers

Dear All

In Pakistan for TEVT teachers already working in TEVT institutes we have
launched an In-Service Teachers training program. The content for IST
program was developed with the help German Experts and the program in the
country is offered under TEVT Reform Support Project funded by European
Union. The IST program is based on Blended Learning Methodology, which is
consisting on (a) Online learning phase, (b) Self Learning phase and (c)
Face to Face Learning phase. The three different phases include the
following situations of learning:

(a) Online Learning:
- Sending the results of tasks to your tutor via Email (“Tutor” button in
navigation bar)
- Enquiries towards the tutor via email (“Tutor” button in navigation bar)

- Following links given in the drop down menu “resources”
- Searching for other links in the Internet
- Exchanging experience, opinions and thoughts via Email with other
participants (using email program)
- Questioning and sharing aspects, where all participants have to be online
at the same convenient time (e.g. via email, skype, others)

(b) Offline Learning
- Guided tour through the modules (self-paced) on CD-ROM
- Reading and studying documents
- Solving tasks and tests
- Searching for data in library
- Collecting data.

(c) Face-to-Face Learning
- Learning in typical classroom situations
- Solving tasks and tests
- Teaching and being taught
- Sharing ideas
- Exchanging experience and opinions.

For the program we established 18 E-Learning centres consisting of a highly
equipped computer lab and for the program we developed a team of Lead
Trainers. Under the IST program we are looking forward to train 10,000 TEVT
teachers in the country. The Hand Book of the program and progress made in
the IST program by the 30 April, 2015 is attached below:

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

Attachments:

In-Service Teachers Training Manual, Pakistan
http://www.unevoc.unesco.org/e-forum/IST-Hand-Book-VTT_2014_English—Revised.pdf

Presentation: Teachers’ perspectives on problems, needs and effective youth engagement strategies
http://www.unevoc.unesco.org/e-forum/UN-NAC-Teachers-Perspective.ppt

view thread online:
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International Journal of Vocational Education and Training Research

Mohamad Hisyam Mohd. Hashim [mhisyam@uthm.edu.my]
Sent: 2015-06-21
Subject: International Journal of Vocational Education and Training Research

Dear members,

Invitation as an Editorial Member, Reviewer and Author of “INTERNATIONAL
JOURNAL OF VOCATIONAL EDUCATION AND TRAINING RESEARCH (IJVETR)”
Journal link:
http://www.sciencepublishinggroup.com/journal/aboutthisjournal.aspx?journalid=372

This journal is interested in publishing original research articles as well
as review articles dealing with all aspects of research on technical
education, vocational education and training. It will provide a platform
for the publication of high-quality peer-reviewed papers in order to
enhance advancing technological innovation and excellence for the benefit
of humanity in the related field.

Subject areas may include, but not limited to following fields:
•Accreditation and certification
• Adult learner
• Apprenticeship
• Accreditation of prior experiential learning (APEL)
• Career development
• Curriculum and instruction
• Commercialization
• Digital learning
• Educational technology and so on

Special Offer for Accepted Paper:
10 papers invited by the editor-in-chief could be published for free in the
first 3 months (from April 30, 2015 to July 30, 2015) since the new journal
is established.
Editorial board members and reviewers can enjoy 50% discount for paper
publication (for accepted papers only).

Author’s Benefits
Copyright for the Author: The author retains the copyright of the paper.
Abstracting and Indexing: Papers published in the journal could be included
by the following indexing databases: Google Scholar, CrossRef, JournalSeek,
WorldCat, EZB, WZB, AcademicKeys, Researchbib, DRJI, etc.?      Open Access: It
maximizes the opportunity for publications to be read and for authors to be
recognized for their contribution in their chosen field and beyond.

Guide for Authors:
Detailed information about author guidelines is available at
http://www.sciencepublishinggroup.com/journal/guideforauthors.aspx?journalid=372

Editor-in-Chief
Assoc. Prof. Dr. Mohamad Hisyam Mohd.Hashim
Faculty of Technical and Vocational Education,
Universiti Tun Hussein Onn Malaysia (UTHM, Malaysia.
mhisyam@uthm.edu.my

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.

NLP Applications in vocational Pedagogics

. Various Senders (4 messages)
Sent: 2015-06-22
Subject: Re: NLP Applications in vocational Pedagogics

==========================
Sent: 2015-06-20
Mutahi wa muthoni Davidi [davidimutahi@yahoo.com]

Tell us more about this training factory. It might be of great use in the
developing competence based training for the labor market.
Davidi Mutahi

==========================
Sent: 2015-06-21
From: Damian Boyle [boyle.damian@northlandscollege.sk.ca]

Good Day, Muddassir Ahmed!

I am intrigued by your experience with Neurolinguistic Programming (NLP),
and would like to know how many hours of training your Instructors receive
in this. I am also curious about the particular skills that are developed
during this training. Is this a standard NLP training course, with
certification that is recognized nationally and internationally?

I do not have any training in NLP, but I do have some related knowledge,
training, and experiences. Fundamentally, NLP appears consistent with the
practices of hypnosis, and I noted that an NLP training organization in
Canada actually recommends the study of The Teaching Tales of Milton H.
Erickson: My Voice Will Go With You (Rosen, 1982). Many of the dialogue
practices, and more, of the Saskatchewan NewStart Life Skills Model
(c.1968) for personal problems solving in a group process also appear
within NLP. Beyond this, the wisdom of Dale Carnegie from How to Win
Friends and Influence People (1948), and other of his books, is evident.

As a general statement, based on my experiences and observations in the
field, I am of the opinion that any Trainer, Instructor, Teacher or Coach
who attends fully to Learners and provides them with honest and encouraging
feedback will enjoy a significant measure of success, regardless of the
particular training that they have received in how to work with people. Is
NLP more efficacious than any other training for working with people,
considering the time and costs involved? I don’t know, but it appears to
yield comparable results with hypnosis at least in some applications. In
the absence of other options, I would certainly encourage any developmental
training for Instructors, Trainers, Teachers, & Coaches, so what is the
harm in doing NLP training, as long as it is not an outright hoax from a
bogus service provider?

Following are links to some references, for those who would like to explore
this topic further.

Neurophenomenology revisited: second-person methods for the study of human
consciousness Olivares, Vargas, Fuentes, Martínez-Pernía and
Canales-Johnson Front. Psychol., 29 May 2015 |
http://dx.doi.org/10.3389/fpsyg.2015.00673

http://journal.frontiersin.org/article/10.3389/fpsyg.2015.00673/full

Neuro-Linguistic Programming and Learning: Teacher Case Studies on the
Impact of NLP in Education Carey, John; Churches, Richard; Hutchinson,
Geraldine; Jones, Jeff; Tosey, Paul Paper prepared for the Education Show
(20th, Birmingham, United Kingdom, Mar 4-6, 2010)
http://eric.ed.gov/?id=ED508368

NLP Coaching Susie Linder-Pelz (2010)
http://www.imd.inder.cu/adjuntos/article/497/NLP%20Coaching.pdf

Efficacy of neurolinguistic programming training on mental health in
nursing and midwifery students
Mohammad Sahebalzamani
Iran J Nurs Midwifery Res. 2014 Sep-Oct; 19(5): 503–507
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4223968/
http://europepmc.org/abstract/pmc/pmc4223968

Effects of Clinical Hypnosis versus Neurolinguistic Programming…
Reinhard, et al. 2012
http://www.ncbi.nlm.nih.gov/pubmed/22778774

The Effect of Neuro-Linguistic Programming Technique on Enhancing
Grammatical Knowledge of Iranian EFL Learners at Intermediate Level Fatemeh
Pourbahreini
English for Specific Purposes World, ISSN 1682-3257, www.esp-world.info,
Issue 44, Vol. 16, 2015
http://www.esp-world.info/Articles_44/DOCS/Fatemeh_Effect_of_Neuro_paper.pdf

THE ROLE OF NEURO LINGUISTIC PROGRAMMING IN …
http://repository.up.ac.za/bitstream/handle/2263/41285/Oberholzer_Role_2014.pdf?sequence=1

C Oberholzer – ?2014

Research and NLP
http://ulfsandstrom.se/research-and-nlp-2/ Hypnosis research papers
http://hypnosis.tools/hypnosis-research-papers.html

THE LIVED EXPERIENCE OF THE STRATEGIC LEADER: WHAT EFFECTIVE CEOs DO, HOW
THEY DO IT AND AN EXPLORATION INTO HOW THEY THINK ABOUT IT
GEORGE WANGIRAYI NYABADZA (Doctoral Thesis. MARCH 2008)
http://uir.unisa.ac.za/bitstream/handle/10500/1343/thesis.pdf?sequence=1

Learning, Remembering, Believing: Enhancing Human Performance
Daniel Druckman and Robert A. Bjork, Editors; Committee on Techniques for
the Enhancement of Human Performance, National Research Council
ISBN: 0-309-55628-7, 416 pages, 6 x 9, (1994)
[Mentions, but does not include practical discussion of NLP. Discusses
hypnosis in depth.]
This PDF is available from the National Academies Press at:
http://www.nap.edu/catalog/2303.html

Thanks for bringing this topic forward. I look forward to learning more
about this. I have posted links to more general information about Train the
Trainer courses at: https://edunorth.wordpress.com/train-the-trainer/

Yours,
Damian


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

==========================

Sent: 2015-06-22
From: Muddassir Ahmed [muddassir@ktdmc.com]

Dear All;

Thanks for taking interest on the said topic. I am receiving a lot of
information and case studies in favour of NLP at my personal e-mail.

Thanks to Prof. Dr. Joseph for sharing following link with me.

http://academianlp.org/wp-content/uploads/2015/03/RESEARCH-ON-NLP.pdf

Thanks;

Muddassir Ahmed Head Academics
KTDMC- A Teaching Factory
www.ktdmc.com

==========================

Sent: 2015-06-22
Subject: RE: NLP Applications in vocational Pedagogics
From: Muddassir [Muddassir@ktdmc.com]

Hi Boyle;

Thanks for your e-mail.

Before answering to your questions; I would like you to see the link
below;

http://first-institute.com/index.php?p=1_103_Richard-Bandler-Interview

After seeing this, let me know the specific questions you have, and I will
answer your all the questions, that I have the answers because it’s all
about to prepare a new generation in an effective way. Last month, I was in
an international conference at Turkey as an invited speaker, where Dr.
Rupert Maclean, from university of Oxford, was reveling the outcome of his
recent research that 80% of the jobs in next few years will required to be
fill in from TVET sector. This is the reason that MNCs, World Bank, ADB
have placed tvet sector at their top priority for funding and support. And
preparing the youngster for the new challenges is not the matter of state
of the art equipment and facility, but, infact the main driver behind this
is the teacher who is producing the learning attitude inside their
students. For this, teacher has to be very dynamic and should know how to
reach the internal map of his student, how to break the fears, bugs and
fobias present in his student mind, how to be effective in using the
patterns of languages he is using, apart from the technical skills he
already have.

And I believe that being a CEO of any multinational company is rather easy,
then being a good teacher. Because teacher is handling the most complicated
machine of universe accepted by all the scientists, and that is “THE
BRAIN”, and when it is placed inside the students’ head, it become more
complicated.

I will wait for the remaining questions you have after having above video.

Take care of yourself a lot.

Regards;

Muddassir Ahmed Head Academics

Karachi Tools, Dies And Mould Centre (A subsidiary of PIDC- Pakistan
Industrial Development corporation)

Cell | +92-334-3874164 Dir | +92-21-35120497 Fax | +92-21-35121890 Ph |
+92-21-35120499-500 Ext:14 Web | www.ktdmc.com

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——————————————————————-

.

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

Dear all,

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

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

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

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

Dear all,

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

Thank you!

Kind regards,

Nazia Haider
Senior Programme Officer

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

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

Attachment:

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

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Katharina Kerres [k.kerres@unido.org]
Sent: 2015-06-15
Subject: Re: Logical Framework for developing vocational courses curriculum

Dear Khaled,

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

 

 

Ramon Mangion [ramon.mangion@mcast.edu.mt]
Sent: 2015-06-16
Subject: Re: Logical Framework for developing vocational courses curriculum

Dear Khaled

I was involved in the creation of a manual for VET providers in Malta which
helps them to develop qualifications in relation to ECVET (European Credit
System for VET). As part of this manual, we had developed a flow aimed at
helping providers to develop VET Qualifications and Units. This is
obviously oriented towards ECVET, however I believe it can be useful. You
can download from here

http://www.ncfhe.org.mt/uploads/filebrowser/ECVET%20Conversion%20manual_3.pdf

Regards,

 

 

Rajat Khawas [rajatkhawas@gmail.com]
Sent: 2015-06-15
Subject: Re: Performance Assessment in TVET

Dear Denny, regret the delay in reverting.  The forum knows (at least few
of the regulars) that this is one of my favourite subjects and we had at
least 2 rounds of long threads 8th discussion on Assessment and competency
based assessments.  If you want to access archived emails, u can check with
Administrator [Admin comment: pls see remarks at bottom].

Coming back to the queries, will reply one by one -

1. Performance based Assessments – is the heart of the Assessments in TVET.
This needs to be based on occupational standards which will have clearly
defined Performance criterions.  The employers / group of employers or the
sector representative industry council agrees on the standards in a Job
role   and has defined performance criteron. Assessment criterions need to
be designed based on  these standards and Performance criterions.  The
weight ages of each PC will depend on the Occupational standards and the
employers / sectors understanding of it. For example, Health and safety is
paramount in a oil and gas sector and job roles and it’s a mandatory to
pass whereas in a BPO job role, health and safety may not have the same
weightage.

2. Broadly assessments can be clubbed into Assessments for a fresher or for
an experience candidate where recognition of prior  learning needs to be
established.  Designing of assessment strategy may vary based on  the end
objective and also role for which the assessments is being done.  Use of
technology also plays a role in assessments as if the medium of assessment
is by using technology,  is the learner sensitised or comfortable about it.

3. Assessment strategy includes approach which  has assessment designed
based on -  knowledge,  skills/competency,  behavioural aspect, english /
language  and numeracy in reference to a Job role. In a reference to a job
role, one can look at attitudes/ behavioural aspects to be assessed.  For
example,  in job roles like construction sector, team dynamics is key or
example in army or disaster relief , hence, apart from skills for the job,
behavioural or attitude plays a significant role.

City& Guilds does a million assessments and it’s Indian JV in India
-Manipal City & Guilds  does close to a hundred thousand a year across 50
roles in 7 sectors.  This year, we aim to complete 200,000 across 100 Job
roles in 15 Sectors.

Best Regards
Rajat khawas

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The deadline to register with an early bird registration fee is October
30th 2015

The German Academy for Renewable Energy and Environmental Technology offers
this “Biogas Plants” course in cooperation with Fraunhofer Institute
for Wind Energy and Energy System Technology (IWES).

The “Biogas Plants” course consists of a theoretical part which
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For registration, please fill in the the registration form on
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For further details on dates, contents, lodging and fees. please please
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or

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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)152 01775675
Fax:        +49 (0)30 63426227

Attachment:

Course : “Biogas Plants” 15-19 February 2016
http://www.unevoc.unesco.org/e-forum/Course-Biogas-Plants-15-19-February-2016-_WEEK-3_.pdf

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