UNESCO 2016

-UNEVOC TVeT Forum digest – 12 July UNESCO 2016

A total of 7 messages have been submitted in 6 threads. Use the links to read messages online and interact.

Duration of TVET teacher training programmes

#25 Rajeev jain from India: Ali, I read some very interesting points in this thread and I also agree to some of them (not all). Here is my to the point reply to your query: – Duration of training programme should not be more than 50 hours provided they come with necessary skills (trade knowledge as well as some teaching sk…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3367#25

Vacancy Announcement: UNESCO Project in Malawi

#4 SAUNAND S from India: May I know what is the last date?
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3370#4

Opportunity: Project Evaluation in Bangladesh

#2 Rajeev jain from India: Hello Nazia, is this position still open or closed? By any chance, is there any opportunity for me to get associated either as volunteer or as consultant? -Rajeev Jain >Employability Skills and Campus2Corporate Trainer, Programme manager >Delivered 100s of sessions in colleges across India an…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3420#2

JIPVTE Publication Notice

#2 J M Deurwaarder from Botswana: The articles might be perhaps better placed in “TVET advocacy in Nigeria: The way forward”? Specifically the article “The Nigerian Institutional Vocational Technical Education (VTE) Programs: The Way Forward Agbo, Benjamin C.D. (Ph.D)” To me the article – although just published – seems to lac…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3432#2

Upcoming virtual conference on Youth Entrepreneurship

#3 Wouter de Regt from Germany: Dear all, It is great to see that so many of you are enthusiastic about this topic, and we hope that your interest will contribute to a very lively discussion! Just as a reminder, there is one week to go until the start of the virtual conference! For those of you who have not yet signed up, bu…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3434#3

#4 nwanevu chukwuemeka arnold from Nigeria: Dear members, As a matter of fact, Entrepreneurship development for the Youth is certainly the way to go now, in addressing the rampaging and catastrophic unemployment quagmire, facing most developing nations and emerging economies. African nations must key into opportunities such as this virtua…

Are we Overdoing TVET trainings?

#1 Rajeev jain from India: Hi, Recently this thought flashed across my mind when I noticed many TVET programmes of 2-4 years duration for simple jobs like: * Computer Operator, Data Entry, BPO/ITES * Front Desk Officer, Receptionist * Jobs in retail sector (those working in stores and malls) * Recruiter, Writer, and …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3435#1

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UNESCO-UNEVOC TVeT Forum digest – 12 July 2016

A total of 7 messages have been submitted in 6 threads. Use the links to read messages online and interact.

Duration of TVET teacher training programmes

#25 Rajeev jain from India: Ali, I read some very interesting points in this thread and I also agree to some of them (not all). Here is my to the point reply to your query: – Duration of training programme should not be more than 50 hours provided they come with necessary skills (trade knowledge as well as some teaching sk…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3367#25

Vacancy Announcement: UNESCO Project in Malawi

#4 SAUNAND S from India: May I know what is the last date?
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3370#4

Opportunity: Project Evaluation in Bangladesh

#2 Rajeev jain from India: Hello Nazia, is this position still open or closed? By any chance, is there any opportunity for me to get associated either as volunteer or as consultant? -Rajeev Jain >Employability Skills and Campus2Corporate Trainer, Programme manager >Delivered 100s of sessions in colleges across India an…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3420#2

JIPVTE Publication Notice

#2 J M Deurwaarder from Botswana: The articles might be perhaps better placed in “TVET advocacy in Nigeria: The way forward”? Specifically the article “The Nigerian Institutional Vocational Technical Education (VTE) Programs: The Way Forward Agbo, Benjamin C.D. (Ph.D)” To me the article – although just published – seems to lac…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3432#2

Upcoming virtual conference on Youth Entrepreneurship

#3 Wouter de Regt from Germany: Dear all, It is great to see that so many of you are enthusiastic about this topic, and we hope that your interest will contribute to a very lively discussion! Just as a reminder, there is one week to go until the start of the virtual conference! For those of you who have not yet signed up, bu…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3434#3
#4 nwanevu chukwuemeka arnold from Nigeria: Dear members, As a matter of fact, Entrepreneurship development for the Youth is certainly the way to go now, in addressing the rampaging and catastrophic unemployment quagmire, facing most developing nations and emerging economies. African nations must key into opportunities such as this virtua…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3434#4

Are we Overdoing TVET trainings?

#1 Rajeev jain from India: Hi, Recently this thought flashed across my mind when I noticed many TVET programmes of 2-4 years duration for simple jobs like: * Computer Operator, Data Entry, BPO/ITES * Front Desk Officer, Receptionist * Jobs in retail sector (those working in stores and malls) * Recruiter, Writer, and …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3435#1

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You are receiving the UNEVOC TVeT Forum digest because you once signed up to the service.
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You can cancel the service or change your subscription options anytime:
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Login details for read-only access: User “Bulletin”, password “read”
Contact: unevoc.tvet-forum@unesco.org | TVeT Forum Terms of use

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Leadership program at OPEN FIESTA, Shenzhen, China – nominate young researcher from your institution

Dear colleagues,The deadline for application to the UNESCO/ CRI-IIFR Leadership Programme in Shenzhen is postponed to June 30th. A few more participants can apply and some can ask for a fee waiver (300€ for lodging and meals). Please send a resume (or the person you recommand), the description of the project you want to work on and a letter of support to openfiesta@tsinghua.edu.cn

Until now we receveid applications from North America, Europe, Africa and Asia.
You can find more information about this year programme here:
http://cri-paris.org/leadership-program-2016 

Best regards,
The organizers

Le 06/05/16 à 11:33, Virginie Chomier a écrit :

Dear colleagues,

Following the success of the 2014 and 2015 workshops we write to ask you for nominations of up to two candidates to the 3rd edition of the UNESCO leadership program on “Teaching Through Research” that will be held between the 1st and the 5th of August at Open FIESTA at the Shenzhen graduate school, Tsinghua University, China.

20 international young researchers (post-doc/young principal investigators) will be selected for this edition. The selection is based on their change-making and innovative projects at the interface between research and education.

Successful candidates will work together with close mentorship to further develop their project and share best practices, with focus on concrete implementation, skill development and community building of change-makers.

Eligibility: Researchers engaged in teaching with experience up to 10 years after their PhD and/or holding a PI position (tenure track/associate professorship).

Please send us a brief motivated e-mail to leadershipprogram@openfiesta.cn with up to two nominees with their name, e-mail address and we will send them the application file

You may want to share with them the programme’s website:
http://cri-paris.org/leadership-program-2016 and the  information below…

Context. While young researchers are trained (through post-graduate studies, post-doc) to undertake research and become principal investigators, there is no high-quality training available for their teaching role, which often cover up to 50% of their professional activities. Bridging between their research and pedagogic activities within curriculum design to meet with 21st century challenges are key for success of both the participant and her organisation.

Open FIESTA (China) and the CRI (Paris) join forces for this 3rd edition. Both organisations promote new educational paradigms based on interdisciplinarity, collaborative thinking, digital tools and the open culture to empower teachers and students, foster their creativity and help them develop their own research projects.

The program consists of 5 intensive days of workshops, meetings and individual mentorship.
Day 1: Teaching through research, interdisciplinarity
Day 2: Teaching ethics, critical thinking, entrepreneurship
Day 3: ½ day Science outreach (games, DIY….) ½ day social activities
Day 4 : Art, science & design
Day 5: Feedback & presentations

Workshop outcome for participants:
* Developing state-of-the-art approaches, tools and methodologies to boost their projects
* Sharing best practices through collaborative exchanges with peers and top notch international mentors
* Getting the capacity to lead similar workshop in home institution

Workshop outcome for the hosting institutions:
* Collaborative network across the globe for adapting curricula to 21st century challenges and technologies
* Concrete roadmap for training teachers at the interface of teaching and research.

Participation fee: € 300 (meals included).
The workshop  is partially funded by a French ministry grant IDEFI IIFR (ANR) for innovating education, and the Quantong Grant from the Chinese Ministry of Education Research Center for Online Education allowing for a number of travel and participation fellowships.

Some inexpensive University housing will also be available.

Application Deadline: June, 1st, 2016

Online application: http://cri-paris.org/leadership-program-2016

Please fill in the form with your personal information, a resume, a project description and a recommendation letter.

For further information, please visit our webpage or contact us at: openfiesta@tsinghua.edu.cn

With best wishes from the organizing committee,

Luping Xu (Tsinghua University, OPEN FIESTA Director)
Zhang Yu (Assistant Professor, Institute of Education, Tsinghua University, OPEN FIESTA)
Amodsen Chotia (CRI, IIFR -  Paris Descartes University, UNESCO Chair Learning sciences)
Gaëll Mainguy  (CRI, UNESCO Chair Learning sciences)
Francois Taddei (Centre for Research and Interdisciplinarity, IIFR, UNESCO Chair Learning sciences)
Saskia van der Vies (CRI, IIFR & VU Uni Med Center, Amsterdam)

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UNESCO-UNEVOC TVeT Forum digest – 12 April 2016

A total of 7 messages have been submitted in 5 threads. Use the links to read messages online and interact.

Very poor Attendance of trainees in Government sponsored skills training program in India

#7 Mushtaq Shaikh from India: @ Damian, I appreciate your elaborative response. The resources you provided are really very useful. Lately, we have just introduced a system to collect security deposit from learners, record their Bio-metric attendance. Thanks for your sympathy. @ Jimale Yusuf Magan, Thank you very much …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3338#7

Capacity of TVET Trainers – Key to manpower development

#4 Muddassir Ahmed from Pakistan: Dear Colleagues; Nice discussion and I want to share with you our experience. Few years back, our government asked us (private entrepreneurs) to establish a common facility center to curtail the imports of Dies and Moulds. The Idea was, a capital injection has been injected by Government, and th…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3340#4
#5 sylvia hammond from South Africa: Thank you for raising issues of qualification and of remuneration for the TVET trainers. I may contribute from my research in South Africa. It has been pointed out to me that as a result of the national shortage of artisans, it is possible for artisans to earn significantly more as an artisan…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3340#5
#6 T. Damian Boyle from Canada: Colleagues, What are the competencies of concern? “most Trainers in these institutions have very low level of education academic qualification which may make it difficult to impart skills that may be crucial for desired level of development. It has to be realized that desired skills can only…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3340#6

Program released for 25th National VET Research Conference, Australia

#2 Anne Bowden from Australia: Hello colleagues I am very much looking forward to attending this conference. The annual conference of this organisation, National Centre for VET Research, always provides new insights and invaluable opportunities to discuss opportunities and challenges with well informed people. I hope to …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3342#2

LMIS architecture for TVET

#4 Keith Keys from South Africa: Dear Hassan, Please refer to our website at www.remotenet.co.za where you will find details of a comprehensive, scalable and customizable LMIS software solution together with some explanatory video clips on the solution which is currently implemented in both South Africa and Namibia. Not only …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3348#4

School Enterprise Challenge 2016 – 3 weeks left to register!

#1 Nick Monro from United Kingdom: There are only 3 weeks left to register for the School Enterprise Challenge 2016! Any school from any country can sign up, it’s FREE and students and teachers will be guided through the process of setting up a real school business. Schools that take part also stand the chance of winning $50,000 w…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3350#1

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UNESCO-UNEVOC TVeT Forum digest – 11 April 2016

A total of 2 messages have been submitted in 1 threads. Use the links to read messages online and interact.

Capacity of TVET Trainers – Key to manpower development

#2 Lichia Yiu from Switzerland: Thanks for your reminder! The same observation has also been made in the context of general education. When looking at the PISA results of the recent assessment, it was found a positive correlation with the capacity of teachers. The consequent policy question begs addressing is why many governm…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3340#2
#3 Gino Schiavone from Malta: Train the teachers. The institute of Tourism Studies Malta is doing precisely this- to upgrade all Teachers to an EQF Level 6 – degree level in the subject area and also have gone through a Pedagogical course because in reality you can have a PHD and be poor in communicating your knowledge to the st…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3340#3

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UNESCO-UNEVOC TVeT Forum digest – 09 April 2016

A total of 1 messages have been submitted in 1 threads. Use the links to read messages online and interact.

RE: LMIS architecture for TVET

#3 Moustafa Mohamed Moustafa Wahba from Egypt: Dear All Let me put some thoughts on the objectives to use LMIS as Quality Management Mechanisms for TVET & TVET Institutions. The progressive entry of new actors into the TVET System, the availability of a variety of sources of finance, and the necessary relevance demanded for training progra…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3348#3

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UNESCO-UNEVOC TVeT Forum digest – 08 April 2016

A total of 6 messages have been submitted in 5 threads. Use the links to read messages online and interact.

Call for materials on team building & leadership

#12 T. Damian Boyle from Canada: Colleagues, In the process of answering my own questions on this topic, I found these resources which are particularly useful in identifying relevant problem-solving strategies for this kind of work: Centers for Disease Control and Prevention http://www.cdc.gov/stltpublichealth/nphii/about.ht...
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3292#12

RE: Report analyzes Future Work Skills 2020

#5 Rehema Binamungu from Tanzania, United Republic of: This is really an eye open to us educationist and planners, the focus of life is on knowledge and soft skills, need to explore more on the roles of training institutions and work places in regard to skills development.
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3325#5

Skill compared to other technical/professional education

#10 WAHYU DWI KURNIAWAN from Indonesia: I think the technical training is standard operating procedure in the implementation of training to match the expected goals. Vocational education is education that provides the skills to someone to be competent in a specific field.
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3335#10

New UNESCO Recommendation on TVET

#3 Svitlana Zaychuk from Ukraine: iHUB team is glad to share the TVET experience particular to Ukraine and are grateful for the opportunity to expand our knowledge, benchmark and further better our practices, especially for groups, who hold less social and economic power in our country, like women and IDPs. It is indeed great motiva…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3345#3

LMIS architecture for TVET

#1 Hassan El-Meligy from Egypt: Wanted to have an opinion on the implementation of LMIS software and hardware architecture used as a best practice in any country. What are the preferred LMIS from your point of view worldwide? Thanks Hassan
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3348#1
#2 Hoosen Rasool from South Africa: Dear Hassan From my experience the best way to design and implement an LMIS is to adopt a bottom-up approach. Countries have different needs and priorities, as well as different capacities and resources, which are all critical to the development and sustainability of a LMIS. The starting quest…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3348#2

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UNESCO-UNEVOC TVeT Forum digest – 07 April 2016

A total of 2 messages have been submitted in 2 threads. Use the links to read messages online and interact.

Incorporation of Ergonomics into the Technology Education/TVET Curriculum

#2 T. Damian Boyle from Canada: Colleague, Some considerations for you: *Kinesiology *Workers’ Compensation Board Statistics for Injury Types and Rates *Industrial Design *Manufacturer’s Equipment Operation Manuals *Occupational Health and Safety Regulations I have posted a database of related links at: https://eduno...
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3344#2

The CVA March 2016 Newsletter is now online /Le bulletin du CVA est maintenant en ligne

#1 cvaacfp from Canada: In English http://cva-acfp.org/a/2016-03-en.html En français http://cva-acfp.org/a/2016-03-fr.html To subscribe to our free Newsletter http://cva-acfp.org/ Upcoming DACUM Workshops in Canada • May 2-5, Montréal, QC (in French) • October 3-6, Vancouver BC • November 7-10, T…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3346#1

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UNESCO-UNEVOC TVeT Forum digest – 06 April 2016

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A total of 2 messages have been submitted in 2 threads. Use the links to read messages online and interact.

Incorporation of Ergonomics into the Technology Education/TVET Curriculum

#1 Jamilu Mustapha Chedi from Nigeria: Dear member of UNEVOC network, The changing demands of technical and vocational educators due to the dynamic nature of technology and endless rapid development manifest clearly in the twenty first century and beyond. TVET educators require diverse skills to succeed in the next generation and in p…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3344#1

New UNESCO Recommendation on TVET

#1 UNESCO-UNEVOC International Centre from Germany: 04.04.2016 – UNESCO Education Sector http://www.unesco.org/new/en/education/resources/online-materials/single-view/news/two_new_unesco_recommendations_on_education/ Two new UNESCO Recommendations on education A signing ceremony was held of two key international *Recommendations on education…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3345#1

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UNESCO-UNEVOC TVeT Forum digest – 05 April 2016

A total of 5 messages have been submitted in 5 threads. Use the links to read messages online and interact.

Skill compared to other technical/professional education

#8 mohammad hassan yazdizadeh from Iran, Islamic Republic of: what about the difference between a technical training and a vocational training?
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3335#8

On Community Colleges

#5 Anil Prasad from India: Dear Rod Murray and Dayue Fan, Sorry for the tardy response as I was travelling with very limited connectivity Thank you very much for the reply! Definitely, I would like to continue the discussion on your experiences with the community college. Also thank you very much for the pointers to the…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3336#5

Capacity of TVET Trainers – Key to manpower development

#1 Nyongesa Lumuli Charles from Kenya: Based on evidence from developed countries such Korea, Technical Training institutions have been identified to play key role in the development of manpower to promote economic development particularly in African Countries. However, most Trainers in these institutions have very low level of education…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3340#1

International Conference on Ensuring Greater Impact of TVET for Sustainable Development

#1 Kian Boon LIM from Brunei Darussalam: Please to announce that the *Institute of Brunei Technical Education* (IBTE) and *SEAMEO VOCTECH* are co-host to organise an International Conference on Ensuring Greater Impact of TVET for Sustainable Developement. Please visit the link (https://ibte.edu.bn/) for more information and registratio…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3341#1

Program released for 25th National VET Research Conference, Australia

#1 Rebecca Farrell from Australia: The National Centre for Vocational Education Research (NCVER) is co-hosting the 25th National Vocational Education and Training Research Conference ‘No Frills’ with CQUniversity, at their Rockhampton North campus, in Queensland, Australia from 4 – 6 July 2016. An engaging program is now avail…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3342#1

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UNESCO-UNEVOC TVeT Forum digest – 01 April 2016

A total of 7 messages have been submitted in 3 threads. Use the links to read messages online and interact.

Skill compared to other technical/professional education

#6 K.Prabakaran from India: Sir In coimbatore, many of them work without certification, Only of practical knowledge they do their work. Job orders are mainly done. These people are experts. When we interact with them they will tell about the product and its usage but cant explain it properly. After pass or fail from school …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3335#6

On Community Colleges

#2 Rod Murray from Australia: Dear Anil I have run a Community College in Australia. CCs in Australia may not be the same in other countries. Here they are mainly focused on Life Long Leaning rather that imparting tradeable skills, and thus may not meet your stated aims. I am happy to discuss in more depth directly. Rod M…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3336#2
#3 Douglas Perry from United States of America: In the United States, community colleges are focused primarily on career education: preparation for employment. However, many community colleges (also known as junior colleges) also offer an entry portal to higher education; the first two years of a four-year curriculum, for example. There is also a…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3336#3

Very poor Attendance of trainees in Government sponsored skills training program in India

#3 Jimale Yusuf Magan from Somalia: Hi Mushtaq, We have faced the same problem in Somaliland in 2011 and have made huge success in reducing dropouts and absenteeism of training during training. In our case, dropouts were mainly caused long distance to training centers, lack of strong selection of right target groups and trainees de…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3338#3
#4 K.Prabakaran from India: Some of the Government Sponsored skill training are to be regulated from selection of trainees and selection of Training institutes and Trainer attitude towards the trainee and apprenticeship linked and wage linked one. If it is done means then we can easily control poor attendance. As I had wit…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3338#4
#5 Chris Chinien from Canada: Dear Colleagues, I sympathize with you with respect to the difficulties you encountered in trying to assist disadvantaged youth. I am currently working on a project that attempt to identify best practices in the application of ICT to equip unemployed youth with marketable skills to improve the…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3338#5
#6 Anthony Borkett from Indonesia: Hi Mushtag, Clearly there can be many reasons that can contribute to the problems you describe. Student drop out issues in VET programs is a problem faced in all countries to varying degrees. My experience is that ethnic groups from similar socioeconomic backgrounds similar to what I think you ar…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3338#6

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UNESCO-UNEVOC TVeT Forum digest – 04 April 2016

A total of 2 messages have been submitted in 2 threads. Use the links to read messages online and interact.

Skill compared to other technical/professional education

#7 K.Prabakaran from India: in reply to msg. #2 by SANDEEP DUBEY: Yes there is opportunity to go from ITI next Diploma then Graduation
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3335#7

On Community Colleges

#4 Dayue (David) Fan from China: Dear Anil, There are many very good community colleges in the US. And I think personally that your described functions of the community colleges can fined good examples among them. And the following two web addresses may help you to find some more useful information of US community colleges. h…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3336#4

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UNESCO-UNEVOC TVeT Forum digest – 31 March 2016

A total of 8 messages have been submitted in 7 threads. Use the links to read messages online and interact.

RE: Report analyzes Future Work Skills 2020

#4 Joseph Hegarty from United Kingdom: Hi #Sylvia, I love your notion of creative, collaborative innovation. Its the way forward! And you are right, it is not only all about “knowledge”! The first requirement of an innovator is imagination. It is this which enables him/her to visualise the possibilities of a new idea and it’s ulti…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3325#4

Critical thinking in TVET

#5 Rinos Pasura from Australia: Without complicating matters, I have always recommended to my students to use the backward design model by Wiggins and McTighe (1998, especially in the design of both assessments and learning activities. In addition, you should use Bloom’s Taxonomy when designing and assessments and learning activit…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3334#5

Skill compared to other technical/professional education

#5 SANDEEP DUBEY from India: I think your basic idea is task oriented Vs Topic oriented. Good insight.Thanks
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3335#5

On Community Colleges

#1 Anil Prasad from India: Dear Friends, For the past few months, I have been learning about Community Colleges, since I am mandated to establish community colleges as part of my present project. Community Colleges have different shapes and mandates in different parts of the world. I would like to share the concept of a co…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3336#1

Manpower planning and TVET level and tertiary education

#1 berhanu tadesse taye from Ethiopia: What is manpower planning? How does manpower planning involve TVET level and tertiary education? In developing countries, do you think that there is a need to match the kind of courses in offered in TVET institutions, colleges and universities (and the number of student of students admitted to these…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3337#1

Very poor Attendance of trainees in Government sponsored skills training program in India

#1 Mushtaq Shaikh from India: Dear friends, We are engaged in implementing TVeT program fully sponsored by Government of India for underprivileged youths in India. We face a lot of issues related to higher absenteeism and drop outs of youths during the course of the training program. Despite continuous counselling, vigilant c…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3338#1
#2 T. Damian Boyle from Canada: Good Day, Mushtaq Shaikh! Your experience sounds familiar to me, and you have my sympathy. Some Learner issues may need to be addressed: If Learners are financially supported, tie this support to attendance hours. “No Show; No Dough.” If Learners will receive a Transcript of completion, …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3338#2

New book release: India – Preparation for the World of Work

#1 Wouter de Regt from Germany: Dear all, I just wanted to inform you about a book that has just recently been published entitled “India: Preparation for the World of Work”. The book includes chapters written by experts and researchers from all over India, including the Indian Institute of Management (IIM) and other leading uni…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3339#1

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UNESCO-UNEVOC TVeT Forum digest – 30 March 2016

A total of 8 messages have been submitted in 4 threads. Use the links to read messages online and interact.

RE: Report analyzes Future Work Skills 2020

#3 sylvia hammond from South Africa: May I add a slightly different point of view. I do know that in South Africa we talk of competency including knowledge skills and attitude. However, I would suggest for the purpose of thinking about future “work” as opposed to “jobs”, that we may be able to identify a common “attitude”. Tha…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3325#3

[UNEVOC] International occupational standards for trades

#6 Anthony Borkett from Indonesia: Hi Hoosen, As per Stephen and Chris suggestions with Canadian and UK websites, if you go to the Australian VET websites you can access information that might assist you too. For example: https://training.gov.au/ http://www.asqa.gov.au/about-asqa/national-vet-regulation/vet-quality-framework...
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3331#6
#7 T. Damian Boyle from Canada: Good Day, Hoosen! I have looked for such standards, and come to the conclusion that Foreign Credentials Recognition, or Recognition of Prior Learning, is the closest approach being used for this in Canada. I have posted related links on EduNorth: https://edunorth.wordpress.com/arts-crafts-tra...
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3331#7
#8 Douglas Perry from United States of America: This is a terrific resource, Chris. Thank you for making this known to others. –Doug
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3331#8

[UNEVOC] Critical thinking in TVET

#3 Joseph Hegarty from United Kingdom: Gentlemen, Carr (1993, pp. 221-233) outlines the two paradigms of education, one based on the democratic principles of culture, equality, participation and social justice, and the other based on the economic principle of vocationalism, and a preparation for work. The terms ‘liberal’ and ‘…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3334#3

Skill compared to other technical/professional education

#2 K.Prabakaran from India: As of know in India an ITI pass out is a skilled worker and a polytechnic pass out is a supervisor level and a graduate passout is manager level or senior supervisor or Department incharge etc., But this is to be changed and the knowledge sharing is to be done at all level and the opportunity is to …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3335#2
#3 SANDEEP DUBEY from India: Can a ITI pass pursue Polytechnic or Engineering courses?
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3335#3
#4 Ramachandra Rao KN from India: Let me introduce the core difference between Skill and Knowledge. In its simplest terms, Skill – It is task oriented (Example: Solder an IC on a PCB such that neither the IC nor the PCB is not damaged). Skill is a psychometric behavioral Change (of course positive change) Knowledge – It is to…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3335#4

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UNESCO-UNEVOC TVeT Forum digest – 23 March 2016

Report analyzes Future Work Skills 2020

#1 Rafael Barrio Lapuente from Spain: Dear friends, I attached an interesting study by /Institute for the Future/ for the University of Phoenix Research Institute on /Future Work Skills 2020/ I hope it’s of interest Sincerely Rafa — Moderator comment: Thank you for this, Rafa! Quick excerpt from the introduction of th…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3325#1

Aung San Suu Kyi – Minister for Education in the New Government in Yangon!

#1 Rónán Haughey from Ireland: Dear friends in skills I wanted to share with you all the great news this morning from Myanmar where today it has been announced that *Aung San Suu Kyi is to be the Minister for Education in the New Government in Yangon!* *This is a great day for Myanmar* and the world and emphasises the impor…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3326#1

New VOCEDplus poll

#1 Tracy Gamlin from Australia: In our latest poll, the VOCEDplus team is asking which pathway you would encourage your child to pursue after secondary schooling. The voting choices are: * Apprenticeship or traineeship * Other vocational qualifications * University studies * Employment * Gap year * Other – Tweet us @V…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3328#1

2016 IVETA World TVET conference Fiji

#1 Pacific Association Technical and Vocational Education and Training: World TVET Conference, Fiji August 23-25 All UNESCO-UNEVOC forum members are invited to attend the IVETA World TVET Conference in Suva City, Fiji Islands from August 23-25. Come and join hundreds of international TVET experts and practitioners in beautiful Fiji Islands for the 3-day conference…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3329#1

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UNESCO-UNEVOC TVeT Forum digest – 22 March 2016

A total of 5 messages have been submitted in 4 threads. Use the links to read messages online and interact.

Innovative projects in water and skills development

#4 T. Damian Boyle from Canada: Good Day, Lisa! Thanks for this interesting and important post. I promote the use of Water Treatment & Distribution and Wastewater Collection & Cleaning here for entry level industrial skills training. Every small community has this technology and needs skilled operators. The skills develope…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3321#4

Opening of world class Training Centre for trainers in Mumbai

#3 SANDEEP DUBEY from India: Dear Mr Pandy, May I please have your contact details. I can be reached on my Mob:9820693953 mailid: sandeep.dubey@jsw.in Regards, Sandeep Dubey
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3322#3
#4 Moustafa Mohamed Moustafa Wahba from Egypt: Dear Dubey I am addressing specialized courses for trainers in Management of TVET Systems, Competency Based Education and Training CBET Systems & Competency Assurance Management Systems CAMS for Assessment and Verification and willing to support your centre for trainers. Best regards. Eng…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3322#4

Launch of School Enterprise Challenge 2016 – Open to Schools Worldwide

#1 Nick Monro from United Kingdom: The School Enterprise Challenge is a global awards programme that guides and supports teachers and students to set up real school businesses. It helps them to develop key business and entrepreneurship skills in a practical and fun way. The great thing about it is that students and teachers can help …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3323#1

Upcoming DACUM I workhop in Canada: 18 to 21 April in Calgary, Alberta

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UNESCO-UNEVOC TVeT Forum digest – 21 March 2016

A total of 9 messages have been submitted in 4 threads. Use the links to read messages online and interact.

ToR – Quality assurance and standards system Somaliland

#3 Anant Prakash Pandey from India: Dear Mr Jimale This will be interest to us in National Skill Development Agency as we are the agency who have developed the National Quality Assurance Framework for the country. This framework covers quality assurance for all the verticals of TVET namely Training organisation, auditors,assessment b…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3319#3
#4 Jimale Yusuf Magan from Somalia: Dear Kaylash, Thank you very much for your interest in this consultancy. Please apply using the email in the TOR. Regards, Jimale
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3319#4
#5 Jimale Yusuf Magan from Somalia: Dear Anant, Thanks for letting me know that you are interested in this. I expect to see your application. Regards, Jimale
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3319#5

Global Faculty Development Initiative

#2 Jutta Mohamed-Ali from Germany: Dear Mr. Fuhrmann, I want to attend online. Are there still open opportunities to become a team member in the project and work on it? As an national consultant on VET-management in Germany and an international consultant on TVET in academics (dual study programs) I’m really interested. I’m…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3320#2
#3 Elaine McNeil from Canada: Hello, I am very interested in faculty development and would like to be included in your deliberations. I work with a variety of trainers who develop/implement professional development programs, primarily in sub-Saharan Africa. These programs include both secondary education as well as TVET. Since…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3320#3

Innovative projects in water and skills development

#2 RAJENDRA SHRIKRISHNA KHAIRNAR from India: Respected Dear Lisa, I am also working in the area of water purification , particulalry industrail waste water. I am at present looking at effective ways to reduce/remove phenol based compound from industrial waste water discharge. I would like to join and exchange my experitse by way of carrying…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3321#2
#3 Joseph K. Amankrah from Canada: Good evening Lisa, I would be interested, in discussing more with you, concerning, youth training in the area of Industrial skilled trades, we are also working on waste management, and working on prototypes in the areas of biogas generation for electrical power, and also ways to address the plastics…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3321#3

Opening of world class Training Centre for trainers in Mumbai

#1 SANDEEP DUBEY from India: I am representing a MNC & managing 29 Industrial Training Institutes of Govt. Would like to know the the per trainer cost. We wish to open one world class Training Centre for the trainers in Mumbai. Can anybody give me the contact detail of consultants with successful track record. Alternatively …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3322#1
#2 Anant Prakash Pandey from India: Hi Mr Dubey, Good to hear from you that you are planning for a centre for trainers as qualified and competent trainers are in huge scarcity in India. I am working in National Skill Development Agency,GoI and we have collaboration with EU and we do conduct short term ToT modules focussing more on pe…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3322#2

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UNESCO-UNEVOC TVeT Forum digest – 18 March 2016

A total of 2 messages have been submitted in 2 threads. Use the links to read messages online and interact.

Global Faculty Development Initiative

#1 Norbert Fuhrmann from Germany: Dear all, the Atlanta Technical College (ATC), USA, and the Felix-Fechenbach-Berufskolleg (FFB), Germany, are planning a Global Faculty Development Initiative, with phase I starting on March 29th. The FFB and the ATC have the aspect of faculty development as one element of their partnership….
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3320#1

Innovative projects in water and skills development

#1 Lisa Freiburg from Ghana: Dear colleagues, I would like to bring to your attention an interesting opportunity for individuals and organisations working around water management in urban areas: VIA Water supports projects with innovative solutions for water problems facing cities in seven African countries: Benin, Ghan…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3321#1

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UNESCO-UNEVOC TVeT Forum digest – 17 March 2016

A total of 1 messages have been submitted in 1 threads. Use the links to read messages online and interact.

ToR – Quality assurance and standards system Somaliland

#2 Kaylash Allgoo from Mauritius: Dear Jimale Thank you for sharing same. This is of interest to me as I have been heading the Mauritius Qualifications Authority and as such we have developed Quality assurance standards for the TVET institutions in Mauritius. I believe our experience may be helpful to Somaliland. Regards Kayl…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3319#2

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UNESCO-UNEVOC TVeT Forum digest – 16 March 2016

ToR – Quality assurance and standards system Somaliland

#1 Jimale Yusuf Magan from Somalia: *Terms of reference for developing quality assurance and standards system in TVET and performance monitoring of TVET* Dear All, Kindly find attached TOR for Developing Quality Assurance System and Performance Monitoring System for Ministry of Education of Somaliland. Please apply if you a…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3319#1

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UNESCO-UNEVOC TVeT Forum digest – 29 March 2016

A total of 10 messages have been submitted in 5 threads. Use the links to read messages online and interact.

Opening of world class Training Centre for trainers in Mumbai

#6 Phani Mohan krishna from India: a very good Initiative, kindly keep in touch as this is an area of interest to me both to mentor, share and learn. am a mentor for CII- IIMA and also several others working on biofuels, trade and sustainability Rgs ​Phani Mohan Member RSB/BONSUCRO/ISOFAR/IBI/SAARC Energy http://www.linked...
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3322#6
#7 SANDEEP DUBEY from India: Thanks. Have sent you a mail requesting for details of your Institute. Regards, Sandeep Dubey
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3322#7

International occupational standards for trades

#2 Stephen Vardigans from China: Hello Hoosen, The UK NOS website is great/v.easy place to search and the formats of the standards are excellent for occupational performance assessment, individual competence development and competency-based curricula development. Mind you, since there aren’t too many millwrights being trained in…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3331#2
#3 Chris Chinien from Canada: Dear Hoosen, Canada has a proud tradition of developing occupational standard. In DACUM which is internationally used for developing occupational standards in various trades and professions is a made in Canada process. You can access for FREE our scientifically developed and validated National…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3331#3
#4 Janaka Jayalath from Sri Lanka: Dear Hoosen, It is difficult to find such international standards as to my knowledge. My advise is to obtain national standards of a country similar to your qualification framework and customize it. you may find some useful resources from RMCS by ILO from the following link: http://www.
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3331#4
#5 Anthony Borkett from Indonesia: Hi Hoosen, What do you mean “international occupation standards”? Are you referring to job related tasks? Tony Borkett Indonesia
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3331#5

Professional Development Opportunities

#1 Kingsley C. Udogu from Nigeria: I feel very excited joining this forum where TVET experts all over the world are sharing ideas that are already tranforming the our global society. I am currently a doctoral student in the Department of Industrial Technical Education, University of Nigeria, Nsukka, Nigeria. I have a special interest…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3332#1

Critical thinking in TVET

#1 MARTIN BORG from Malta: Dear members of UNEVOC network, I am currently doing some research on critical thinking, and am seeking to understand better how critical thinking can be integrated with technical vocational education and training. Needless to state, TVET should also aim to provide critical thinking skills to …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3334#1
#2 T. Damian Boyle from Canada: Good Day, Martin! Fundamentally, critical thinking in TVET and related occupations is no different than in any other field. Employers hire people to solve problems, so it behooves TVET to develop problem solving skills. Problem Based Learning activities can be used to foster the development o…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3334#2

Skill compared to other technical/professional education

#1 SANDEEP DUBEY from India: I have just been trying to understand as what way skill is different than other technical/professional education. To my mind, practiced knowledge is skill i.e. central to skill is education, if so then how to differentiate a trainee pass out from ITI to Polytechnic grad/Engineering grad & What wa…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3335#1

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UNESCO-UNEVOC TVeT Forum digest – 11 March 2016

A total of 3 messages have been submitted in 3 threads. Use the links to read messages online and interact.

VOCEDplus Pod Network

#5 sylvia hammond from South Africa: Excellent – thanks Radhika
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3311#5

The CVA February 2016 Newsletter is now online /Le bulletin du CVA est maintenant en ligne

#1 cvaacfp from Canada: In English http://cva-acfp.org/a/2016-02-en.html En français http://cva-acfp.org/a/2016-02-fr.html *Upcoming DACUM Workshops in Canada* * April 18-21, Calgary, AB * May 2-5, Montréal, QC (in French) * October 3-6, Vancouver BC * November 7-10, Toronto, ON http://cva-acfp.org/training-and...
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3316#1

BIBB / UNESCO-UNEVOC Open Call for Tender on work-based learning

#1 Michael Schwarz from Germany: BIBB / UNESCO-UNEVOC Open Call for Tender: ‘Mapping the research about work-based learning from a global TVET perspective – a literature review’ Dear colleagues, The Federal Institute for Vocational Education and Training (BIBB) and UNESCO-UNEVOC International Centre for Technical and Vo…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3318#1

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UNESCO-UNEVOC TVeT Forum digest – 10 March 2016

A total of 4 messages have been submitted in 2 threads. Use the links to read messages online and interact.

VOCEDplus Pod Network

#3 sylvia hammond from South Africa: Hi Radhika, Thank you – this looks like an excellent initiative. I note that the South African National Skills Development Strategy is there. Look forward to seeing more research from SA.
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3311#3
#4 Radhika Naidu from Australia: Hi Sylvia, Thanks for reporting the problem with the URL in my post and for your interest in the new VOCEDplus Pod Network. You may also be interested in this set of recent resources on South Africa that we have in VOCEDplus: http://www.voced.edu.au/search/site/tm_metadata.geographicsubjects:...
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3311#4

Gamification 4 Development MOOC- Registration is open

#1 Elena Mondino from Italy: Dear Sir/Madam, I am writing to inform you that ITCILO in collaboration with GIZ and UNITAR are launching the Gamification for Development MOOC (Game4Dev MOOC). The Game4Dev MOOC will start on April, 11th and last until May 27th, 2016. The course is FREE and OPEN to anyone interested in furth…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3315#1
#2 John Okewole from Nigeria: Thanks for this piece of information. On the course link, there is no enroll button on it. So, how do you track enrollments and serve reminders for those interested? Thank you.
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3315#2

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UNESCO-UNEVOC TVeT Forum digest – 09 March 2016

A total of 2 messages have been submitted in 2 threads. Use the links to read messages online and interact.

VOCEDplus Pod Network

#2 sylvia hammond from South Africa: Hi Radhika. The link on your discussion to the pods returns an error message – page not found. But clicking on Home from that link brings up the article about pods and that link works. Regards sylvia — Dear Sylvia, thanks for notifying us of this issue. There was a trailing “.” behind the …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3311#2

International Women’s Day
#2 UNESCO-UNEVOC International Centre from Germany: UNESCO Prize for Girls’ and Women’s Education 2016 Appel à candidatures: Prix UNESCO pour l’éducation des filles et les femmes 2016 /Version française ci-dessous/ Dear colleagues, The first edition of the *UNESCO Prize for girls’ and women’s education 2016* is now launchi

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UNESCO-UNEVOC TVeT Forum digest – 07 March 2016

A total of 4 messages have been submitted in 2 threads. Use the links to read messages online and interact.

e-Forum becomes TVeT Forum – new features

#4 Dr. Md. Sakawat Ali from Bangladesh: Welcome TVeT forum We hope that we will contribute more in this TVeT Forum Dr. Engr. Md. Sakawat Ali M.Sc. Engineering (BUET) Principal Bangladesh-Korea Technical Training Centre (BKTTC), Dhaka Mirpur Road, Darus-Salam, Dhaka-1216, Bangladesh Phone: +88-02-9000184 (Off), +88-02-9000116(Res)…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3296#4
#5 MAHESH C VERMA from India: I very much share your positive sentiments, Dr Ali.
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3296#5
#6 UNESCO-UNEVOC International Centre from Germany: Dear colleagues, thank you very much for the positive feedback received thus far and the many pictures uploaded already. However, it is much more important have relevant discussions. So let us get back to those. Have a great week, the UNEVOC TVeT Forum team
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3296#6

Application of Kaizen Training in TVET in Ethiopia

#1 berhanu tadesse taye from Ethiopia: Article: ATW Engineering Enterprise IN GULELE SUB-CITY in: International journal on best practice of enterprises in Gulele Sub-City Author: Berhanu Tadesse Taye — TVeT Forum moderator comment: As per the attachment link below, our TVeT Forum member is sharing an article looking at the qual…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3305#1

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UNESCO-UNEVOC TVeT Forum digest – 04 March 2016

 A total of 3 messages have been submitted in 3 threads. Use the links to read messages online and interact.

New formatting options in TVeT Forum

#7 NOAH NOAH Jean Crépin from Cameroon: Max, Thank you for this new look. with this form it is possible to identify all the members involved in the forum. Very nice initiative. NOAH NOAH Jean Crepin Yaounde – Cameroon
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3291#7

Participate in the Global KSP E-Discussion on Achieving Gender Equality in the World of Work

#1 Jeannette Sanchez from Switzerland: Dear colleagues, International Women’s Day, celebrated on 8 March, provides an opportunity to celebrate the social, economic, cultural and political achievements of women. While there have been some progress over the past century, genuine gender equality in the world of work remains an elusive …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3302#1

eLearning Africa: Libraries, Vision and How African Innovation Benefits the World

#1 Juliane Walter from Germany: Exciting ideas for Africa’s libraries, museums, archives and data will be an important part of this year’s eLearning Africa conference, which takes place in Cairo, Egypt from May 24 – 26. Keynote speakers at the event will include Egypt’s Dr Ismail Serageldin, the founder and Director of the Bibliot…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3304#1

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UNESCO-UNEVOC TVeT Forum digest – 01 March 2016

A total of 7 messages have been submitted in 5 threads. Use the links to read messages online and interact.

Employability of Participants of Vocational training Programme

#6 cvaacfp from Canada: Good afternoon, The CVA open access database has several references on this topic. The database is searchable by tags http://cva-acfp.org Employability http://cva-acfp.org/article-tag/employability/ Hope this helps, Madeleine Madeleine Information and knowledge management officer …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3184#6

Request for literature on Lifelong Learning in TVET and skills development

#8 cvaacfp from Canada: Dear Thompson, The CVA open access database has several references on these 2 topics. The database is searchable by tags http://cva-acfp.org Lifelong Learning http://cva-acfp.org/article-tag/lifelong-learning/ Skills development http://cva-acfp.org/article-tag/skills-development Hope …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3280#8

New formatting options in TVeT Forum

#4 sylvia hammond from South Africa: Thanks Max – the new format looks very good. You have made a remark about being able to quote from a discussion into another discussion. A related query I have is: when quoting from a discussion content – for example in a paper or presentation – would it be acceptable to reference the > UNESCO…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3291#4
#5 Wouter de Regt from Germany: Dear Sylvia, Thanks for raising this point! Quoting contributions should be fine and providing the URL and date would be a good idea. However, at the end of the day the contributions posted on the TVeT Forum reflect the views of individual members, so I would always ask the contributor if he/s…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3291#5
#6 Alison Mead Richardson from Canada: Thanks for this info Max – I think having photos helps to build ‘community’. And it’s nice to see your smiling face! I like the new format eForum. Alison
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3291#6

Register for the School Enterprise Challenge 2016

#1 Nick Monro from United Kingdom: The School Enterprise Challenge 2016 is almost here! The Challenge is an innovative global awards programme with the goal of empowering young people with the business and entrepreneurial skills that they will need in the real world. We believe that this is key in the fight against poverty and une…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3297#1

DACUM I workhop in Canada

#1 cvaacfp from Canada: Next DACUM I workhop in Canada by the CVA: 18 to 21 in Calgary, Alberta For information and registration http://www.http://cva-acfp.org/training-and-workshops More DACUM I workshops to come in 2016 May 2nd to 5th | Montreal – *In French* Oct 3rd to 6th | Vancouver Nov 7th to 10th | Toront…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3300#1

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UNESCO-UNEVOC TVeT Forum digest – 29 February 2016

A total of 3 messages have been submitted in 2 threads. Use the links to read messages online and interact.

Call for materials on team building & leadership

#9 T. Damian Boyle from Canada: My Friend, Thank you for sharing with me so much as you have. I have found inspiration in your thoughts, and in your example. With regards to service delivery by your good self in this case, I must advise that this would not be practical. I do believe that you have much to offer, however, and …
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3292#9
#10 Venugopal Maddukuri from India: Dear Damian Interesting resources you have collected. Team building requires members of the team to know themselves better. I would recommend you look at the book ‘Leadership and self-deception’, and the works of Arbinger institute. One organisation which uses concepts from Arbinger books is ‘…
www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&thread=3292#10

e-Forum becomes TVeT Forum – new features

#2 UNESCO-UNEVOC International Centre from International Centre: Dear TVeT Forum members, this is the first digested version of TVeT Forum messages. If you wish to continue receiving forum emails in full-text format, please change your subscription settings accordingly at http://www.unevoc.unesco.org/go.php?q=Subscribe Best regards the UNEVOC TVeT Forum te…
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UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2016-02-26
Subject: e-Forum becomes TVeT Forum – new features

The new UNEVOC TVeT Forum

This will be the last message you receive in the old e-Forum format. From
Monday on, some things will change.

The UNEVOC e-Forum has developed enormously over the years. Since its
launch in 1998, it has grown steadily, from initially 140 members to more
than 4,000 users representing 185 Countries today. It originally started as
a mailing list. In 2006, we added the functionality of an online discussion
board. Now we go one step further by improving new online interaction
features and adding some networking functions.

Re-Branding to “TVeT Forum”

The e-Forum is now the TVeT Forum. There are of course many “e-based”
forums out there, so we figured that the name of our forum should reflect
what it is about.

Daily message digest is now default option

Thus far, every user received every single contribution via email. There
were days with more than 10 messages filling up the inboxes of e-Forum
members. In future mail subscribers will receive only one message per day
with an overview of all submissions within the previous 24 hours. To read
the full messages, you will need to log in to the discussion board online.
If you wish, you can switch to receiving all messages in a full-text
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New design

The online discussion board has been redesigned. It has fresh looks and it
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More direct interaction without delays

Once users have submitted at least 5 messages to the TVeT Forum, their
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We have created new functions in the user profile which is visible to the
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All of the functions described above will be made available on Monday next
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These developments are part of an ongoing process to continually improve
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Any type of feedback is greatly appreciated at
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Best regards from the UNESCO-UNEVOC Online Services team

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Mulder, Martin [mailto:competence2016@wur.nl]
Sent: 2016-02-26
Subject: Competence 2016 – International conference on competence theory, research and practice

Dear e-Forum users,

This is to inform you about a call for proposals for an international
conference on competence theory, research and practice that will take place
in Wageningen, Netherlands, from 19 to 21 October. The deadline of
submissions is March 21.

Link to submissions:
http://www.competence2016.nl/proposal/call-for-proposals.html

Website: http://competence2016.nl / Contact: competence2016@wur.nl

Martin Mulder, PhD
Chair conference Competence 2016

Attachment:

CfP Competence 2016
http://www.unevoc.unesco.org/e-forum/Competence2016.pdf

view thread online:
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Damian Boyle [boyle.damian@northlandscollege.sk.ca]
Sent: 2016-02-23
Subject: Call for materials on team building & leadership

Colleagues,

I am developing some short Team Building & Leadership workshops (2 to 4
hours), and am looking for materials and ideas to use for these.

I would appreciate receiving your suggestions for:

* Problem Based Learning scenarios or challenges
* Notable successes or failures historically
* Graphics that illustrate related concepts vividly
* Anything else that you think may be useful.

For your consideration, I have posted some materials and links relating to
this on EduNorth: https://edunorth.wordpress.com/team-building/

Thanks for your time with this. I look forward to receiving your inputs.

Yours,
Damian

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

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Wouter de Regt [w.de-regt@unesco.org]
Sent: 2016-02-25
Subject: Re: TVET strategy in the years 2016-2021

Dear Dean GIATMARA Merbok,

Thanks for bringing up the topic!

As you rightly point out UNESCO’s TVET Strategy for the period 2010-2015
has come to an end and at the moment there are discussions regarding the
new strategy for the period 2016-2021. Last year we organized a virtual
conference on the topic with the aim of getting feedback. Please find the
report here:
http://www.unevoc.unesco.org/up/2015eForum_UNESCO_TVET_Strategy.pdf

UNESCO has published the draft version of the new TVET strategy on unesdoc
and, amongst other input from other organizations, has also taken into
account the outcomes of the virtual conference! Please find the draft here:
http://www.unesco.org/ulis/cgi-bin/ulis.pl?catno=243804&set=0056CEB127_3_306&gp=1&lin=1&ll=1

It is available in English, French, Russian, Arabic and Chinese.

Please remember that this is still a working document and subject to the
Member States approval. Despite this, what do you all think? Are you happy
with the direction of the draft UNESCO TVET strategy?

Cheers,
Wouter

view thread online:
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Serena Gut [info@vpet-congress.ch]
Sent: 2016-02-17
Subject: VPET Congress: Detailed Programme available now

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 are happy to announce the participation of guests from already more than
25 different countries at the International Congress on Vocational and
Professional Education and Training 2016. Join the Congress and get your
ticket here: http://vpet-congress.ch/?q=en/congress-registration

Newly the detailed programme of the Congress is available on
http://vpet-congress.ch/?q=en/programme. Enjoy exploring!

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
Follow us on www.facebook.com/VPET.Congress and on
twitter.com/vpet_congress
Get the Newsletter here:
http://vpet-congress.ch/?q=en/newsletter-registration

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Jean Hautier [j.hautier@unesco.org]
Sent: 2016-02-17
Subject: Re: Focus on Learning or Training in TVET?

Dear Rod, dear all,

Thanks a lot for this discussion. Questioning the ‘market’ for TVET
really drives to fundamental questions on its role, including this tension
between economic imperatives and human development goals.

If we are to combine both approaches, I would, like Helga, talk of
“demand” rather than of “market”, mostly in order to avoid an
artificial role assignment. “Markets” tends to confine each actor to
one kind of demand (the industry holding the economic flag and the
“social conscience” –as described in Rod’s initial post – the human
development flag). Such terminology gives the feeling that it is impossible
to satisfy everyone, or, at least, to find a compromise that would not
leave some actors behind.

More crucially, it seems quite far from reality. I’d like to share with
you here an academic article (R.J Leemand, C. Imdorf, 2015, link at the
end) that I found quite enlightening. It observes the development of
“training network”, in which companies work together and with a public
authority in order to allow apprentices to switch from one industry to the
other during their 3 years training. What makes it relevant to our
discussion is the deep analysis of the companies motivations (the authors
talk of “conventions”) when joining such network. The motivations
related to short or long term profits only make up 1/3 of the
“conventions”: fame, but also civic (defence of collective interest, of
democratic principles) also weight in the balance and are not negligable
(for more details, see the article or the table in cc to this message)

Helga wondered about  the “social demand” (that I understand as not
profit-driven demand) behind TVET. My point would only be not to forget
that the industry can be part of such demand, despite links to economic
interests.  In other words, the question might not be: “how can we
combine the market’s demands with our ‘social conscience’ ” but
rather “how can we use the social conscience of the market in order to
provide economic-relevant yet ‘humanistic’ TVET”.

Best regards,
Jean

Link to the academic article:
http://www.ijrvet.net/index.php/IJRVET/article/view/117/40

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Wouter de Regt [w.de-regt@unesco.org]
Sent: 2016-02-17
Subject: Just published: Virtual conference report on the UNESCO TVET strategy 2016-2021

Dear all,

We are happy to inform you that the synthesis report for the virtual
conference on the UNESCO TVET strategy 2016-2021 is now online and can be
found here:
http://www.unevoc.unesco.org/go.php?q=Just%20published:%20Virtual%20conference%20report%20on%20the%20UNESCO%20TVET%20strategy%202016-2021

With regards to virtual conference synthesis reports, some of the comments
and responses that we received in our recent ‘UNESCO-UNEVOC virtual
conference 2015 survey’ alluded to the fact that it took too long to
publish virtual conference reports. While we would like to stress the
amount of time it takes to develop the reports, we also recognise that this
is a valid concern.

This year we will be aiming to improve this by trying to publish full
synthesis reports quicker, or find new means to disseminate at least
preliminary findings faster. With this in mind, please find a short draft
summary report on the virtual conference on ‘Greening TVET in the context
of COP 21’. We would like to stress that this is only a draft report and
that the views and findings presented in the report are by no means final.
The full synthesis report will be published in due time.

We hope that this addresses some of your comments and we look forward to
seeing you all at this year’s virtual conferences!

Warm regards,
Wouter

Attachment:

VC_COP21_DraftSummary
http://www.unevoc.unesco.org/e-forum/Greening-TVET-Draft-Summary.pdf

view thread online:
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Damian Boyle [boyle.damian@northlandscollege.sk.ca]
Sent: 2016-02-10
Subject: Re: Focus on Learning or Training in TVET?

Colleagues,

Thanks first to Rod & Rose, and Joseph, for their inputs on this matter.

The foundation of my present work, as determined by Stakeholders, is as
follows:

***

The McArthur River Operation Surface Lease Agreement articulates
commitments by both Cameco and the Government of Saskatchewan to
educational development, in addition to job training.

11.4
The Government of Saskatchewan shall use its best efforts to provide basic
education and literacy training which will make the transfer of skill
on-the-job more effective, and the Lessee will cooperate with the
Government of Saskatchewan in this regard, where practicable. …

The McArthur River Operation Human Resource Development Agreement with the
Government of Saskatchewan repeats the statement above, and adds:

4.2
The Minister shall make the curriculum development and instructional
material resources of the Saskatchewan Post-Secondary Education and Skills
Training, Northern Office available to the Operator, to the extent
practicable, to provide the Operator assistance in the design or delivery
of any of the Operator’s training programs related to the McArthur River
Operation.

***

In the course of my work I distribute e-mail announcements about Education
and Training activities that I will be delivering. I inject a wide variety
of educational content into these announcements, that may or may not be of
interest to the immediate recipients of the memos, with an invitation to
explore these or other such interest with me at any time. This is a
significant aspect of my strategy to cultivate a positive attitude about
learning within the workplace, by setting an example of this myself and
sharing regularly.

Attached is an example of such a memo, distributed as a BCC to about 400
accounts and applying in total to about 900 Workers. For those who may
wonder about my closing comment, I was alluding to incident with multiple
fatalities in a local community, that personally involved individuals that
I work with here. Bear in mind that this is a remote and isolated Fly
In/Fly Out Mine Site and Camp, where we all need to watch out for and
support each other.

There is much more to learning in the workplace than the training
requirements for the particular jobs.

Yours,
Damian

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

Attachment:

WEP Announcement (January 28 2016)
http://www.unevoc.unesco.org/e-forum/WEP-Announcement-January-28-2016.docx

view thread online:
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Wouter de Regt [w.de-regt@unesco.org]
Sent: 2016-02-15
Subject: Re: Focus on Learning or Training in TVET?

Dear all,

A very interesting discussion! I was thinking about it when reading an
extract from UNESCO’s ‘Rethinking Education: Towards a global common good?’
(attached):

“A humanistic approach takes the debate on education beyond its utilitarian
role in economic development. (…) The economic functions of education are
undoubtedly important, but we must go beyond the strictly utilitarian
vision and the human capital approach that characterizes much of
international development discourses” (p.37)

I believe that this humanistic approach is similar to those opinions
expressed by Joseph, Prof. Raul Guerreiro and Damian. However, it doesn’t
fully answer the valid questions posed by Rod Murray, namely ‘who is the
market’?

Does a humanistic approach imply that the student should be the main
‘target market’? And in a world pushed by financial drivers, how does such
an approach in TVET work in practice? Does a humanistic approach cancel out
a human capital approach, or can they work together?

I think the previous posts have touched upon it, but I would like to use
this opportunity to relaunch the discussion by going back to Rod Murray’s
post and maybe identifying some more concrete examples like the one
presented by Damian.

Have a nice evening!
Wouter

Attachment:

Rethinking Education
http://www.unevoc.unesco.org/e-forum/RethinkingEducation.pdf

view thread online:
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Helga Foster [get.berlin@gmail.com]
Sent: 2016-02-16
Subject: Re: Focus on Learning or Training in TVET?

Wouter de Regt pointed again to what Rose and Rod were asking: “first
identify for who the market is, then find out what it wants”.

Whatever market may be for TVET, it not only differs from country to
country, but it is deeply embedded in each countries social, political and
economic situation. Where qualified work is socially valued and
economically wanted, the “market” for TVET is society, namely the
students and their parents, the companies and last but not least the
economic well-being of a country.

Another statement from Rose and Rod: “It is clear that the vast majority
of workers have never attended formal, institutional, skills training or
gained TVET qualifications. This situation has always been, and will always
be so”. I cannot agree with – at least not for Germany, where the
majority of workers indeed gained TVET qualifications. I’m fully aware
that the German TVET system is very unique, but I think that there are
worldwide many approaches to intensify and broaden activities to qualify
the workforce (see examples):
http://www.unevoc.unesco.org/go.php?q=fwd2World+TVET+Database.

The problem seems, that in most countries the economic sector doesn’t
participate and many TVET institutions are, for several reasons, not
capable to train and educate its students close to the reality of a
workplace. With other words, the problem doesn’t occur within TVET but
how it is allocated with its structure and position in society and
political decisions.

In their institutional environment apart from the economic sector, as close
as TVET practitioners can come, is by simulating the real world of work.
Maybe we shouldn’t ask about markets for TVET but look closer to the
demands for it: is there a social, political, economical and individual
demand or what has to be done, to evolve and support such an approach?

A social demand based approach would bring us closer to what Wouter cited
from Rethinking Education: it takes the debate on education beyond its
utilitarian role in economic development.

Greetings from Germany,
Helga Foster

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Joanna Collymore [joanna.collymore7@gmail.com]
Sent: 2016-02-11
Subject: Re: Request for literature on Lifelong Learning in TVET and skills development

Hello Thompson,

LLL as a concept and policy has been well documented and accepted as a
strategy for 21st century workers to maintain currency with regard to their
technical, pedagogical and life skills. However, there are many barriers
that present major challenges to implementing LLL. These could be of a
personal and/or cultural nature. This scenario is more likely to be true in
collectivist societies and less so in post modern individualist societies.

I have conducted research on LLL as a strategy for Continuing Professional
Development of TVET curriculists in Botswana. The link to the report is
shown below. I hope it would be helpful to you.

http://hdl.handle.net/10500/18601

Regards
Joanna

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Anil Prasad [apletters@gmail.com]
Sent: 2016-02-11
Subject: Re: Request for literature on Lifelong Learning in TVET and skills development

Dear Thompson,

At Additional Skill Acquisition Programme (ASAP) (www.asapkerala.gov.in) in
Kerala, India we are designing systems based on a lifelong learning
strategy for skill development. ASAP provides skill training to students
studying at Higher Secondary Schools and Arts and Science undergraduate
colleges in addition to their regular academic studies to enhance their
employment potential.

We are implementing skill courses at different levels based on National
Skills Qualifications Framework. Here the lifelong learning flow will be as
given below:

1. After their additional skill training and completing the regular studies
they can opt for employment or continue higher studies. Those who opt for
higher studies in their regular academic stream can come back to the skill
stream for re-skilling or up-skilling through the Community Skill Parks
systems.
2. Those continue in the skill stream without taking up employment can
attend higher level skill modules for higher qualifications.
3. Those who take up employment can come back to the system for up-skilling
in the same industry sector or for getting trained in another industry
sector
4. Those who continue in the employment can also come to the system for
on-the-job up-skilling for career progression.
5. The system will also provide opportunity to anyone to enter into it at
appropriate levels after going though a prior learning approval process if
not certified already.

Along with the above discussions and plannings we are also establishing a
blended learning facility which will combine the merits of virtual learning
(including simulations) and actual industry training. We are now in the
initial phase of implementation and the remaining phases will be
implemented on priority in the coming years (from the next year onward).
Curricula and the pedagogy are developed based on National Occupational
Standards and Qualification Packs. The system will also promote
entrepreneurship development.

The National Skills Qualifications Framework will facilitate vertical and
horizontal mobility between various systems.

Warm regards
Anil

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Prof. Lichia Saner-Yiu [yiu@csend.org]
Sent: 2016-02-12
Subject: Re: Request for literature on Lifelong Learning in TVET and skills development

Dear Anthony,

Thanks for pointing our community to the innovative approach used in
Vanuatu. This successful case example with its innovative design and
delivery strategy should have greater resonance since it addressed the
fundamental question of skill development for the informal sector workers.

In Anna’s paper, mention was made that “Monitoring and Evaluation of the
models being implemented has been critical, specifically the participatory
analysis  and reporting of outcome/impact level data” (Conclusion section,
p. 8). I am very interested to know how the M&E infrastructure was set up
and what it entailed in terms data tracking, participatory analysis and
reporting.

I found the email address of Anna Gibert on the cover page of the paper. I
am not sure it remains valid.  I am therefore asking for your help in
getting in touch with Anna. We found the approach reported need to be taken
into account when implementing the SDG Goal 4, “Ensuring inclusive and
equitable quality education and promote lifelong learning opportunities for
all”, and an excellent example of knowhow how transfer through partnerships
(SDG Goal 17). Thanks.

Sincerely,
Lichia

Prof. Lichia Saner-Yiu, Ed.D.
Centre for Socio-Eco-Nomic Development
Accredited by ECOSOC since June 2014
www.diplomacydialogue.org

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Anna Gibert [anna@vanuatutvet.org.vu]
Sent: 2016-02-15
Subject: Re: Request for literature on Lifelong Learning in TVET and skills development

Dear Lichia,

This is still my correct email address, and thank you for your interest in
the development of the TVET sector in Vanuatu and the approaches we are
implementing as part of the Australian Government-funded ‘TVET Sector
Strengthening Program – Skills for Economic Growth’. I have attached for
your perusal a number of the Program’s M&E documents and of course both
Anthony and I would be more than happy to assist with any further queries
you may have. I would also suggest that you refer to our website -
www.vanuatutvet.org.vu – for additional information. You will see that a
core part of our M&E reporting is the local production of videos capturing
stories of chance and innovative approaches. I believe you will find the
video under the ‘Women’ tag to be particularly relevant to the inclusion
and equity focus of SDG Goal 4. Also in this regard, please note also the
our new Disability Inclusion DVD will also be available on the website by
the end of the next week (the video that is currently on the site is out of
date and I would recommend that you wait to see the new release, if this is
of interest to you).

Please note that these can be found in the Reports/M&E and Publications
sections on our website under the ‘Key Documents’ tag on the top menu.

Kind regards,
Anna

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Rachael McKeown [rachael.mckeown@educationandemployers.org]
Sent: 2016-02-16
Subject: Re: Request for literature on Lifelong Learning in TVET and skills development

Dear Thompson,

Colleagues may be interested in ‘Employer Engagement in Education: A
Bibliography’ (2015), which references literature related to key questions
shaping the field of employer engagement in education and training.

Find the bibliography here:
http://www.educationandemployers.org/research/employer-engagement-in-education-a-bibliography/

Also, ‘Employer Engagement in Education: Literature Review’ (2014)
considers different types of employer engagement in education activities
and the outcomes of each (in terms of employment and attainment levels).

Find the literature review here:
http://www.educationandemployers.org/research/employer-engagement-in-education-literature-review-janaury-2014/

We believe that these resources are beneficial in debates regarding the
world of work, training and certification.

Many thanks,
Rachael McKeown

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berhanu tadesse taye [berhanutat@yahoo.com]
Sent: 2016-02-15
Subject: Best Practice: Cooking using electric clay pots in Ethiopia

Dear all,

I would like to share with you and receive feedback on a best practice
developed by the Electrical Installation Department of an Opportunities
Industrialization Center in Ethiopia (OICE). OICE is an indigenous
non-profit community based humanitarian organization established in 1973.
It was initially started as an initiative by concerned Ethiopia community
leaders with the approval the host government, and with technical support
from OIC international and USAID. OICE works in close collaboration with
UNHCR, the Ministry of Education, the Ministry of Labour and Social
Affairs, and with many existing agencies working in the community.

The Department has developed modern “Shakla Dist” and Jebena”, used
in traditional Ethiopian culture, where hand-made clay pots are used to
prepare sauces for food and coffee. “Shakla Dist” and Jebena” are
made from clay but have an electric socket, allowing for a transition away
from charcoal. This transition allows for a cleaner way of cooking, while
still keeping to traditional ways of cooking. One benefit will be a
decrease in the amount of deforestation.

For more details, see the attachment.

Berhanu Tadesse

Attachment:

Best practice of electric installation department in OIC TVET institution edited.
http://www.unevoc.unesco.org/e-forum/bestpracticeofelectricinstallationdepartmentinoictvetinstitutionedited-160214095200.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3284

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Damian Boyle [boyle.damian@northlandscollege.sk.ca]
Sent: 2016-02-10
Subject: Re: Integrating migrants into TVET programmes

Colleague,

Unless you have an evidence based explanation for it, I must disagree with
to your statement that “Theory must come first, as a foundation
knowledge.”

Speaking a language is a skill that we all have learned, without having
first learned any theories about linguistics.

I believe that a foundation of experience is required before theories
deserve much consideration.

Entry level workers need to be trained (know how) to perform a task safely
and efficiently. Those who persist in an occupation and commit to it may
have some need of theories. Those with responsibilities for process
improvements may benefit especially from understanding theories (know
why).

Gravity works at all times, regardless of our understanding of theories
about it.    Calculating the escape velocity for a rocket, and building it,
could be done by a TVET workers using schedules prepared by Professional
Engineers.  Engineers have learned their craft through trials and errors
historically, which is through experience.

For those interested in exploring this matter further, I recommend:

Experiential Learning, by David Kolb (2nd Edition, 2015).  This is an
expensive book, but very valuable in terms of usefulness.  There is plenty
of theory in this one.

http://infed.org/mobi/david-a-kolb-on-experiential-learning/

Yours,
Damian

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

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3271

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Agnes Marron Rono [agnesjmrono@yahoo.com]
Sent: 2016-02-15
Subject: Rift Valley Technical Training Institute: Conference and Innovation Awards

The RVTTI 2016 International TVET and Interdisciplinary Research Conference
will be held from May 26th to 28th 2016 at the RVTTI Conference Room, in
Eldoret, Kenya.

THEME: Transforming our World: Role of TVET in the Sustainable Development
Agenda. Please see the attachment for more information on sub-themes and
the Call for Papers.

Rift Valley Technical Training Institute (RVTTI), the Center of  Excellence
in TVET in East Africa, is launching a competition to uncover the best
innovation by students in TVET institutions in Kenya and the wider East
African Region.

Eligibility: Students in TVET institutions in Kenya and East Africa Region
(NOT university students)

Target: Innovative technology solutions (Product or Service) in all TVET
areas including but not limited to: Engineering Technologies, Medical and
Pharmacy; Food and Nutrition; Enterprise and Business Processes and ICT.

Awards: Winner cash reward of KShs. 200,000; 1st runner up KShs.100,000 and
2nd runner up KShs. 50,000.  The best RVTTI student innovator will receive
KShs. 50,000.

All prizes will be awarded at the 5th RVTTI International TVET and
Interdisciplinary Conference in May 26-28, 2016 in Edoret, Kenya. The Top 5
selected innovators will also be highlighted in the RVTTI website.

For more information, please see the attachment regarding the Call for
Innovation Proposals.

Attachments:

Call for Innovation Proposals
http://www.unevoc.unesco.org/e-forum/Call-for-Innovations-Proposals-Award-for-East-Africa–Students.pdf

Call for Papers
http://www.unevoc.unesco.org/e-forum/Call-for-papers-final.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3285

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Max Ehlers [m.ehlers@unesco.org]
Sent: 2016-02-11
Subject: Re: MOOC: Quality in Digital Learning

Dear e-Forum colleagues,

I signed up for the MOOC on Quality in Digital Learning which will start
next Monday:  https://quality4digitallearning.org/

I encourage you to do so as well. It should be interesting for all those
who are interested in using digital media in educational contexts, whether
as a teacher or content developer or in other contexts. There is no special
focus on TVET, but of course many aspects apply in TVET no less than in any
other educational area.

If you have never before participated in a MOOC, this is a good one to
start with. It will begin with explaining what digital learning is and what
elements can be used. You do not have to spend hours per day in it, but you
can drop in and out as your time and interest allows during the 40 days of
the MOOC. You can even get a certificate if you fulfill certain activity
criteria.

As the organizers say, the MOOC aims at promoting and stimulating a living
community for quality in digital learning that will keep on going even
after the end of the MOOC: “Right from the start it will put networking and
generating new knowledge together at the front, following the motto:
Connecting, sharing and co-creating! Therefore, right from the beginning,
participants will have the opportunity to bring in their own resources,
ideas and expertise. Instead of mere input from the experts, participants
cooperate in working groups with peers and experts in order to create fresh
ideas for (new) quality in digital learning.”

Here is an overview of the issues covered:

What is digital learning?
· Get together and get familiar with the MOOC tools
· Common understanding of digital learning through learning activities:
webinar, learning materials and first group discussions

Webinar 17 February, 2.00-3.00 pm UTC:
Questions and Answers: Basics Digital Learning & MOOC organisation and
tools.

22 – 28 February:
Quality in Digital Learning?
* Common understanding of quality in digital learning through webinar,
group discussions, learning materials
* Start group building according to interests (new learning formats)
* Example of the Open ECB Check initiative

Webinar 24. February, 2.00-3.00 pm UTC:
Questions and Answers: Quality in Digital Learning.
Session moderated by Sibylle Tuschter, Subject Matter Expert: Prof. Ulf
Ehlers

29 February – 6 March:
New learning formats need new quality criteria & concepts
* Overview of new digital learning formats through webinar, group
discussions, learning materials
* Group building and start group work for respective new learning format:
quality assurance, update and flexibilisation or modularisation of the
existing criteria

Various subject matter experts from different international organisations
have provided the learning material.

Webinar 2. March, 2.00-3.00 pm UTC:
MOOCs & special World Bank’s experiences

7 – 13 March:
Developing quality criteria in digital learning
* Common understanding of how to develop quality criteria through webinar,
group discussions, learning materials
* Group work for assignment: Develop quality criteria for the learning
format of your choice

Webinar 9. Mar 2.00-3.00 pm UTC:
Questions and Answers – Development of quality criteria

11 March: Deadline for group activity: 1. Version of Assignment to be
posted in the BetaHouse

14 – 20 March:
Peer review process – quality concepts generated by the community
* Common understanding of peer review processes through webinar, group
discussions, learning materials
* Participants review peer participants’ group results and further
develop the criteria and concepts

Webinar 16 Mar 2.00-3.00 pm UTC:
Questions and Answers – Peer review processes

21 – 25 March:
Sharing with the community
* Common understanding of international communities through webinar,
discussions, learning materials
* Participants/groups share their results with the community: Presentation
of the final outcome
* Development of an International Community

From 23 March 2016 onwards:
Webinar Parcour – Digital Learning for Development and Change

-

For a definition of MOOC, see our TVETipedia entry:
http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&article=Glossary+article%3A+E-learning
I also encourage you to read this TVETipedia article on e-Learning:
http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&article=Glossary+article%3A+E-learning

Hope to see you online,
Max
UNESCO-UNEVOC

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3263

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
Terms of use: http://www.unevoc.unesco.org/go.php?q=Terms+of+Use+e-Forum

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Chris Chinien [chris.chinien@gmail.com]
Sent: 2016-02-10
Subject: Re: International TVET Intelligence Network (ITVETIG)

Dear Colleagues,

Re: Examination of the role of TVET in the Forth Industrial revolution by
the International TVET Intelligence Group.

As you will remember, a few weeks ago I launched an invitation to all
colleagues were interested to participate in the work of our International
TVET Intelligence Group (ITVETIG). I wish to thank all those who responded
to this call and volunteered to contribute to various initiatives for the
transformation of TVET. We have an open entry and open exit policy. Those
who are interested can still join the group by visiting this link:
http://tinyurl.com/TVET-Intelligence

As an outcome of the deliberations of the World Economic Forum of 2016, I
have invited my colleagues from the ITEVTIG to collaborate in the drafting
of a TVET Agenda for the Forth Industrial Revolution.

As we timidly step into the forth industrial revolution, a call for
profound and fundamental changes has emerged from the World Economic Forum
of 2016. Mr. Klaus Schwab, Founder and Executive Chairman, World Economic
Forum noted:

“We stand on the brink of a technological revolution that will
fundamentally alter the way we live, work, and relate to one another. In
its scale, scope, and complexity, the transformation will be unlike
anything humankind has experienced before. We do not yet know just how it
will unfold, but one thing is clear: the response to it must be integrated
and comprehensive, involving all stakeholders of the global polity, from
the public and private sectors to academia and civil society” (World
Economic Forum, 2016).

The Canadian Prime Minister, Justin Trudeau has suggested that what it
takes to create growth and prosperity in the context of the fourth
Industrial Revolution “isn’t just what’s under our feet, it’s
what’s between our ears”. Prime Minister Trudeau has also argued that
in order to promote innovations and a better future for all, we need to
bridge together our creative abilities and the various levers and
multipliers of technology.

Clearly the forth industrial revolution calls for a renewed agenda for
TVET. The ITVETIG will participate in a discussion that will result in a
TVET Agenda, which will blueprint skills development pathways for a
successful transition to the forth industrial revolution.

Even if you are not part of the ITVETIG you can still contribute to
development of the TVET Agenda for Forth Industrial Revolution by visiting
the following link:
https://docs.google.com/forms/d/1cX-pNmk8Y61TKOifg3jXB6jG9Ux0v4AkZyUFZApjkM0/viewform?c=0&w=1&usp=mail_form_link

Thank you and warmest regards,
Chris

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3109

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cvaacfp [cvaacfpbulletin@gmail.com]
Sent: 2016-02-08
Subject: The Canadian Vocational Association Jan 2016 Newsletter is out!

In English http://cva-acfp.org/a/2016-01-en.html
En français http://cva-acfp.org/a/2016-01-fr.html

Upcoming DACUM Workshops in Canada
* March 7-10, Halifax, NS
* April 18-21, Calgary, AB
* May 2-5, Montréal, QC (in French)
http://cva-acfp.org/training-and-workshops/

Formations DACUM au Canada
* 2-5 mai, Montréal, QC (en français)
* 7-10 mars, Halifax, NS
* 18-21 avril, Calgary, AB
http://cva-acfp.org/formation-et-ateliers/?lang=fr

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.

_____________________
Our online VET Database http://cva-acfp.org/
Become an associate 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!
http://www.scoop.it/u/canadian-vocational-association-association-canadienne-de-la-formation-professionnelle

To subscribe to this free Newsletter http://cva-acfp.org/
Pour recevoir notre infolettre gratuite  http://cva-acfp.org/?lang=fr

Madeleine Decker
Information and Knowledge Management Officer

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3278

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UNESCO-Japan Prize on ESD 2016: Call for nominations

Dear Colleagues,
The 2016 call for nominations for the UNESCO-Japan Prize on Education for Sustainable Development (ESD), endowed with USD 150,000 for 3 laureates, was launched last week:
Individuals, institutions and organizations can be nominated by UNESCO Member States (through their UNESCO Permanent Delegation) or NGOs in official relations with UNESCO. The deadline is 30 April.
We would be pleased if you could kindly share this information widely with your partner networks, mailing lists and relevant stakeholders involved in ESD, particularly in the Field (regional governments, public/private educational institutions, NGOs, local communities, media), in order to give all potential candidates the opportunity to participate. Interested candidates should get in touch with the UNESCO National Commission of their country.
I remain at your disposal in case of any questions.
Best regards and many thanks for your support,
Miriam
UNESCO LOGO JPEG
Miriam Tereick
Associate Project Officer
Focal Point for the UNESCO-Japan Prize on ESDEducation Sector
Division for Inclusion, Peace and Sustainable Development
Section of Education for Sustainable Development
and Global Citizenship (ED/IPS/ESG)
United Nations
Educational, Scientific and
Cultural Organization
.

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.

Ummuhan Bardak [uba@etf.europa.eu]
Sent: 2016-01-28
Subject: Re: Integrating migrants into TVET programmes

I think this is a very relevant topic for discussion. For a start,
‘migrants’ are not a homogenous group. The age and gender of migrants
(e.g. children, youth, adults, females); the skill levels of migrants (e.g.
unskilled, low-skilled, medium-skilled, high skilled); the entry status of
migrants (e.g. labour migrants, refugees, asylum-seekers, family
unification members, seasonal workers, permanent residents, international
students) significantly influence their needs. Even if we differentiate
between ‘newly arrived migrants’ and ‘those with migrant
background’, this is not enough for one-size-fits-all measures, also in
TVET design.

Nevertheless, we all know early access to education and training or the
labour market is a key step towards integration and social cohesion in the
long-run. Broadly speaking, any strategy for the integration of migrants
into education and training or the labour market must include the following
steps:

1. detect and record (young) people’s formally, non-formally or
informally acquired skills and qualifications: identify formal
qualifications through recognition and accredit/validate prior (non-formal)
learning through other procedures;

2. provide (extra) guidance and counselling to help (young) people
understand suitable education and training and/or career/job options and
make informed choices;

3. provide access to education and training opportunities and/or
apprenticeships to complement existing skills and qualifications to
adapt/meet host country standards or specificities.

In addition to these three steps, socio-cultural orientation and language
training is considered essential for the implementation and success of
other steps, so they must be integrated right from the beginning in the
whole migrant-package (taking the different starting points of learners
into account). For a more detailed discussion, you may find useful to read
the following publications:

ETF (2015): Migrant support measures from an employment and skills
perspective (MISMES): Global inventory with a focus on countries of origin,
available at:
http://www.etf.europa.eu/web.nsf/pages/MISMES_global_inventory
ETF (2014): Migration and Skills Development Agenda in ETF Partner
Countries. ETF Position Paper. October 2014. Turin

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Chris Chinien [chris.chinien@gmail.com]
Sent: 2016-01-29
Subject: Re: Fit for Purpose TVET

Dear Lichia,

The short answer to your question resides in the UNESCO’S four pillars of
learning that we have inherited from Delors. Especially the Learning to be
pillar.

“Learning to be This type of learning was first conceptualized in the
Report to UNESCO in 1972, Learning To Be (Edgar Faure et al), out of the
fear that ‘the world would be dehumanized as a result of technical
change’. It was based on the principle that ‘the aim of development is
the complete fulfillment of man, in all the richness of his personality,
the complexity of his forms of expression and his various commitments –
as individual, member of a family and of a community, citizen and producer,
inventor of techniques and creative dreamer’. ‘Learning to be’ may
therefore be interpreted in one way as learning to be human, through
acquisition of knowledge, skills and values conducive to personality
development in its intellectual, moral, cultural and physical dimensions.
This implies a curriculum aiming at cultivating qualities of imagination
and creativity; acquiring universally shared human values; developing
aspects of a person’s potential: memory, reasoning, aesthetic sense,
physical capacity and communication/social skills; developing critical
thinking and exercising independent judgment; and developing personal
commitment and responsibility  (Source: Direct quote from: URL:
http://www.ibe.unesco.org/cops/Competencies/PillarsLearningZhou.pdf

We are in a period when people are questioning the the corporate agenda and
people are increasingly calling for Social Acceptability standards. If we
are to put people in the center of TVET, we need to come up with a set of
Social Acceptability standards for TVET. We do not schools to cast our son
and daughters in TVET because they exhibit some discipline problems or
because they need more time to master the academic subjects. We do not want
our son and daughters to be placed in a dead end track from which they will
never be able to depart and acquire new competencies that will allow them
to move up the social hierarchy. I am sure you can add to this list of
issues that negatively affect the Social Acceptability of TVET. We talk a
lot about attracting women in TVET, then a key question is what Social
Acceptability standards we need to implement so that women can feel that
they belong to TVET. Recently, I heard a woman complaining that at the end
of a workplace training session they played a hardcore porn video. You can
easily imagine how she felt being the only woman in attendance.

When you examine these issues you begin to understand that Fit for Purpose
cannot be reduced to corporate goals, profits, productivity, and returns on
investment. There are people involved and TVET has a huge impact in their
lives and their dignity. I would not want us to forget that.

Best regards,
Chris

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Gino Schiavone [george.schiavone@gov.mt]
Sent: 2016-01-26
Subject: Re: Implementing Good Practices in TVET

At the Institute of tourism studies Malta we have developed a tool that I
would like to share with you all for Quality and assurance Purposes (ideal
also for benchmarking and possibly ranking).

Regards

George Schiavone
Institute of Tourism Studies
Internal Quality Assurance Head
Sport Tourism Lecturer
ECVET Expert

Attachment:

Stock-taking tool for use in Workshop (Word doc)
http://www.unevoc.unesco.org/e-forum/Stock-taking-tool-for-use-in-Workshop-1.docx

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Joseph K. Amankrah [jamankra@ryerson.ca]
Sent: 2016-01-25
Subject: Re: Implementing Good Practices in TVET

I feel your frustration, I suggest you look at the countries who have built
their foundations with TVET, and there are many: take a look at, Germany,
Sweeden, Denmark.

attached is a link:
http://www.norrag.org/ar/publications/norrag-news/online-version/tvet-skills-development-researcher-and-agency-perspectives/detail/the-german-dual-system-of-vet-implications-for-germany-of-its-model-critiqued-abroad.html

Regards
Joseph Amankrah


Moderator note: please also find the World TVET Database country reports
for Germany and Sweden here:
http://www.unevoc.unesco.org/go.php?q=World+TVET+Database

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Max Ehlers [m.ehlers@unesco.org]
Sent: 2016-01-25
Subject: Re: Implementing Good Practices in TVET

Dear e-Forum colleagues,

I do not think it is possible or even meaningful to come up with a plain
list of “which TVET system is best”, systems and their environment
conditions are too different (comparing apples and oranges is a simple task
in comparison). However, it would be highly interesting to do some kind of
benchmarking with regard to TVET systems, and especially when it comes to
reform efforts. But one would have to look at countries in similar
conditions, and even at specific areas of the TVET system, I believe.

To give an example: One could look at a country which has implemented new
practices and policies to recognize prior learning (
http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&term=Recognition+of+prior+learning
).
Or maybe some countries have taken very successful efforts in integrating
immigrants and refugees into their TVET systems and job markets. Or you may
have examples of countries where TVET systems have reacted particularly
flexible in adapting to recent technological developments. Such promising
practices could then be analyzed and other countries might learn from the
experiences.

At UNESCO-UNEVOC, we are actually working on identifying such promising
practices:
http://www.unevoc.unesco.org/go.php?q=TVET+Promising+Practices+Database+-+Introduction
Hopefully we will soon have many more Promising Practices to share.

So I guess my suggestion would be to look at specific areas of TVET and
identify good practices, and we may end up having lists of countries or
systems that have recently done particularly good in certain aspects of
TVET.

Best regards
Max

UNESCO-UNEVOC

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Damian Boyle [boyle.damian@northlandscollege.sk.ca]
Sent: 2016-01-27
Subject: Re: Embedding Entrepreneurship Learning in TVET?

Good Day, Moustafa, and All!

Perhaps entrepreneurial institutions by their very natures best illustrate
the nature of entrepreneurship for learners. “The medium is the message.”

Check out this article:

School for frugal innovation:
http://www.economist.com/news/business/21679790-south-african-entrepreneurs-have-good-ideas-bringing-private-education-masses-school

South African entrepreneurs have good ideas for bringing private education
to the masses.

I have posted some links and info relating to Entrepreneurship on
EduNorth:

https://edunorth.wordpress.com/customer-service/
https://edunorth.wordpress.com/innovation/

Thanks to all those who have already posted on this topic. Keep ‘em
coming!

Wishing you every success in your ventures.

Yours,
Damian

T. Damian Boyle
Workplace Educator
McArthur River Mine Site
Northlands College

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Stephen Vardigans [svardigans@hotmail.com]
Sent: 2016-01-26
Subject: Re: Embedding Entrepreneurship Learning in TVET?

Dear Misheck,

Perhaps you’ve already done so but if not I would also suggest having a
look at the CEFE website: www.cefe.net

And also getting a quick overview of the excellent CEFE entry-level course
from this SlideShare presentation:
http://www.slideshare.net/rembezsk8/cefe-presentation-gtz-red2

Best regards,
Stephen
Stephen Vardigans
Cambridge Education (World Bank-supported TVET project, Yunnan province,
China.)

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Desilva, Francis Dilip Vasant [desilva@ilo.org]
Sent: 2016-01-26
Subject: Re: Embedding Entrepreneurship Learning in TVET?

Dear Mr. Wahba,

Interesting deliberations on entrepreneurship learning in TVET. My name is
Francis De Silva, Senior Skills Specialist, International Labour
Organisation (ILO) based in Dhaka, Bangladesh working on a Canadian
government funded TVET project.  Interestingly, we have just embarked on
revamping the TVET curriculums in Bangladesh with emphasis on
entrepreneurship modules based on ILO’s “Know About Business” (Flyer
attached) program. While most of the Polytechnic and Technical School
curriculums include some sort of entrepreneurship elements which are very
theoretical and irrelevant to current needs of the youth training
requirements.

As you have rightly said that entrepreneurship training should be embedded
in the TVET curriculums, we have taken steps to incorporate the ILO’s KAB
modules to all new programs that are developed under Competency Based
Training and Assessment. Apart from the KAB program, we have also launched
ILO’s global flagship management training program known as Start and
Improve Your Business (SIYB) in Bangladesh and have already trained and
accredited 16 trainers on module one, Generate Your Business Idea (GYB) and
hope to train more on rest of the modules soon. SIYB programs are targeted
at unemployed youth who have joined the job market.

Happy to share further information if required.

Francis De Silva
Senior skills specialist ILO B-SEP Project Expert Trainer Sustaining
Competitive Responsible Enterprises (SCORE) Bangladesh, south Africa and
Kenya

Attachment:

ILO Flyer
http://www.unevoc.unesco.org/e-forum/ILOflyer.pdf

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.

Carsten Johnson [carsjohn@cisco.com]
Sent: 2016-01-25
Subject: Re: Embedding Entrepreneurship Learning in TVET?

Dear colleagues,

You may want to try out the entrepreneurship online courses that are
provided on the Cisco Networking Academy platform. Free of charge for users
and educational institutions, if they are non-profits. The courses are
embedded in the context of IT training but can be also used as a stand
alone entrepreneurship training:
https://www.netacad.com/courses/entrepreneurship/

Interested educational institutions can sign on as Cisco Networking
Academies online at the learning platform: www.netacad.com

Best regards,

Carstenm Johnson

to be transparent: I am a Cisco employee and the CSR manager for the
American networking company in Germany. The Cisco Networking Academy is a
cornerstone of the CSR strategy.

.

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Jean Hautier [j.hautier@unesco.org]
Sent: 2016-01-25
Subject: Re: Blended learning in TVET: Meaning and use.

Dear all,

Thanks a lot for all your inputs. Your messages and resources kept me
thinking all week long.

I will first go back to the term “blended learning” and the way we
define it, before further commenting on the initial topic of this thread:
Practices in TVET mixing online and face-to-face components.

In my first message, I chose to define “blended learning” as “the
blend of online and face-to-face training”. In your answers, I discovered
many other understandings of the term, from Dual learning (i.e. not
necessarily implying online training) to “technology-blend” learning
(i.e. not necessarily implying face-to-face training). Some also stressed
that for them, “blended learning” just meant nothing related to
education or training.
I really appreciate such confrontations of “semantic” views. In the
Global TVET debate, not only there are multiple definitions for a term (and
multiple terms with very similar definitions); But there are also -behind
those terms and definitions– multiple cultures, values, conceptual
frameworks, that make their meaning obvious for some and nonsensical for
the others. Our TVETipedia glossary attempts to raise awareness on this
challenge by collecting terms and definitions from different organisations
and countries, or by compiling resources that discuss the cultural
dimensions of some key TVET terms.

However, ultimately, it is not through a database, but through such
discussions that one truly realizes the importance of this “semantic”
diversity. To quote Helga, “it sometime needs more precision rather than
the reductions of words”, and that is a learning that sounds –to me, at
least- relevant for “blended learning” and for many other terms
frequently used on the e-forum.

(To conclude this point with another example: Moustafa Wahba mentioned the
German dual (“blended”) system. It is the perfect illustration of a
term strongly bound to cultural aspects, going beyond definitions. I invite
you to have a look on our “TVETipedia further reading” about the topic
–link at the end of the message.)

Going back to the specific case of “blended learning” defined as the
combination of online (or technology mediated) and face-to-face training:
Thanks for the all the comments, examples and resources that were provided.
There would be a lot to say about each of them, but here are the 3 key
messages that I would personally remember:

1) Developing “Blended learning” solution implies beforehand an
important effort in terms of infrastructure, equipment, and most
importantly, teacher training.

2) There is a good number of “blended learning” initiatives in TVET,
but few are labelled as such, and even less are  documented/evaluated

3) The ingredients and proportions behind the “cocktail” (to use Ewald’s
great metaphor) will differ from a context to another, from a demand to
another, and there is no “one-beverage-fits-all” recipe  :-)

Would you agree? Would you have further examples that would illustrate (in
a TVET context) the balance between face-to-face and technology-mediated
training and the type of demands it was answering to?

Regards,
Jean

NB: As promised, some links:
TVETipedia glossary:
http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z
TVETipedia further reading on Dual system (in Germany):
http://www.unevoc.unesco.org/l/187

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3246

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Lisa Krolak [l.krolak@unesco.org]
Sent: 2016-01-26
Subject: ALADIN Online Alert #8

Dear Members of the UNEVOC e-Forum,

With this message I am happy to send to you the eighth ALADIN Online Alert
(http://bit.ly/1SgFvdX), designed to share on a bi-monthly basis recent
online and full-text information and documents in the areas of adult
learning, adult literacy, lifelong learning, TVET and the role of libraries
in these areas.

The ALADIN Online Alert is an ALADIN initiative
(http://www.unesco.org/education/aladin/?menuitem=1), 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).

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

= Technical and Vocational Education and Training =

”International”

*Anticipating and matching skills and jobs /
Source: International Labour Office, 2015
http://bit.ly/235kSGH
*Delivering TVET through quality apprenticeships: Report of the
UNESCO-UNEVOC virtual conference
Source: UNESCO-UNEVOC, 2015
http://bit.ly/235kSGG
*The Evaluation of the UNESCO thematic area  ‘TVET’ (technical and
vocational education and training) / Broek, Simon; Werquin, Patrick; Coles,
Mike; Buiskool, Bert Jan; Rathner, Martina; Sediakina-Rivière, Ekatrina
Source: UNESCO, September 2015
http://bit.ly/1ZqcdtC
*Follow-up on the UNESCO Third International TVET Congress
Source: Shanghai update, vol. 4, no. 4, November 2015
http://bit.ly/1ZqcdKi
*Global Forum on Skills for Work and Life: post 2015, 14-16 October 2014,
Bonn, Germany : global forum report
Source: UNESCO-UNEVOC, 2015
http://bit.ly/1Zqcblr
*Global inventory of regional and national qualifications frameworks:
volume II: national and regional cases
Source: UNESCO Institute for lifelong learning (UIL), November 2015
http://bit.ly/1Zqcdd3
*Level-setting and recognition of learning outcomes: the use of level
descriptors in the twenty-first century
Source: UNESCO, 2015
http://bit.ly/235kVCo
*Leveraging information and communication technologies to achieve the
Post-2015 education goal: report of the International Conference on ICT and
Post-2015 Education
Source: UNESCO, 2015
http://bit.ly/1WfxJ4l
*Moving towards disability inclusion: stories of change / Jeannette
Sanchez
Source: International Labour Organisation (ILO), November 2015
http://bit.ly/235kSXa
*Special Issue : Vocational Didactics
Source: International Journal for Research in Vocational Education and
Training, vol. 2, no 3, 2015
http://bit.ly/1ZqcdtE
*Training the 21st-century worker: policy advice from the dark network of
implicit memory / Abadzi, Helen
Source: IBE working papers on curriculum issues, no 16, November 2015
http://bit.ly/1ZqcbC3

”Asia and the Pacific”

*Determinants of course completions in vocational education and training:
evidence from Australia / Peter Fieger
Source: National Centre for Vocational Educational Research, December 30,
2015
http://bit.ly/235kVCn
*Innovative strategies in technical and vocational education and training
for accelerated human resource development in South Asia: Nepal
Source: Asia Development Bank, 2015
http://bit.ly/235kVSQ
*Making Skills Development Work for the Future: Asia-Pacific Conference on
Education and Training, Kuala Lumpur, Malaysia, 3-5 August 2015: conference
report
Source: UNESCO; UNESCO Office Bangkok, 2015
http://bit.ly/1ZqcbSE
*Review of the Pacific Framework for Technical and Vocational Education and
Training / Morris, Peter
Source: UNESCO; Pacific Community (SPC), 2015
http://bit.ly/235kTdC
*Transversal skills in TVET: pedagogies and assessment / Youngsup Choi
Source: UNESCO Office Bangkok; Asia-Pacific education system review series,
no 9, 2015
http://bit.ly/235kVSW

”Europe and North America”

*Briefing note : Global labour market, global VET
Source: Cedefop, December 18, 2015
http://bit.ly/1ZqcdKg
*Cooperative VET in Training Networks: Analysing the Free-Rider Problem in
a Sociology-of-Conventions Perspective / Regula Julia Leemann, Christian
Imdorf
Source: International Journal for Research in Vocational Education and
Training, vol. 2, no 4, December 2015
http://bit.ly/235kVSP
*Décentralisation et action publique : quels changements dans les secteurs
de l’éducation et de la formation ? / Laure Gayraud (dir.)
Source: Centre d’études et de recherches sur les qualifications (Céreq).
Net. Doc, no 145, 2015
http://bit.ly/1ZqcbSF
*Designing and Implementing Policies Related to Career Management Skills
(CMS)
Source: European Lifelong Guidance Policy Network (ELGPN), 2015
http://bit.ly/235kVSO
*Employer’s playbook for building an Apprenticeship program
Source: Manufacturing Institute, 2015
http://bit.ly/235kW9b
*Ensuring the quality of certification in vocational education and
training
Source: Cedefop, December 2015
http://bit.ly/1ZqcbSD
*From the Reality of Work to Grounded Work-Based Learning in German
Vocational Education and Training: Background, Concept and Tools / Michael
Gessler, Falk Howe
Source: International Journal for Research in Vocational Education and
Training, vol. 2, no 3, December 2015
http://bit.ly/1Zqcc9c
*Job-related adult learning and continuing vocational training in Europe :
a statistical picture
Source: Cedefop, November 2015
http://bit.ly/1lfwMvo
*La qualité du travail au coeur de la formation
Source: Travail et changement, no 361, October-December 2015
http://bit.ly/235kTub
*Non-Formal Education in International Comparison: Patterns of
Participation and Investment in Selected European Countries / Katrin
Kaufmann
Source: International Journal for Research in Vocational Education and
Training, vol. 2, no 4, December 2015
http://bit.ly/235kWpI
*Old roots for new routes
Source: Cedefop, December 2015
http://bit.ly/235kTuc
*Re-Contextualizing Vocational Didactics in Norwegian Vocational Education
and Training / Hæge Nore
Source: International Journal for Research in Vocational Education and
Training, vol. 2, no 3 (special issue), December 15, 2015
http://bit.ly/1Zqcc9e
*Sharing knowledge about vocational education and training
Source: Cedefop, Update 2015
http://bit.ly/1P4X2GG
*Spotlight on VET Belgium
Source: Cedefop, Update 2015
http://bit.ly/235kWpK
*Spotlight on VET Croatia
Source: Cedefop, Update 2015
http://bit.ly/1Zqce0S
*The Academic Takes it All? A Comparison of Returns to Investment in
Education between Graduates and Apprentices in Canada / Susanne Kopatz,
Matthias Pilz
Source: International Journal for Research in Vocational Education and
Training, vol. 2, no 4, December 2015
http://bit.ly/235kWpN
*The role of modularisation and unitisation in vocational education and
training
Source: Cedefop working paper, no 26, 2015
Toolkit of Promising Practices that Assist in the Alignment of Skills and
Education
Source: Council of Ministers of Education, Canada (CMEC), December 2015
http://bit.ly/235kTu9
*Transforming U.S. Workforce Development Policies for the 21st Century /
Carl Van Horn, Tammy Edwards, Todd Greene (Eds)
Source: W.E. Upjohn Institute for Employment Research, 2015
http://bit.ly/1OvXdoZ
*Unequal access to job-related learning: evidence from the adult education
survey
Source: Cedefop, December 2015
http://bit.ly/235kSWY
*Who trains in small and medium-sized enterprises
Source: Cedefop, December 17, 2015
http://bit.ly/235kWpM

”Asia and the Pacific”

*Transversal skills in TVET: policy implications / Trzmiel, Barbara
Source: Asia-Pacific education system review series, no 8, 2015
http://bit.ly/1RUjjG5

”Latin America”

*Assessing Advances and Challenges in Technical Education in Brazil / Rita
Almeida, Nicole Amaral, and Fabiana de Felicio
Source: World Bank Group, 2016
http://bit.ly/1Zqce0R

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

Best wishes,
Lisa Krolak
ALADIN coordinator
UNESCO Institute for Lifelong Learning (UIL)
Hamburg (Germany)

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3268

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UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2016-01-25
Subject: UNESCO Education positions open for recruitment

Dear e-Forum members,

Please be informed that the following UNESCO Education positions are open
for recruitment.

Applications are to be submitted via the respective links below.

PROGRAMME SPECIALIST (EDUCATION, TVET and ESD), UNESCO Beirut
Closing date: 12 February 2016.
More information:
https://unesco.taleo.net/careersection/jobdetail.ftl?job=5LBED+++0015RP&lang=en

PROGRAMME SPECIALIST (EDUCATION, TVET), UNESCO Paris
Closing Date: February 21, 2016
More information:
https://careers.unesco.org/careersection/jobdetail.ftl?job=ED+402&lang=en

Warm 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=3266

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Elke Wemhoff [mailto:elke.wemhoff@giz.de]
Sent: 2016-01-21
Subject: MOOC: Quality in Digital Learning

We are happy to announce the launch of a Massive Open Online Course on:
Quality in Digital Learning (15 February – 25 March 2016)
implemented by the ECBCheck initiative.

We are looking forward to having participants from the all over the globe
to be part of this event: Register Now at
http://quality4digitallearning.org/

About the MOOC and the ECBCheck initiative

How can quality be measured in digital learning? Can the same criteria of
traditional e-learning be used to measure the quality of new learning
scenarios, such as mobile learning, gamified solutions or MOOCs? What are
the added values of an international community working on the topic of
quality in digital learning? These are only some of the questions that will
be tackled during the MOOC.

The MOOC on Quality in Digital Learning will involve experts from the
ECBCheck community of international organisations, such as UNU, UNITAR,
FAO, ITC-ILO, World Bank Institute and GIZ, among others. However, the
crucial part of the MOOC is the involvement of participants by providing
the opportunity to share their own resources and bring in individual
expertise and experience.

Being a well-established initiative, the Open ECBCheck has been providing a
quality improvement scheme for E-Learning programmes for almost 6 years.
Many international organisations have been supported in measuring how
successful their digital learning services are and have introduced
continuous improvement through peer collaboration and bench learning.
ECBCheck forms a participative quality environment which allows its members
to benefit in a variety of ways by having access to tools and guidelines
for their own practice on the one hand, and being able to join a vibrant
Community of Practice on the other hand.

The existing procedures and criteria for quality assurance in e-learning
are a solid basis for finding new ways to consider the latest technological
developments in the field of digital learning. This MOOC will be offered in
cooperation with many experts who have been involved in the debate about
quality in digital learning during the past few years. It aims at creating
a space for taking the discussion on quality in digital learning further
and opening it to new learning formats, as well as welcoming new members to
the international e-learning quality community.

Mission

The mission and overall goal of this MOOC is to promote and stimulate a
vibrant community for quality in digital learning that will remain
functioning after the MOOC.

Course Format

The MOOC will run online free of charge. Unlike most traditional MOOCs, the
focus will be less on individual knowledge acquisition, but on networking
and generating new knowledge together, following the motto: Connecting,
sharing and co-creating!

Target group

The MOOC will be held in English, and is open to a broad target group:
educational specialists, administrators, managers, lecturers or trainers
and everyone working in the field of learning with digital media who cares
about quality assurance.

Certification

The participant will automatically receive badges and a certificate upon
successful completion, provided he/she has actively and collaboratively
participated in the MOOC.

Dates and Duration

The total course duration is 6 weeks (15 February – 25 March 2016), with
a minimum of 3 hours a week for going through course materials and
collaborative online work.

Newsletter

Upon registration, a regular newsletter will keep you up to date on all
developments concerning the MOOC.

We are looking forward to learning with and from you during the MOOC!
Register Now @ http://quality4digitallearning.org/

Best regards on behalf of the ECBCheck Initiative,
Your MOOC team

Attachment:

MOOC Logo
http://www.unevoc.unesco.org/e-forum/MOOC-QualityInDigitalLearning.jpg

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3263

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Nelson Massaia Borsi Junior [nelson.massaia@cni.org.br]
Sent: 2016-01-22
Subject: Re: Needed: Basic Portuguese or French Vocational Curriculum

Mr. Collins,

I have attached to this message files of courses programs in the areas of
automotive mechanics and computing (hardware and software) as was explained
in the previous message.

I’m also sending the welding course program.

All documents are in Portuguese, as you demanded.

Regards,

Attachments:

Automotive
http://www.unevoc.unesco.org/e-forum/AUTOMOTIVA_v4.pdf

METALMECÂNICA_SOLDAGEM_v4
http://www.unevoc.unesco.org/e-forum/METALMECNICA_SOLDAGEM_v4.pdf

TI-_HARDWARE_v4
http://www.unevoc.unesco.org/e-forum/TI-_HARDWARE_v4.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3255

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 Wouter de Regt [w.de-regt@unesco.org]

Sent: 2016-01-14
Subject: NEET – uses and limitations?

Dear e-forum members,

A recent European Training Foundation (ETF) study on ‘Young People Not in
Employment, Education or Training (NEET): An Overview in ETF Partner
Countries’ defined NEETs as “those young people who currently do not
have a job and are not enrolled in education and training”, clarifying
that it “focuses on the ‘youth at risk’ who lack access to learning
opportunities and are jobless and/or inactive”.

NEETs encompass youth who are currently unemployed but looking for work,
and those who are inactive. By the latter the authors include youth who are
disengaged, family carers, sick/disabled or who voluntarily become NEET.

By having a strong focus on the formal sector, I feel that the concept does
not reflect activities in the informal sector (At least this is my
understanding of the concept but I would like to be proved wrong!). The
authors also recognise that the concept has limitations in terms of
embracing heterogeneous youth who may or may not be at risk. Those
limitations seem to appear in other definitions of NEET as well (see
UNESCO-UNEVOC TVETipedia glossary for reference:
http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&id=680), the
OECD highlighting that young people in “non-formal education and in
educational activities of very short duration” are not taken into
account.

For those who work with the NEET concept or with youth, do you think that
the concept accurately addresses the problem? Is it useful for you or,
looking at your own local contexts, what modifications would you make to
the concept?

For those interested, here is the link to the ETF article:
http://www.etf.europa.eu/webatt.nsf/0/BFEEBA10DD412271C1257EED0035457E/$file/NEETs.pdf

Looking forward to hearing your answers!
Wouter

view thread online:
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Jimale Yusuf Magan [jimce2009@gmail.com]
Sent: 2016-01-20
Subject: CONSULTACNY: TOR FOR UNDERTKAING LABOR MARKET SURVEY AND CAPACITY ASSESSMENT FOR TVET SERVICE PROVIDERS IN SOMALILAND

Dear Experts,

Kindly find the attached TOR for undertaking Labor Market Survey and
Capacity Assessment for TVET Service Providers in Somaliland.

If you fit the requirements, please using the contact information in the
TOR.

Kind Regards,
Jimale Yusuf
TVET Manager

Attachment:

Consultancy for Undertaking Labor Market Survey and Capacity Aseessment for TVET Service Providers
http://www.unevoc.unesco.org/e-forum/TOR-for-Undertaking-Labor-Market-Survey—Capacity-Assessment-for-TVET-Service-Providers.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3262

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Wouter de Regt [w.de-regt@unesco.org]
Sent: 2016-01-20
Subject: Re: Get involved! UNESCO-UNEVOC virtual conferences 2015 survey

Dear all,

Thank you to all those who have provided feedback – your answers are very
appreciated!

Just as a gentle reminder, please be aware that you have until the end of
this week (22 January) to get involved and answer the UNESCO-UNEVOC virtual
conference survey: www.unevoc.unesco.org/l/180.

The questions are linked to the three virtual conferences organised last
year on ‘Quality Apprenticeships’, ‘UNESCO’s TVET strategy’, and
‘COP21’, and all feedback and recommendations will be considered when
developing this year’s virtual conferences.

Important: even if you did not participate in one of the virtual
conferences, we
would still like your feedback. By selecting ‘no’ on the first
question, you
will be directed to the final section where you can provide comments which
will
hopefully enable the virtual conference to be of greater use to your
interests
and work.

Warm regards,
Wouter

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3243

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Irene Jurado [i.jurado@unesco.org]
Sent: 2016-01-19
Subject: Call for Proposals: Individual Consultant specialized in National Vocational Qualification Framework (NVQF) Development

UNESCO Office for Iraq is inviting written proposals from Individual
Consultants for the work assignment described in attachment A.

To enable you to prepare a proposal for this assignment, please find
attached the following documents:

i. Terms of Reference (attachment A);
ii. Background materials concerning the work assignment (attachment B);
iii. UNESCO’s contract template for Individual Consultants, the
contracting modality used for these assignments (attachment C);
iv. Vendor Form and CV Template (attachment D)

Your proposal and any supporting documents must be in English.

Your written proposal should comprise:

1) A Technical Proposal (maximum of 25 pages) should consist of:
a) An up-to-date curriculum vitae (according to the enclosed template,
attachment D);
b) A description of a proposed approach and methodology for undertaking the
assignment;
c) A description of the main deliverables and milestones related to the
assignment;
d) A work plan with a detailed time frame, including information on the
number of missions estimated and duration of each mission to Iraq;
e) Comments on the Terms of Reference, if any (in brief);
f) Vendor Registration form (enclosed template, attachment D).

2) A negotiable lump sum amount to be charged for the assignment (excluding
travel cost), which should be quoted in United States Dollars. Please
provide a payment schedule against main deliverables/ accomplishment of
milestones.

Note on Travel Cost:
UNESCO Office for Iraq will arrange and cover all the travel cost including
airline tickets, accommodation, meals and internal transportation in Iraq
according to UNESCO rules and regulations.

UNESCO places great emphasis on ensuring that the objectives of the work
assignment, as described in the Terms of Reference, are met. Accordingly,
in evaluating the proposals for the assignment, attention will focus first
and foremost on the technical elements. From those proposals deemed
suitable in terms of the criteria in the Terms of Reference, UNESCO shall
select the proposal that offers the Organisation best value for money.

NB.UNESCO will evaluate the proposed fee against its standard international
consultant rates for similar assignments.

Your proposal should be submitted by e-mail no later than close of business
(18:00 Iraq time) on 31 January 2016. Email proposals should not exceed
10MB.

Please send your technical and financial proposal to the following email
addresses: Baghdad.proc@unesco.org; i.jurado@unesco.org;
a.al-omari@unesco.org; and s.eisouh@unesco.org

To ease the email tracing and facilitate quick processing, kindly use the
following script “Submission of Proposal: NVQF for TVET subsector in
Iraq” as the email subject.

It is the individual’s responsibility to ensure that his/her proposal is
received by the deadline.

Potential experts contacted should not treat this letter in any way as an
offer. However, their proposal may form the basis for an eventual contract
with UNESCO.

Any expert receiving this letter is requested to acknowledge its receipt
and to indicate whether or not s/he will be submitting a proposal. For this
purpose, and for any requests for clarification, please contact: Mrs Irene
Jurado at i.jurado@unesco.org copying: Baghdad.proc@unesco.org;
a.al-omari@unesco.org; and s.eisouh@unesco.org

Submissions will be acknowledged by email upon receipt but ONLY selected
expert will receive further notification and correspondences.

Thank you for your eventual interest in this UNESCO assignment. We look
forward to receiving your proposal.

Attachments:

UNESCO Office for Iraq is inviting written proposals from Individual Consultants for the work assignment described in attachment A.   To enable you to prepare a proposal for this assignment, please find attached the following documents:  i.        Terms of Refer
http://www.unevoc.unesco.org/e-forum/NQF—Request-for-Written-Proposal-Jan-16.docx

UNESCO Office for Iraq is inviting written proposals from Individual Consultants for the work assignment described in attachment A.   To enable you to prepare a proposal for this assignment, please find attached the following documents:  i.        Terms of Refer
http://www.unevoc.unesco.org/e-forum/NQF—Request-for-Written-Proposal-Jan-16.(2)docx

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3261

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Irene Jurado [i.jurado@unesco.org]
Sent: 2016-01-19
Subject: Call for Proposals: TVET Governance Advisor to the Government of Iraq and the Kurdistan Regional Government

Request to submit a written proposal for a work assignment with UNESCO
Office for Iraq

UNESCO Office for Iraq is inviting written proposals from Individual
Consultants for the work assignment described in attachment A.

To enable you to prepare a proposal for this assignment, please find
attached the following documents:

i. Terms of Reference (attachment A);
ii. Background materials concerning the work assignment (attachment B);
iii. UNESCO’s contract template for Individual Consultants, the
contracting modality used for these assignments (attachment C);
iv. Vendor Form and CV Template (attachment D)

Your proposal and any supporting documents must be in English.

Your written proposal should comprise:

1) A Technical Proposal (maximum of 25 pages) should consist of:
a) An up-to-date curriculum vitae (according to the enclosed template,
attachment D);
b) A description of a proposed approach and methodology for undertaking the
assignment;
c) A description of the main deliverables and milestones related to the
assignment;
d) A work plan with a detailed time frame, including information on the
number of missions estimated and duration of each mission to Iraq;
e) Comments on the Terms of Reference, if any (in brief);
f) Vendor Registration form (enclosed template, attachment D).

2) A negotiable lump sum amount to be charged for the assignment (excluding
travel cost), which should be quoted in United States Dollars. Please
provide a payment schedule against main deliverables/ accomplishment of
milestones.

Note on Travel Cost:

UNESCO Office for Iraq will arrange and cover all the travel cost including
airline tickets, accommodation, meals and internal transportation in Iraq
according to UNESCO rules and regulations.

UNESCO places great emphasis on ensuring that the objectives of the work
assignment, as described in the Terms of Reference, are met. Accordingly,
in evaluating the proposals for the assignment, attention will focus first
and foremost on the technical elements. From those proposals deemed
suitable in terms of the criteria in the Terms of Reference, UNESCO shall
select the proposal that offers the Organisation best value for money.

NB.UNESCO will evaluate the proposed fee against its standard international
consultant rates for similar assignments.

Your proposal should be submitted by e-mail no later than close of business
(18:00 Iraq time) on 31 Jan 2016. Email proposals should not exceed 10MB.

Please send your technical and financial proposal to the following email
addresses: Baghdad.proc@unesco.org; i.jurado@unesco.org;
a.al-omari@unesco.org; and s.eisouh@unesco.org

To ease the email tracing and facilitate quick processing, kindly use the
following script “Submission of Proposal: TVET Governance Expert” as
the email subject.

It is the individual’s responsibility to ensure that his/her proposal is
received by the deadline.

Potential experts contacted should not treat this letter in any way as an
offer. However, their proposal may form the basis for an eventual contract
with UNESCO.

Any expert receiving this letter is requested to acknowledge its receipt
and to indicate whether or not s/he will be submitting a proposal. For this
purpose, and for any requests for clarification, please contact: Mrs Irene
Jurado at i.jurado@unesco.org copying: Baghdad.proc@unesco.org;
a.al-omari@unesco.org; and s.eisouh@unesco.org

Submissions will be acknowledged by email upon receipt but ONLY selected
expert will receive further notification and correspondences.

Thank you for your eventual interest in this UNESCO assignment. We look
forward to receiving your proposal.

Attachment:

TVET Governance Advisor to the Government of Iraq and the Kurdistan Regional Government
http://www.unevoc.unesco.org/e-forum/Governance—Request-for-Written-Proposal-Jan-2016.docx

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3260

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Moustafa Wahba [mmm.wahba@gmail.com]
Sent: 2016-01-19
Subject: Competency Management in TVET – should it be challenged?

In a recent workshop, I was asked if Competency Management (CM) and
Competency Models / Frameworks used in TVET should be challenged. Other
general questions surrounding CM were also addressed such as:

A. Does the CM give employers what they want?
B. Does the focusing of CM on qualifications related to the required
performance in the workplace make them suitable for the workforce and not
confusing?
C. Does the focusing of CM on qualifications outweigh its costs?
D. To what extent is the curriculum developed by CM methodology driven by
government, employers, vocational or higher education institutions?

My reply was based on my point of view that managing of at least the
“Critical Competencies” of the workforce in industrial enterprises is
difficult to be achieved, yet the time, money or effort spent in this
regard is a worthwhile challenge.

All competencies must be demonstrated in accordance with the Health, Safety
and Environmental Protection HSE Policy (Occupational Health and Safety OHS
Policy) applied by the different sectors of industry and for each work
location, where site / operation specific HSE / OHS – Critical activities
occur. By critical competencies I mean those HSE / OHS – Critical
competencies which include key accountability for activities where
incompetent actions by an individual could lead to serious injury, illness
and fatality to individuals or significant loss and major damage either to
the assets or the environment.

Recent surveys show that most of the respondents are using and are in favor
of Competency Management as a way to improve the correspondence between
education / training and workplace requirements, as well as a way to
promote safety and compliance issues.  Very few of the respondents are not
using and are are opposed to Competency Management as they consider it as
excessively complicated, narrow, and rigid, as well as theoretically,
empirically, and pedagogically unsound.

I myself find that applying Competency Management (CM) via a robust
Competency Based Education and Training (CBET) System utilizing qualified
trainers / instructors / teachers, assessors and verifiers has the
following advantages:

A. CM implies an advantage for workers since it recognizes acquired
competencies even during their experience and it does not limit the
description of their labor skills to whatever their academic life was.

B. CM focuses on providing certification with the same value as academic
degrees, thus destroying the concept of first-class and second-class
education.

C. In CM, workers know what is expected from them and accordingly they can
be more efficient and motivated than those which are appointed to a
position but are not made aware of the larger framework and the
organization’s functions.

D. In CM, workers will take part in training plans that are much more
directed to the improvement of their performance and the assessments will
be more meaningful since they will contribute to the organization’s
objectives (Performance Based Training, Assessment & Verification).

E. CM develops wide-range of Core, Support, General, Interpersonal and
Entrepreneurship competencies that may be applied in a variety of labor
situations. In this sense, Competency Models / Frameworks involve
competencies common for different labor activities. These competencies are
not exclusive of one job post but rather they can be owned and exercised in
different job positions.

F. CM contributes to the fact that workers can take advantage of their
skills in a wider range of employment options. This is how training and
certification support employability. Additionally, CM privileges the
development of abilities associated with understanding, formulating of what
is being done and, therefore, facilitates learning and re-adaptation. Its
focus is more open and inclusive in terms of application at work.

G. CM goes beyond the enjoyable attention to the development of physical
skills since it has a conceptual basis and particularly because it focuses
on results and the competencies behind them.

H. Compensation mechanisms may be easily related at the level of competency
within CM and therefore be clear for the worker and the enterprise. The
chances of labor mobility may be better judged when the competencies
required by other departments in the enterprise are known. It is possible
that some of the competencies associated with certain areas of performance
be completely transferable to other areas. If such competencies are
recognized and certified, promotion decisions can be sped up and it may
motivate others who wish to carry out training actions in order to become
eligible for those new positions.

I. The methodology of CM is a very powerful, efficient, and innovative
approach to job / occupational analysis and produces superior results for
all occupational levels. It has proven to be a very effective method of
quickly determining, at relatively low cost, the competencies that must be
acquired by persons employed in a given job or occupational area.

J. CM enables changes to be rapidly introduced into programmes to meet
emerging technological and other work requirements – new modules can be
introduced and existing modules can be changed.

K. Modules are more effective in meeting the needs of adult learners who
may not have the time or motivation to engage in a long period of full time
education.

L. Modules can be taken separately at students’ preferred time and pace
to enable them to ‘accumulate’ a qualification.

M. Modules can be used flexibly to update employed people as new demands
emerge.

N. Overall, modules provide a more flexible base for curriculum design and
can also be combined with the competence based standards approach in which
the standard is converted into a learning module.

I would appreciate receiving comments from forum members on how they react
to Competency Management CM & Competency Based Education and Training CBET
System.

Eng. Moustafa Wahba
Competency Assurance & TVET Consultant
E-mail address: mmm.wahba@gmail.com


Moderator note: for definitions of terms such as ‘Competency’,
‘Competency-Based Education’ and ‘Competency-Based Training’, please take a
look at the UNESCO-UNEVOC TVETipedia Glossary:
http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&char=C#C

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3258

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Jean Hautier [j.hautier@unesco.org]
Sent: 2016-01-15
Subject: Blended learning in TVET: Meaning and use.

“In the literature, the most common reason provided [to use or design
Blended learning] is that BL combines the best of both worlds. Although
there is some truth to this, it is rarely acknowledged that a blended
learning environment can also mix the least effective elements of both
worlds” (C. R Graham, 2006, attached to this message)

I “bumped” into this sentence while searching on blended learning for
the UNESCO-UNEVOC TVETipedia glossary (See link:
http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&id=301 ).

“Blended learning” sounds like a fuzzy term (to quote M. Graham again:
“Some define the term so broadly that one would be hard pressed to find
any learning system that was not blended”). But my feeling was that when
narrowed down to the combination of online and face-to-face training, it
carried great meaning and potential for TVET. ICT, E-learning, OER, have
become key terms of the educational debate, as synonyms for flexibility,
learner-centred pedagogy etc. However, they do not include the physical
aspect “learning by doing” which is still crucial for acquiring many
technical competences. In that sense, “Blended learning” did sound like
the combination of  “The best of two worlds”, and while it might sound
hard to differentiate “ICT in TVET” with “ICT in education”,  the
concept of “Blended learning in TVET” seems to have a distinct
identity.

However, I couldn’t find so many examples of successful TVET programmes
blending online and face-to-face education/training, nor academic articles
developing in depth the concept of “Blended learning “ in a TVET
context, making me consider M. Graham’s remark:

Beyond the intuitive appeal of the idea, what is the reality of “Blended
learning in TVET”?

I was wondering whether one of you might have experiences, literature or
opinions to share on this topic?

Regards,
Jean

Attachment:

Graham-2006_Blended learning
http://www.unevoc.unesco.org/e-forum/Graham_blended-learning.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3246

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: cvaacfp [cvaacfpbulletin@gmail.com]
Sent: 2016-01-18
Subject: Re: Soft skills and communication for nurses

Dear Dr Hindi,

In our database, you can find several sources regarding health personnel.

At the bottom of the page http://cva-acfp.org/
you can type ‘Health’ and all related tags will be displayed.
You can then browse through them to find the related records that may be of
interest.

In addition, in October 2015, we had an IN FOCUS newsletter related to
Health personnel in lower-medium income countries.
It can be read here http://cva-acfp.org/a/2015-10-en.html

I hope this helps,
Madeleine

Madeleine Decker
Information and Knowledge Management Officer

_____________________
Our online VET Database http://cva-acfp.org/
Become an associate 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!
http://www.scoop.it/u/canadian-vocational-association-association-canadienne-de-la-formation-professionnelle

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=3227

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Lawrence Wasserman PhD [wfuture@hotmail.com]
Sent: 2016-01-19
Subject: MYMOBILEUNIVERSITY  LIFELONG LEARNING

It is my pleasure to introduce to UNESCO UNEVOC.LTT GLOBAL COMMUNICATION
describes MYMOBILEUNIVERSITY and how lifelong learning can benefit
organizations private and public sector to meet the education challenges of
the next 5-10 years. Organization’s officers and staff need skills to be
effective performers. To utilize the intellectual capacity of team member
in challenging age of technology, innovation and creativity.

MYMOBILEUNIVERSITY offers subject matter advisors for courses undertaken by
individuals or organizations. It is well recognized that elearning course
attendees may need advisors or assistance. This offering is important to
raising the level of knowledge on behalf of the attendee.

LTT GLOBAL GOALS: http://lttcom.com/about-LTT.html

* To impact lives through education anywhere, anytime for all ages;
* To have focused channels on youth development, woman and girl child
empowerment;
* To promote equal access to education and inclusion of the most vulnerable
segments of society, via ICT so as to ease an individual’s access to
learning;
* To power human capital development;
* To catalyze growth and income of individuals.

We look forward to learning how we can meet your objectives as global
initiative to impact lives through innovative learning technologies
providing access to thousands of digital resources covering academic,
professional development, career enhancement and lifestyle programs to
promote lifelong learning and life skills for young people and adults from
anywhere at any time aimed to enhance growth and income of individuals.

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3257

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cvaacfp [cvaacfpbulletin@gmail.com]
Sent: 2016-01-18
Subject: The Canadian Vocational Association December 2015 Newsletter is now online. IN FOCUS: Gender

-  December 2015 Newsletter: IN FOCUS: Gender
http://cva-acfp.org/a/2015-12-en.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.

_____________________
Our online VET Database http://cva-acfp.org/
Become an associate 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!
http://www.scoop.it/u/canadian-vocational-association-association-canadienne-de-la-formation-professionnelle

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

L’infolettre de décembre 2015 de l’ACFP
http://cva-acfp.org/a/2015-12-fr.html

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.

_____________________
Notre base de données en ligne  http://cva-acfp.org/?lang=fr
Devenez membre associé de l’ACFP
http://cva-acfp.org/les-membres/devenir-un-membre-associe/?lang=fr
Réseaux sociaux
-LinkedIn
https://www.linkedin.com/groups?home=&gid=3603028&trk=my_groups-tile-grp
-Twitter
  https://twitter.com/CVA_ACFP
-Scoop.It!
http://www.scoop.it/u/canadian-vocational-association-association-canadienne-de-la-formation-professionnelle

Pour recevoir notre infolettre gratuite  http://cva-acfp.org/

Madeleine Decker
Information and Knowledge Management Officer

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3256

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John Okewole [scholaruse@yahoo.com]
Sent: 2016-01-16
Subject: AuthorAID Online Course for Grant Proposal Writing

YCT UNEVOC Centre in collaboration with International Network for the
Availability of Scientific Publications (INASP), United Kingdom is
organizing a free Online Course on Grant Proposal Writing.
The date is February 1 to March 6, 2016.

Registration is required and you can register by clicking this link or
http://bit.ly/yctauthoraid.

Kindly announce to your institution, group, students etc.

The need for grant proposal writing knowledge by TVET institutions can be
viewed from several perspectives:

- Expanding programmes for more participants
- Expanding project implementation scope
- Getting more equipments for use in the institution
- A take-off fund for a new discovery, research, technology etc
- Inadequate funding of TVET programmes in most countries

Whatever it is, funding is required to achieve a task. However, there are
rules of engagement required by grant given organizations that need to be
understood.
TVET institutions/people as full fledged member of the education sector are
eligible, shouldn’t be left out and in fact have one of the highest claims
to grants since equipment, machineries, projects etc. are constantly been
needed or initiated. TVET will not grow and develop as it should if access
to funding is limited and short. Grant is one of the ways to resolve this
apparently by consistently attracting funding for those needs.

This course is an opportunity to learn, understand and develop the skill of
writing a grant proposal. Join us by registering here
http://bit.ly/yctauthoraid. It is a self-study, self-paced online course
with some deadlines to observe. It starts February 1, 2016. Check the link
to the poster.

Attachment:

Take a look and share the poster in your group, school etc
http://www.unevoc.unesco.org/e-forum/Slide12(2).JPG

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3249

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UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2016-01-15
Subject: UNESCO-UNEVOC Online Resources update!

Dear e-forum members,

2015 saw major developments take place with regards to the Education 2030
agenda and we are happy to report that significant developments have also
taken place to improve our online resources! Please find below a short
overview of some of the recent progress you might have missed.

e-Forum: currently the e-Forum has 4267 members from 184 countries. 1690
messages were posted in 2015. The e-Forum hosted three virtual conferences
on ‘Delivering TVET through quality apprenticeships’, ‘UNESCO’s
future TVET Strategy’ and ‘Greening TVET in the context of global
climate change policy developments’.

For an overview of past and upcoming virtual conferences, please visit
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Virtual+Conferences

Online Library and Publications: the UNESCO-UNEVOC online library and
publications page contains resources and publications related to education
and TVET by publishers and international organisations, as well as UNEVOC
publications such as the:

* Report of the UNESCO-UNEVOC Global Forum “Skills for work and life
post-2015”:
http://www.unevoc.unesco.org/go.php?q=UNEVOC+Publications&lang=en&akt=id&st=&qs=5840&unevoc=1

* The most recent as well as all previous issues of the Shanghai Update:
http://www.unevoc.unesco.org/go.php?akt=ft&q=UNEVOC+Publications&unevoc=1&lang=en&qs=shanghai+update.
They are also available in French and Spanish.
* UNEVOC Network manual, available in six languages:
http://www.unevoc.unesco.org/go.php?q=UNEVOC%20Network%20Manual%20of%20operating%20procedures

*‘Unleashing the Potential. Transforming Technical and Vocational
Education and Training’, available in English, Portuguese and soon in
French:
http://www.unevoc.unesco.org/go.php?q=Unleashing%20the%20Potential%20of%20TVET

TVETipedia: the TVETipedia glossary offers more than 1000 definitions of
approximately 600 TVET terms. It also includes ‘Further reading
articles’ which introduce selections of resources on the meaning of key
terms.

Recently added terms include ‘Employer learning’, ‘International
qualifications’, ‘In-company trainers’ and ‘Flexibility’. For the
definitions of terms, please visit
http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z

Recently added ‘Further reading articles’ include articles on
‘ICT’, ‘E-learning’, ‘Mobile learning’ and ‘Open Educational
resources’. Please find these and other articles here:
http://www.unevoc.unesco.org/go.php?q=TVETipedia+-+Further+reading+articles

Multimedia: the UNESCO-UNEVOC youtube channel contains a number of
informational and promotional videos on TVET and UNESCO-UNEVOC’s
activities in general. A number of new videos have been added, including:

* UNESCO UNEVOC Global Forum on Skills for Work and Life:
https://www.youtube.com/watch?v=n7pyAaD0zJg
* UNESCO-UNEVOC – Promoting learning for the world of work
https://www.youtube.com/watch?v=fIzYML4vfiU
* TVET and Heritage Skills: Can TVET Help Preserve Heritage?
https://www.youtube.com/watch?v=KX3ESC0CG34
* SkillsinAction Award Winners
https://www.youtube.com/watch?v=TiNddH8O5ng

To view these and other videos, please visit
https://www.youtube.com/user/UNEVOC

World TVET Database: In total eleven country reports were added to the
World TVET Database. These are as follows:

* Bahrain
* Bhutan
* Cameroon
* France
* Gambia
* India
* Madagascar
* Malta
* Mexico
* Senegal
* Thailand

All country reports are downloadable as PDF documents and some are also
available in Arabic, Chinese, French, Spanish and Russian. To check out the
World TVET Database reports please visit
http://www.unevoc.unesco.org/go.php?q=World+TVET+Database

Have a nice weekend.

Warm 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=3247

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UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2016-01-15
Subject: REMINDER/RAPPEL/AVISO – UNEVOC Questionnaire: Activities to improve the image of TVET (French and Spanish version below)

Questionnaire: Activities to improve the image of TVET

Have you been involved in activities that aimed to improve the image of
technical and vocational education and training (TVET), and would you like
to
share your experiences with us? UNESCO-UNEVOC is looking for feedback from
individuals or organizations within the online TVET community on this
topic.
Your experiences will provide us with important input about promising
practices
as well as lessons learnt for successfully improving the image of TVET in
different countries around the world. We would therefore appreciate your
help
and would be grateful if you could take a few minutes to complete the
questionnaire below. Please send your feedback by 15 January 2016 to Alix
Wurdak, a.wurdak@unesco.org.

Questionnaire:
http://www.unevoc.unesco.org/up/Feedback_Questionnaire_EN_-_eforum_.docx

Thank you!
UNESCO-UNEVOC team

Questionnaire: Activités visant à améliorer l’image de l’EFTP

Avez-vous été impliqué dans des activités qui visaient à améliorer
l’image
de l’enseignement et de la formation techniques et professionnels (EFTP),
et
souhaitez-vous partager vos expériences avec nous ? L’UNESCO-UNEVOC est à
la
recherche d’informations venant de personnes ou d’organisations au sein de
la
communauté de l’EFTP en ligne à ce sujet.
Vos expériences nous fourniront une contribution importante sur les
pratiques
prometteuses ainsi que les leçons apprises d’activités visant à
améliorer
avec succès l’image de l’EFTP dans différents pays à travers le monde.
Nous
vous serions donc reconnaissants de votre aide et vous saurions gré de
bien
vouloir prendre quelques minutes pour remplir le questionnaire ci-dessous.
S’il
vous plaît envoyez vos commentaires d’ici le 15 janvier 2016 à Alix
Wurdak,
a.wurdak@unesco.org.

Questionnaire :
http://www.unevoc.unesco.org/up/Feedback_Questionnaire_FR_-_eforum_.docx

Merci beaucoup !
Équipe de l’UNESCO-UNEVOC

Cuestionario: Actividades para mejorar la imagen de la EFTP

¿Usted ha estado implicado en actividades destinadas a mejorar la imagen
de la
enseñanza y formación técnica y profesional (EFTP), y le gustaría
compartir
su experiencia con nosotros? UNESCO-UNEVOC está buscando información de
individuos u organizaciones dentro de la comunidad EFTP en línea sobre el
tema.

Sus experiencias nos proporcionarán una contribución importante en las
prácticas prometedoras y las lecciones aprendidas ara mejorar con éxito
la
imagen de la EFTP en diferentes países a través del mundo. Por lo tanto,
agradeceríamos su ayuda y agradecemos la amabilidad de tomar unos minutos
para
completar el siguiente cuestionario. Por favor envíe sus comentarios antes
del
15 de enero 2016 a Alix Wurdak, a.wurdak@unesco.org.

Cuestionario:
http://www.unevoc.unesco.org/up/Feedback_Questionnaire_SP_-_eforum_.docx

¡Gracias!
Equipo de la UNESCO-UNEVOC

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3238

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UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2016-01-11
Subject: REMINDER/RAPPEL/AVISO – UNEVOC Questionnaire: Activities to improve the image of TVET (French and Spanish version below)

Questionnaire: Activities to improve the image of TVET

Have you been involved in activities that aimed to improve the image of
technical and vocational education and training (TVET), and would you like
to
share your experiences with us? UNESCO-UNEVOC is looking for feedback from
individuals or organizations within the online TVET community on this
topic.
Your experiences will provide us with important input about promising
practices
as well as lessons learnt for successfully improving the image of TVET in
different countries around the world. We would therefore appreciate your
help
and would be grateful if you could take a few minutes to complete the
questionnaire below. Please send your feedback by 15 January 2016 to Alix
Wurdak, a.wurdak@unesco.org.

Questionnaire:
http://www.unevoc.unesco.org/up/Feedback_Questionnaire_EN_-_eforum_.docx

Thank you!
UNESCO-UNEVOC team

Questionnaire: Activités visant à améliorer l’image de l’EFTP

Avez-vous été impliqué dans des activités qui visaient à améliorer
l’image
de l’enseignement et de la formation techniques et professionnels (EFTP),
et
souhaitez-vous partager vos expériences avec nous ? L’UNESCO-UNEVOC est à
la
recherche d’informations venant de personnes ou d’organisations au sein de
la
communauté de l’EFTP en ligne à ce sujet.
Vos expériences nous fourniront une contribution importante sur les
pratiques
prometteuses ainsi que les leçons apprises d’activités visant à
améliorer
avec succès l’image de l’EFTP dans différents pays à travers le monde.
Nous
vous serions donc reconnaissants de votre aide et vous saurions gré de
bien
vouloir prendre quelques minutes pour remplir le questionnaire ci-dessous.
S’il
vous plaît envoyez vos commentaires d’ici le 15 janvier 2016 à Alix
Wurdak,
a.wurdak@unesco.org.

Questionnaire :
http://www.unevoc.unesco.org/up/Feedback_Questionnaire_FR_-_eforum_.docx

Merci beaucoup !
Équipe de l’UNESCO-UNEVOC

Cuestionario: Actividades para mejorar la imagen de la EFTP

¿Usted ha estado implicado en actividades destinadas a mejorar la imagen
de la
enseñanza y formación técnica y profesional (EFTP), y le gustaría
compartir
su experiencia con nosotros? UNESCO-UNEVOC está buscando información de
individuos u organizaciones dentro de la comunidad EFTP en línea sobre el
tema.

Sus experiencias nos proporcionarán una contribución importante en las
prácticas prometedoras y las lecciones aprendidas ara mejorar con éxito
la
imagen de la EFTP en diferentes países a través del mundo. Por lo tanto,
agradeceríamos su ayuda y agradecemos la amabilidad de tomar unos minutos
para
completar el siguiente cuestionario. Por favor envíe sus comentarios antes
del
15 de enero 2016 a Alix Wurdak, a.wurdak@unesco.org.

Cuestionario:
http://www.unevoc.unesco.org/up/Feedback_Questionnaire_SP_-_eforum_.docx

¡Gracias!
Equipo de la UNESCO-UNEVOC

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3238

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UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2016-01-07
Subject: New publication: Level-setting and recognition of learning outcomes

Dear e-Forum users,

We are pleased to inform you of a very recent UNESCO publication entitled
“Level-setting and recognition of learning outcomes: the use of level
descriptors in the twenty-first century”. The publication is available for
free in pdf format, see http://www.unevoc.unesco.org/l/181 (OER-licensed
CC-BY-SA for free re-use).

The findings of the book are unique in that they provide for the first time
a comprehensive overview of the different ways in which learning is
recognized in contemporary education and training systems. More
importantly, the study provides key insights into how learning may be
recognized in the future.

The research was initiated by UNESCO following the Third International
Congress on Technical and Vocational Education and Training (TVET), which
was held in Shanghai in 2012, where a recommendation was made to explore
the possibility of developing international guidelines on quality assurance
for the recognition of qualifications based on learning outcomes. This
included the proposal that a set of world reference levels be considered to
facilitate the international recognition of TVET qualifications. This book
constitutes the first step of an incremental approach that UNESCO is
following to respond to the Shanghai Consensus Recommendation.

We may remind e-Forum members that it was exactly a year ago that we had a
very intensive and lively discussion on the e-Forum on the very same topic:
“Education Qualification Framework and credit transfer approach between
countries”.

For the full discussion on the e-Forum see
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2804

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=3242

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Wouter de Regt [w.de-regt@unesco.org]
Sent: 2016-01-08
Subject: Get involved! UNESCO-UNEVOC virtual conferences 2015 survey

Dear e-forum members,

As you are probably aware, last year UNESCO-UNEVOC organised three virtual
conferences on ‘Quality Apprenticeships’, ‘UNESCO’s TVET
strategy’, and ‘COP21’. We would like to thank all those who
participated and contributed to making the virtual conferences engaging and
very informative. The virtual conferences highlighted the multitude of
different stakeholders and regions active on the e-forum, and this was
reflected in the number of enlightening insights shared. These insights
informed our understanding on the topics, and we hope that they were also
thought-provoking for you.

Looking forward to the virtual conferences we will be organising in 2016,
we would greatly appreciate it if you could give your feedback on the
virtual conferences organised last year by filling in this short anonymous
online survey: www.unevoc.unesco.org/l/180. All feedback and
recommendations will be considered when developing this year’s virtual
conferences.

The deadline for submissions is 22 January 2015.

Important: even if you did not participate in one of the virtual
conferences, we would still like your feedback. By selecting ‘no’ on
the first question, you will be directed to the final section where you can
provide comments which will hopefully enable the virtual conference to be
of greater use to your interests and work.

We hope to see you at the virtual conferences which will be organised this
year! To find more information on upcoming virtual conferences, please
regularly check the UNEVOC e-forum or the UNESCO-UNEVOC homepage.

Have a nice weekend!

Warm regards,
Wouter de Regt
UNESCO-UNEVOC

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3243

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Max Ehlers [m.ehlers@unesco.org]
Sent: 2016-01-07
Subject: UNESCO Mobile Learning Week 2016

Dear e-Forum colleagues,

Let me first wish everybody on the e-Forum a wonderful new year full of
health, peace and success.

Secondly, I would like to forward the below information from the organizers
on UNESCO’s Mobile Learning Week (MLW2016) to you, which will take place in
Paris, France, from 8 to 10 March. UNESCO-UNEVOC attended the event last
year and organized a session with 2 UNEVOC Centres as part of the
programme, more information here:
www.unevoc.unesco.org/go.php?q=MLW+2015:+Using+mobile+technology+in+skills+development+for+women

MLW does not particularly focus on TVET, but skills education will
certainly be an important area when it comes to this year’s topic
“Innovating for quality” in mobile learning. We would certainly appreciate
the participation of UNEVOC Centres in the event. Please inform me if you
have ideas for Symposium presentations (in English or French), as we may
want to organize a symposium session focusing on TVET similar to the one
last year. Note that initial proposals should be submitted soon as the
organizers need to receive them until Friday, 15 January.

Even if you cannot attend in person, you may be interested participating in
the online webinar discussing the extent to which mobile technology can
strengthen the quality of education and facilitate learning. It will be
held on 7 March:
http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-week/webinar-2016/

Best regards
Max Ehlers,
UNESCO-UNEVOC

Here’s the message from the organizers on MLW2016:
==============================

====================
At the outset of the new year, UNESCO would like to encourage you to attend
Mobile Learning Week 2016 and join hundreds of international experts as
they seek to advance understandings of how mobile technology can be
leveraged for learning and education.

The theme of MLW 2016 is ‘Innovating for quality’. Please click here:
http://www.unevoc.unesco.org/l/175 to read the concept note. MLW 2016 will
be held from 7-11 March at UNESCO Headquarters in Paris.

Present at MLW

Please use the links below to submit a proposal to present at MLW 2016.
English language proposals are due before midnight on Friday, 15 January
2016. In the coming days, UNESCO will accept French language proposals,
please check the MLW website for details: http://www.unesco.org/new/en/mlw

WORKSHOP PROPOSALS: http://www.unevoc.unesco.org/l/176

Workshops will be held on Tuesday, 8 March. Each workshop will last
approximately 1.5 hours. The extended time period will allow presenters
opportunities to conduct interactive demonstrations of mobile learning
content, technology, research and projects.

SYMPOSIUM PROPOSALS: http://www.unevoc.unesco.org/l/177

Symposium presentations will be held on Tuesday and Wednesday, 9-10 March.
Each presentation will last approximately 20 minutes. The presentations
will allow participants opportunities to showcase innovative mobile
learning work that advances high-quality education.

Register for Mobile Learning Week: http://www.unevoc.unesco.org/l/178

For information about UNESCO Mobile Learning Week:
http://www.unesco.org/new/en/mlw
To learn more about UNESCO’s work in mobile learning:
http://www.unesco.org/new/en/unesco/themes/icts/m4ed/
To see UNESCO’s mobile learning publications:
http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/

Should you have any questions about Mobile Learning Week, please send an
email to: mlw@unesco.org.

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UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2015-12-23
Subject: Just Published: UNESCO-UNEVOC Bulletin 28, December 2015

Dear e-Forum members,

The UNESCO-UNEVOC International Centre has just published the UNESCO-UNEVOC
bulletin 28.

The bulletin comes in the context of major developments which have taken
place over the course of the year. One example is the recent adoption of
the Sustainable Development Goals (SDGs) at the United Nations Summit in
New York in September. The SDGs take a holistic approach to solving
today’s problems and SDG 4, concerning education, includes indicators for
technical and vocational education and training (TVET). As such, such
changes had – and will continue to have – a major influence on
UNESCO-UNEVOC’s work.

Please have a look and read more about our activities and events under the
following links:

English link online:
http://www.unevoc.unesco.org/bulletin/bulletin_full.php?bull=28en

French:
http://www.unevoc.unesco.org/bulletin/bulletin_full.php?bull=28fr

Spanish:
http://www.unevoc.unesco.org/bulletin/bulletin_full.php?bull=28es

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=3239

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UNESCO-UNEVOC Bulletin 28 / December 2015

About UNESCO-UNEVOC | Read online | Full-text version | Contact us | Fr | En | Es

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UNEVOC Questionnaire: Activities to improve the image of TVET (French and Spanish version below)

UNESCO-UNEVOC [unevoc@unesco.org]
Sent: 2015-12-23
Subject: UNEVOC Questionnaire: Activities to improve the image of TVET (French and Spanish version below)

Questionnaire: Activities to improve the image of TVET

Have you been involved in activities that aimed to improve the image of
technical and vocational education and training (TVET), and would you like
to share your experiences with us? UNESCO-UNEVOC is looking for feedback
from individuals or organizations within the online TVET community on this
topic.
Your experiences will provide us with important input about promising
practices as well as lessons learnt for successfully improving the image of
TVET in different countries around the world. We would therefore appreciate
your help and would be grateful if you could take a few minutes to complete
the questionnaire below. Please send your feedback by 15 January 2016 to
Alix Wurdak, a.wurdak@unesco.org.

Questionnaire:
http://www.unevoc.unesco.org/up/Feedback_Questionnaire_EN_-_eforum_.docx

Thank you!
UNESCO-UNEVOC team

Questionnaire: Activités visant à améliorer l’image de l’EFTP

Avez-vous été impliqué dans des activités qui visaient à améliorer
l’image de l’enseignement et de la formation techniques et professionnels
(EFTP), et souhaitez-vous partager vos expériences avec nous ?
L’UNESCO-UNEVOC est à la recherche d’informations venant de personnes ou
d’organisations au sein de la communauté de l’EFTP en ligne à ce sujet.
Vos expériences nous fourniront une contribution importante sur les
pratiques prometteuses ainsi que les leçons apprises d’activités visant
à améliorer avec succès l’image de l’EFTP dans différents pays à
travers le monde. Nous vous serions donc reconnaissants de votre aide et
vous saurions gré de bien vouloir prendre quelques minutes pour remplir le
questionnaire ci-dessous. S’il vous plaît envoyez vos commentaires d’ici
le 15 janvier 2016 à Alix Wurdak, a.wurdak@unesco.org.

Questionnaire :
http://www.unevoc.unesco.org/up/Feedback_Questionnaire_FR_-_eforum_.docx

Merci beaucoup !
Équipe de l’UNESCO-UNEVOC

Cuestionario: Actividades para mejorar la imagen de la EFTP

¿Usted ha estado implicado en actividades destinadas a mejorar la imagen
de la enseñanza y formación técnica y profesional (EFTP), y le gustaría
compartir su experiencia con nosotros? UNESCO-UNEVOC está buscando
información de individuos u organizaciones dentro de la comunidad EFTP en
línea sobre el tema.
Sus experiencias nos proporcionarán una contribución importante en las
prácticas prometedoras y las lecciones aprendidas ara mejorar con éxito
la imagen de la EFTP en diferentes países a través del mundo. Por lo
tanto, agradeceríamos su ayuda y agradecemos la amabilidad de tomar unos
minutos para completar el siguiente cuestionario. Por favor envíe sus
comentarios antes del 15 de enero 2016 a Alix Wurdak, a.wurdak@unesco.org.

Cuestionario:
http://www.unevoc.unesco.org/up/Feedback_Questionnaire_SP_-_eforum_.docx

¡Gracias!
Equipo de la UNESCO-UNEVOC

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3238

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Workshop on setting standards for accrediting TVET programs

Syeda Adeela Bokhari [directorgeneral.anc@gmail.com

]
Sent: 2015-12-10
Subject: Re: Workshop on setting standards for accrediting TVET programs

Dear Ric!

You can consult our Accreditation Manual available on our website
www.navttc.org which was developed in consultation with all TVET
Stakeholders/Industry and International Experts.

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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cvaacfp [cvaacfpbulletin@gmail.com]
Sent: 2015-12-04
Subject: Re: Need support for Georgia regarding documents about Income generation in VET system

Good afternoon,

In our database, we have this document
Matching Vocational Education in Georgia with Labour Market Needs
http://cva-acfp.org/article/georgia-matching-vocational-education-in-georgia-with-labour-market-needs/

I hope this helps,
Madeleine

Madeleine Anne Decker
Information and knowledge management officer

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3217

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Serena Gut [info@vpet-congress.ch]
Sent: 2015-12-02
Subject: Re: Call for Proposals VPET Congress

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

Registration now open!

Register now for the VPET Congress in June 2016 in Switzerland.
Link: http://vpet-congress.ch/?q=en/congress-registration

Download the flyer here: http://vpet-congress.ch/?q=en/download

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 Register here:
http://vpet-congress.ch/?q=en/congress-registration

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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The Canadian Vocational Association October and November 2015 Newsletters/Le bulletin du CVA est maintenant en ligne

cvaacfp [cvaacfpbulletin@gmail.com]
Sent: 2015-12-07
Subject: The Canadian Vocational Association October and November 2015 Newsletters/Le bulletin du CVA est maintenant en ligne

In English
- October Newsletter IN FOCUS: Health personnal in lower-medium income
countries
http://cva-acfp.org/a/2015-10-en.html
- November Newsletter
http://cva-acfp.org/a/2015-11-en.html

In French
- October Newsletter IN FOCUS: Les cadres nationaux de qualifications
http://cva-acfp.org/a/2015-10-fr.html
- November Newsletter
http://cva-acfp.org/a/2015-11-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.
_____________________
Our online VET Database http://cva-acfp.org/
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/

Madeleine Anne Decker
Information and knowledge management officer

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3225

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TVET teachers in Brazil

cvaacfp [cvaacfpbulletin@gmail.com]
Sent: 2015-12-04
Subject: Re: TVET teachers in Brazil

Good afternoon Jessica,

In our database, we hare some records for Brazil
http://cva-acfp.org/article-tag/brazil/
I hope this helps,

Madeleine

Madeleine Anne Decker
Information and knowledge management officer

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3216

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NEW! CVA/ACFP DACUM I Public Workshops in 2016

cvaacfp [cvaacfpbulletin@gmail.com]
Sent: 2015-12-04
Subject: NEW! CVA/ACFP DACUM I Public Workshops in 2016

Mar 7th to 10th | Halifax, Canada
Apr 18th to 21st | Calgary, Canada
May 2nd to 5th | Montreal, Canada – In French
Oct 3rd to 6th | Vancouver, Canada
Nov 7th to 10th | Toronto, Canada

More on DACUM by the Canadian Vocational Association

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 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/

___________________
Madeleine Anne Decker
Information and knowledge management officer

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3223

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Food hygiene and community health training in pictures

cvaacfp [cvaacfpbulletin@gmail.com]
Sent: 2015-12-04
Subject: Re: Food hygiene and community health training in pictures

Good afternoon Alison,

WHO has several pictural material on food safety.
They can be found here
http://www.who.int/foodsafety/areas_work/food-hygiene/en/

Madeleine

Madeleine Anne Decker
Information and knowledge management officer

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3211

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London Conference on Employer Engagement in Education and Training 2016: conference registration now open and call for papers launched

Rachael McKeown [rachael.mckeown@educationandemployers.org]
Sent: 2016-01-18
Subject: London Conference on Employer Engagement in Education and Training 2016: conference registration now open and call for papers launched

Dear all,

London Conference on Employer Engagement in Education and Training 2016

July 21 and 22 at the BIS conference centre in central London.

What difference does it make when employers work with education and
training providers?  How can employer engagement best be delivered?

This joint conference hosted by the Education and Employers Charity and the
Edge Foundation, with support from the Department for Education (England)
and the Department for Business Innovation and Skills, will present new
research on employer engagement in education and technical pathways, and
explore implications for policy and practice. The conference will share
research insights from around the world.

Confirmed conference contributors include the Careers and Enterprise
Company, CEDEFOP-European Centre for the Development of Vocational
Training, Department for Education, Department for Business Innovation and
Skills, Education and Employers Research, the International Labor
Organisation, the Inter-American Development Bank, the National Association
of Head Teachers, the Organisation for Economic Co-operation and
Development, the UK Commission for Employment and Skills and UNESCO.

Visit the conference pages on the Education and Employers Research website
for more information, including how to register and call for papers:
http://www.educationandemployers.org/research/london-conference-on-employer-engagement-in-education-and-training-2016/

Papers are encouraged from researchers and analysts in universities and
elsewhere using qualitative and quantitative methodologies from a wide
range of disciplines including education policy, economics, sociology,
human resource management and anthropology. Papers can relate to activity
taking place in any geographic location. Submissions should be made online
by 31 March 2016. Accepted papers will be notified by 16 May.

For enquiries please contact Rachael.McKeown@educationandemployers.org

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3252

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eLearning Africa 2016 – 11th International Conference on ICT for Development, Education and Training

Katarina Snak [katarina.snak@icwe.net]
Sent: 2016-01-18
Subject: eLearning Africa 2016 – 11th International Conference on ICT for Development, Education and Training

Dear All,

Please find below an announcement for eLearning Africa 2016, the 11th
International Conference on ICT for Development, Education and Training.

The event will take place from May 24 – 26, 2016, in Cairo, Egypt
(www.elearning-africa.com). We would be delighted if you could make a
reference to this conference and include it in your newsletter and/or
calendar. Please do not hesitate to contact us should you have any
questions or require further information.

eLearning Africa 2016 – 11th International Conference on ICT for
Development, Education and Training

When: May 24 – 26, 2016
Where: Cairo International Convention Centre, Cairo, Egypt
Organiser: ICWE GmbH, Leibnizstrasse 32, 10625 Berlin, Germany,
www.icwe.net, hosted by ITIDA (www.itida.gov.eg), under the auspices of the
Ministry of ICT (http://www.mcit.gov.eg/)
Tel: +49 (0)30 310 18 18-0, Fax: +49 (0)30 324 98 33
Contact: Rebecca Stromeyer, info@elearning-africa.com,
http://www.elearning-africa.com

Short Description:
eLearning Africa is the key networking event for ICT enhanced education and
training in Africa. Bringing together high-level policy makers, decision
makers and practitioners from education, business and government, eLearning
Africa 2016 will take place from 24 – 26 May in Cairo, Egypt. Serving as a
pan-African platform, the eLearning Africa conference is a must for those
who want to develop multinational and cross-industry contacts and
partnerships, as well as enhance their knowledge, expertise and abilities.
eLearning Africa takes place in a different African country each year, and
the conference languages are English, French and Arabic. eLearning Africa
attracts over 1,500 education professionals, investors and providers of
education and training, with 86% coming from Africa.

Logo Download:
http://www.elearning-africa.com/press_media_logos_downloads.php
News Releases:
http://www.elearning-africa.com/press_media_news_releases.php
News Portal: http://www.elearning-africa.com/eLA_Newsportal/
Subscribe to the Newsletter: www.elearning-africa.com/eLA_Newsportal/

Social media:
Facebook Group: https://www.facebook.com/groups/17387268602/
Facebook Page:
https://www.facebook.com/pages/eLearning-Africa/410699252298030
YouTube Channel:
https://www.youtube.com/playlist?list=PLQmzSBC8_31LOKNmI49LGjN5wIlvQc7Bc
Twitter: https://twitter.com/eLAconference
LinkedIn: http://www.linkedin.com/groups?gid=2078853&trk=hb_side_g

Kind regards,

Katarina Snak
PR Assistant
ICWE GmbH

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3253

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Sustainable Development in TVET

Mojtaba ansari pour [ansari252@yahoo.com]
Sent: 2015-12-17
Subject: Sustainable Development in TVET

Hi you all,
I need some new articles about Sustainable Development in TVET.
My main question is: How we can go toward Sustainable Development by
training TVET?
regard  M.Ansari pour
IRAN

[Moderator comment:
Dear M. Ansari, this list of publications in the UNEVOC online library may
be a good starting point for your research:
http://www.unevoc.unesco.org/go.php?q=UNEVOC+Publications&lang=en&akt=cat&st=adv&qs=SUSDEV&unevoc=0
]

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=3234

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UNESCO MLW proposals due January 15, 2016

Inovation for quality Unesco ParisOnly 5 days left to submit proposals!

UNESCO would like to remind you that Workshop and Symposium presentation proposals for Mobile Learning Week are due this Friday, 15 January. Proposals take approximately 30 minutes to complete.

Present at MLW
Please use the links below to submit a proposal. English language proposals are due before midnight 15 January. In the coming days, UNESCO will begin accepting French language proposals. Please check the MLW website for details. The deadline for French proposals will be 31 January.

WORKSHOP PROPOSAL

.

SYMPOSIUM PROPOSAL

Workshops will be held on Tuesday, 8 March. Each workshop will last approximately 1.5 hours. The extended time period will allow presenters opportunities to conduct interactive demonstrations of mobile learning content, technology, research and projects.

Symposium presentations will be held on Tuesday and Wednesday, 9-10 March. Each presentation will last approximately 20 minutes. The presentations will allow participants opportunities to showcase innovative mobile learning work that advances high-quality education.

Register for Mobile Learning Week

To learn more about each of MLW’s four core events, please click on the relevant box below

Webinar Monday 7 March

Workshop Tuesday 8 March

Symposium Wednesday 9 March, Thursday 10 March

Policy Forum Friday 11 March

For information about UNESCO Mobile Learning Week, please click here.

To learn more about UNESCO’s work in mobile learning, click here.
To see UNESCO’s mobile learning publications, click here.

Should you have any questions about Mobile Learning Week, please send an email to: mlw@unesco.org.

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