UNESCO – UNEVOC – TVET

UNESCO LOGO JPEG

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http://worldviewmission.nl/?page_id=9881

http://worldviewmission.nl/?page_id=8429

http://worldviewmission.nl/?page_id=2769

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

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Subject: Join the Network of Staff and Teachers in Childcare Services in the EU
The state of the art in staff development in Early Childhood Education and
Care (ECEC) is related to the fragmented situation of systems and
provisions across EU: a common vision for childcare services is currently
lacking in Europe; just as levels of investment differ greatly between
Member States, picture also varies significantly in relation to childcare
workforce.
Childcare workers are qualified in all aspects of ECEC in some country
(must hold a degree and be involved in continuous training), where in other
countries they don’t have formal education path and recognized
professional profile. Given the varied background of EU, there are no
common recommendations/curricula, and national/regional level have very
little possibilities of sharing.
For this reason, the project seeks to establish a network in ECEC staff
development:
“it will contribute to overcome local visions, by creating links between
institutions/practitioners/professionals, and by collecting learning
resources in ECEC, making them available for a larger audience. It will
provide policy makers with updated information and comparisons of data”.
Please, find enclosed the bulletin nº 5.
To know more about NEST,
http://nest-project.eu/
Information available in english, greek, Deutsch, Spanish, Suomi, Magyar
and Slovenian.
Attachment:
Nest Newsletter nº5 (english)
http://www.unevoc.unesco.org/e-forum/NEST-newsletter-n5.pdf
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Subject: Call for papers and documentary references – TVET teacher and workplace trainer
In December, the Canadian Vocational Association (CVA) will publish another
special bulletin. This time, the main focus will be the occupations of TVET
Teacher and Workplace Trainer.
The CVA welcomes papers and recent documentary references discussing
challenges or issues which teachers / trainers are presently or will be
facing in the years to come.
All papers and references must be submitted to Madeleine Decker
cvaacfpbulletin@gmail.com no later than 21 November 2014. The information
must be accessible online.
The CVA reserves the right to publish or not any submitted paper or
reference.
Best regards,
Madeleine

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October 2014 – News from UNESCO on education for sustainabl​e development

View this email in your browser

http://us8.campaign-archive1.com/?u=ed96882dc5043627b08300be8&id=d16ff64652&e=8ac9936dcb

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Multilingu​al online technical dictionary Arabterm

Subject: Multilingual online technical dictionary Arabterm

hello,

Arabterm is an online Technical Dictionary, available on www.arabterm.org
for free and in four languages: Arabic, French, English and German.
The Dictionary covers different technical Domains, including: Water
Technologies, Automotive Engineering, Renewable Energy, Electronic
Engineering, Textile and Transport & Infrastructure.
Arabterm is a joint Project of the Arab League Educational, Cultural and
Scientific Organization (ALECSO) and the German Federal Ministry for
Economic Cooperation and Development (BMZ), carried out by the Bureau of
Arabisation (BCA) and the Deutsche Gesellschaft für international
Zusammenarbeit (GIZ) Gmbh.

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EXTENSION Skills in Action Award: calling for young people to share their stories

Subject: EXTENSION  Skills in Action Award: calling for young people to share their stories

Dear e-Forum members,

As you might be aware, we have launched the Skills in Action Award in
September this year. We received many interesting and inspiring submissions
already. Some stories have already been published on the website, and we
are currently working on more which will be published in the coming days,
see http://www.unevoc.unesco.org/skillsinaction
Kindly notice that we have decided to extend the deadline for submission
for one month, until 30 November 2014. We hope you will share this
information with your students, graduates and your network, as we are
hoping to receive more stories of inspiration from all around the globe.
The Skills in Action Award is awarded to individuals who inspire others and
who have acted as ambassadors for technical and vocational education and
training in their community.
The goals of the award are to:
• Celebrate technical and vocational skills as a means to improve one’s
livelihood
• Reward young people’s efforts to promote sustainable development in
their communities
• Raise awareness on the benefits of TVET
• Promote TVET as a means to tackle global challenges such as poverty,
youth unemployment and environmental degradation.
• Provide young people the opportunity to demonstrate their skills to the
rest of the world.
UNESCO-UNEVOC is calling for TVET students, graduates, (social)
entrepreneurs and individuals between the age of 15 and 35 years who have
utilized their skills for their benefit and that of the local community
across the globe to share their stories.
For more information about this award, please visit
http://www.unevoc.unesco.org/skillsinaction

Thank you most kindly.
With best regards,

The UNESCO-UNEVOC team.
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http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/

Subject: Units of Competence – Definition and Calculation.


Good Afternoon All,


can any direct me towards or forward any information/documentation on the following: a definition of the term “Unit of Competence”?   andhow are the Units of Competence calculated?
regards


Daryl Steele  / Research Officer
Office of the Executive Director  / Accreditation Council of Trinidad & Tobago


Trinidad, West Indies   /  Email:
dsteele@actt.org.tt
***Moderator comment***
2 definitions for “unit of competency” can be found on the TVETipedia
Glossary, see:


http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&filt=all&id=461


The nationally agreed statements of the skills and knowledge required for
effective performance in a particular job or job function. They identify
the skills and knowledge, as outcomes that contribute to the whole job
function. Units of competency are an endorsed component of training
packages.
Source: NCVER 2013, Australia
A component of the competency standard stating a specific key function or
role in a particular job or occupation serving as a basis for training an
individual to gain specific knowledge, skills and attitude needed to
satisfy the special demands or requirements of a particular situation.
Source: TESDA 2010, Philippines


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Yours Sincerely
T.H. Sree Rama
Project Founder & Managing Trustee, Global Institute for Skills & Careers
Hyderabad, India
Attachment:
Job focused skills
http://www.unevoc.unesco.org/e-forum/Job-Focused-Skills.doc

 

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

Dear e-Forum Members, Greetings!

It is informed that abstracts latest by 25th Nov.14 (the extended date) and
papers (up to 30th Dec.14) are invited for the upcoming International
Conference on Emerging Trends in TVET: Vision 2025 from 18-20,February,
2015 organised by PSS Central Institute of Vocational Education,NCERT
(under Govt.of India), at Bhopal, M.P.India. Registration form and
procedure is given in the brochure:
http://www.unevoc.unesco.org/e-forum/Brochure-of-International-conference-file-2.pdf

Delegates will be provided free lodging and boarding facilities. We are
looking forward for valuable contributions of e-Forum members in the
conference.

Best Regards,

Dr. Asfa M. Yasin
Organising Secretary,
Prof.and Head,
Centre for International Relationship
PSS Central Institute of Vocational Education,NCERT
Shyamla Hills, Bhopal, M.P.India

websites- www.psscive.nic.in and www.cive.org

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 Subject: Vacancy Announcement: TVET Programme Assistant

Dear e-Forum members,

UNESCO Regional Office in Bangkok is looking for a Programme Assistant for
its TVET programme.

Please see the following vacancy announcement for more information:
http://www.unescobkk.org/fileadmin/user_upload/Job2014/JA_31-14_Programme_Assistant_EPR.pdf

Best,

Barbara

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Subject: YCT UNEVOC Center celebrates Global Entrepreneurship Week 2014

Center for Entrepreneurship Development, Yaba College of Technology in
collaboration with YCT UNEVOC Center, Lagos Nigeria joins entrepreneurs and
businesses around the globe to celebrate the Global Entrepreneurship Week
2014.
The theme for this year’s celebration is “Get Connected”.

More information is available here
http://www.yabatechunevoc.org/news/recent/46-gew2014

Attachment:

Global Entrepreneurship Week 2014 @ Yaba College of Technology Lagos Nigeria Poster
http://www.unevoc.unesco.org/e-forum/gew2014.png

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

Subject: Vacancy Announcement: Project Manager TVET project – UNESCO Iraq Office

Dear e-Forum members,

To whom it may concern

UNESCO Iraq Office is hiring a Project Manager of the TVET project for
Iraq, please be informed that the vacancy notice is now available at
https://en.unesco.org/careers/sites/careers/files/VN_P4%20ED%20Iraq_0.pdf

The deadline for submission of candidatures is 30 November 2014.

Should you have any questions, please contact directly UNESCO Iraq Office
(see here:
http://www.unesco.org/new/en/iraq-office/about-this-office/contact-us/ )

Best of luck
Kamal Armanious

UNESCO-UNEVOC International Centre Bonn, Germany
www.unesco.org/unevoc

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

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Units of Competence – Definition and Calculation


Good Afternoon All,


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

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 17th UNESCO-APEID International Conference, 29-31 October 2014, Bangkok, Thailand

Subject: 17th UNESCO-APEID International Conference, 29-31 October 2014, Bangkok, Thailand
17th UNESCO-APEID International Conference
The Powerhouses of Education: Teachers for the Future We Want
29-31 October 2014, Bangkok, Thailand
What do you think?
1.    What are the top 3 qualities that you think a teacher for the future
we want must have?
2.    What are the top 3 obstacles that prevent teachers from being the
teachers for the future we want?
3.    What are the top 3 realistic actions needed to assist teachers to be
the teachers for the future we want?
Tell us what you think by taking part in this simple survey:
https://www.surveymonkey.com/s/APEIDSURVEY. It will take less than 5
minutes to complete – we promise!
We will reveal the results of the survey at the 17th UNESCO-APEID
International Conference, The Powerhouses of Education: Teachers for the
Future We Want, to be held on 29-31 October 2014 in Bangkok, Thailand.
If you are planning to attend the conference and have not registered yet,
please do so soon. You will be listening to interesting, inspiring and
thought provoking presentations. You will also meet educators and
practitioners who share your commitment in developing teachers for the
future we want. And last but not least, you will entertain and be
entertained at the UNESCO Got Talent Show at the Welcome Reception!
Registration
Register online at
www.unescobkk.org/education/apeid/conference2014, or
contact UNESCO Bangkok at
apeidconf@unesco.org for further information.
Fees
International participants     US$ 350
Full-time student                  US$ 150
Resident of Thailand            US$ 150
Group registration**             US$ 250 each
* Payment for Early bird registration must be received by UNESCO Bangkok by
30 September 2014.
** For 5 or more individuals from the same organization/institution.
For more information, contact:
UNESCO-APEID International Conference Secretariat
UNESCO Bangkok
920 Sukhumvit Road, Prakanong
Bangkok 10110, Thailand
Tel: (66-2) 391 0577
Fax: (66-2) 391 0866
Email:
apeidconf@unesco.org
Website:
http://www.unescobkk.org/education/apeid/conference2014
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North American Cluster Newsletter

Subject: North American Cluster Newsletter
The UNEVOC North American cluster has published its third newsletter!
You will find enclosed the latest edition of the UNEVOC newsletter for
North America. The theme chosen this time is access for disadvantaged
learners, whether due to vulnerable social status, physical or mental
disability, or simply the fact of not following a traditional path. You can
view this document on our website in both English and French.
We would also like to inform you that Colleges and Institutes Canada
(CICan) will be publishing a comprehensive report on the subject. It will
be available on-line as of mid-October at
http://www.collegesinstitutes.ca.
We encourage you to subscribe to CICan’s newsletter, “Perspectives”,
which will announce when the publication is ready:
http://www.collegesinstitutes.ca/news-centre/subscribe-perspectives/.
Happy reading!
Leah Jurkovic
Manager, Applied Research and Knowledge Dissemination | Gestionnaire,
Recherche appliquée et diffusion des connaissances
International Partnerships | Partenariats internationaux
Colleges and Institutes Canada | Collèges et instituts Canada
613 746 2222 x 3119
www.collegesinstitutes.ca | www.collegesinstituts.ca
Attachment:
UNEVOC Newsletter October 2014

http://www.unevoc.unesco.org/e-forum/UNESCO-UNEVOC_Newsletter_Oct2014_Web.pdf
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The CVA-ACFP September 2014 Newsletter is out! / CVA-ACFP Infolettre de septembre 2014 est en ligne

Subject: The CVA-ACFP September 2014 Newsletter is out! / CVA-ACFP Infolettre de septembre 2014 est en ligne
In English
http://cva-acfp.org/a/2014-09-en.html
In French
http://cva-acfp.org/a/2014-09-fr.html
Each month, the Canadian Vocational Association presents a survey of
relevant links and documents on various specializations and topics related
to the field of professional training
The Newsletter is in English and French.
—-Tous les mois, l’Association canadienne de la formation professionnelle
vous présente une compilation de documents et de liens pertinents sur
différentes spécialités et thématiques liés au domaine de la formation
professionnelle.
Le bulletin est en anglais et en français.
- Become a member
http://cva-acfp.org/membership/becoming-a-member
- Join us in LinkedIn
http://goo.gl/O9isT
- Twitter 
https://twitter.com/CVA_ACFP
- Scoop.It! @Canadian Vocational Association / Association canadienne de la
formation professionnelle Includes all the tags / inclue les étiquettes
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Sent: 2014-10-08 18:30
Subject: RE: Social and gender equity in and through TVET

Good Day, Jennifer Mudge!

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

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virtual conference on skills for the creative industries, 29 September to 10 October 2014, UNEVOC e-Forum

UNESCO

Subject: RE: virtual conference on skills for the creative industries, 29 September to 10 October 2014, UNEVOC e-Forum

 

Dear e-Forum members,


Just over a week ago, the virtual conference on skills for the creative
industries kicked off on the UNEVOC e-Forum! The discussion, moderated by
Paul Collard, CEO of Creativity, Culture and Education, has so far gathered
over 120 participants from 57 countries.
Below you will find a summary of the discussions in the first week. Got
curious?
You can still join the discussion and share your views on the topic by
subscribing here:
http://www.unevoc.unesco.org/go.php?q=Subscribe
We look forward to the contributions of all e-Forum members!
UNESCO-UNEVOC
Summary of first week discussion
Introduction
The UNESCO- UNEVOC forum on ‘Skills for the Creative Industries’ was
established in response to the growing importance of the creative
industries to national economies around the world. It is intended to
explore how the Technical and Vocational Education and Training (TVET)
sector should respond to the challenges and the opportunities that the
creative industries have set.
Defining the Creative industries
Alix Wurdak from UNESCO–UNEVOC helpfully pointed participants to the key
literature from which definitions of the Creative Industries can be drawn.
For instance, UNESCO’s Framework for Cultural Statistics, lists the
following set of culturally productive industries, activities and
practices:
–       cultural and natural heritage,
–       performance and celebration,
–       visual arts and crafts,
–       books and press,
–       audio-visual and interactive media,
–       design and creative services,
–       intangible cultural heritage (transversal domain), and
–       tourism,
–       sports and recreation (related domains)
In addition, the UNESCO model includes education and training, archiving
and preservation, and equipment as they play a key role in the culture
cycle for the production and transmission of culture. However, she stressed
that reading across the literature it is clear that these definitions are
used in a fluid and flexible way in different contexts, cultures and
markets it felt it was perhaps more important for workers to define
themselves, as other participants had suggested.
This was strongly supported in a number of the contributions from
participants. Firstly, it was clear that for many of those from outside
Europe who had joined the discussion the priority was ‘Creative Skills
for Industry’ with participants pointing to the importance of developing
creative skills in a wide range of workers, such as automotive workers and
electronic watch repairers, who may fall outside the usual definitions of
creative industries. Secondly, there was concern that in the business
models of some industries the employers were largely unaware of the skills
required in their workforce.
Addressing the training needs of the Creative Industries
David Parker, as Director of Research for CCSkills, the UK agency with
responsibility for developing skills in the creative and cultural
industries, pointed participants to his research which indicated that the
vast majority of employers in the sector are Small to Medium Sized
Enterprises or Microbusinesses (less than 10 people). The training budgets
for such organisations tend to be relatively small, and so the market for
formal professional development offers is limited and the ‘route to
market’ in such a fragmented environment is complex and expensive.
Allied to this, in the UK, is the flow of money through the education
system, where the student market is almost completely disconnected from the
employer market. This leads to an oversupply of courses that appeal
directly to students, and the emergence of skills gaps when it comes to the
immediate needs of employers. So, for example, we have more and more young
people studying performing arts, but an urgent shortage of riggers and
lighting technicians. CCSkills have addressed the issue by establishing a
network of Skills Academy Managers who work across the country to help fine
tune their understanding of each sub-sector’s needs. This has proven to be
a valuable way of ensuring there are no mixed messages or crossed wires
when interpreting questions of supply and demand. Participants in the forum
welcomed this approach because it was a clear strategy for addressing the
importance all participants saw in ensuring effective dialogue between
employers and TVET.
North/South dialogue
Some participants have given good examples of partnerships between
institutions across the north/south divide. Helen Mahoney  stresses that
building a partnership takes time, shared values and vision, commitment and
resources and it is essential that they are based on equality. Her
experience came about when her college, Ballyfermot College in Ireland,
entered such a partnership with Evelyn Hone College (Zambia). Starting with
music, journalism and human rights projects with students in the two
colleges, through which we established a strong relationship, they moved to
seeking funding from Irish Aid for a major project to support the
development of a three year creative digital media programme in EHC.  Both
colleges have benefitted. Staff and students in BCFE are far more engaged
with development issues, our curriculum and college is richer, and it is
similar in EHC which now also has introduced the first programme in digital
media in the formal education sector in Zambia. This programme was
developed with TEVETA and is now available to all colleges in Zambia in
line with TEVETA regulations. While recommending that there should be far
more such partnerships, she highlighted the enormous challenge of getting
them funded.
Copyright
Finally, Awoumou Manga André Marie raised the important issue of
copyright. The effective management of copyright lies at the heart of the
commercial success of many creative industries and that learning how to use
it should be a key element in the training of workers for the creative
industries.
Conclusions
There are now 124 participants from 57 countries and the breadth and
diversity of their contributions has enabled us to focus on the key issues
quickly with wide agreement among participants on the issues raised.
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Technical Training Centers

 

Subject: Technical Training Centers
I am forming a Commission to draw up a draft on the technical training for
young people who have completed their studies in technical high school and
we need to design complementary programs to improve their job performance.
Could you give me information that may be helpful in setting up such
technical training centers?
Thanks
Galo Viteri – Ecuador
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From: Moustafa Wahba [mailto:mmm.wahba@gmail.com]
Sent: 2014-10-06 14:44
Subject: RE: Technical Training Centers
Hi Galo and Forum Members
I will try to brief you in general on the different types of institutional
development processes adopted in TVET Institutions (Institutes, Centers and
Industrial Schools) covering Management, Technical / Pedagogical &
Standardizing Processes. I will explain how to enhance performance,
learning and Institutional Development ID among the management staff of
TVET Institutions by identifying and sharing practical experiences,
participatory methodologies and  useful approaches and tools.
I have to emphasize that Institutional Development of a TVET Institution
can be seen as an ongoing process originated from the Institution to raise
the awareness of the Institution’s staff of the processes they are
involved in and how the Institution can be autonomous (independent) and its
performance improved.
It is worth mentioning that the new institutionalism for TVET that is
becoming consolidated in some of the developed countries has also made
evident the need for a new management approach within developing countries.
In developing countries, we should learnt from the experiences that some
TVET Institutions within developed countries have tested, the trials they
made for local management and the services utilized for the TVET
Institution function and development either in an informal or formal
manner.
Quality control of TVET Institutions is one of the challenges that TVET
Institutions have to face in order to achieve higher levels of
competitiveness. In this regard I should emphasize on the importance of the
design, implementation, and the follow-up and evaluation of high-level
training programmes for those in charge of managing and implementing
training activities in TVET Institutions.
In presenting certain tools and approaches used for performance improvement
of TVET Institutions, I don’t want to impose certain rationalities and
tools on predefined schemes. On the contrary, I want to share practices and
open up tools and approaches used in ID processes to learning and
reflection.
Those who are setting up and managing TVET Institutions should realize the
importance of experiences, practices and tools used in ID. The value of the
tools lays not so much in their nature as in the way they are used. In
other words, the key point is the attitude of the TVET Institution’s
staff. Whilst tools may play a role as incentives for further thinking or
in helping to analyze material, they can never replace a good TVET
Institution’s staff. In this regard I should stress that TVET Institution
Managers must seek to give credit to the need for taking the right attitude
to facilitate and process management of TVET Institution’s.
In general the TVET Institutions are those Technical and vocational
Education and Training Institutions having responsible persons and set up
of several units handling business activities concerning technical and
vocational education and training, instruction, guidance, counseling, and
technical services for training, general activities, human resources and
accounting.
The TVET Institution is generally furnished with classrooms, workshops,
facilities and equipment to be exclusively used for the purpose of
technical and vocational education and training and it is manned by
qualified and experienced vocational Instructors / Trainers / Teachers,
Assessors and Verifiers , assigned and appointed to train, assess, verify
and develop particular craftsmen and apprentices in accordance with
established curriculum, training programmes and assessment / verification
criteria.
To professionally set up a TVET Institution (Institute, Center or
Industrial School), you need to recruit a TVET Expert or Consultant who is
fully familiarized and experienced and who can develop the TVET Institution
General Policy. As general policy, the management of the TVET Institution
has to ensure that the staffs of the Institution is fully committed to plan
and develop the educational and training strategy and the Institution’s
training system. The staff should ensure that trainees / students of the
TVET Institution are fully trained, competent and equipped with the right
combination of Awareness, Knowledge, Skills and Attitudes competencies to
do their job.
A TVET Institution is committed to ensuring that:
A.      The staff / workforce of the TVET Institution have received vocational
training through work based Learning / Training / Assessment / Verification
and they are competent and equipped with the skills and knowledge they need
to do their job
B.      The Manager of the TVET Institution create an environment where staff
feel motivated by their learning, and that achieving national vocational
qualifications (if available) or higher vocational qualifications  is
supported, recognized, valued and systematically recorded and reported
C.      The TVET Institution Managers have overall responsibility not only in
the running of their own TVET Institutions, but also in the overall
business process.  The main profile and sub profiles of TVET Institution
Managers should be clearly identified
D.      One of the biggest challenges in an Instructor / Trainer / Teacher
career is to efficiently conduct the training session. The ability to
develop, design and, above all, deliver a training programme is a key
factor for an Instructor / Trainer / Teacher. The Instructor / Trainer /
Teacher is required to manage interpersonal relations within the classroom
and be aware of coaching skills at a deep psychological level. Equipped
with these, Instructors / Trainers / Teachers will be able to develop
productive training programs through their career.
E.      Evaluation of the impact of vocational training on the competence of the
workforce and services provided is continuously made
F.      Assessment against identified competency  standards (levels) is
continuously made
G.      Progress review is continuously done through the career development of
the TVET Institution’s staff
H.      Frequent review of the TVET Institution’s Plan against key training
service objectives
I.      Different reports highlighting the out key learning investments and
achievements are periodically issued
J.      The responsibilities of the key players in achieving the TVET
Institution General Policy (TVET Institution Managers, Instructors /
Trainers, Assessors and Internal Verifiers) should be clearly identified
K.      The TVET Institution Assessors and Internal Verifiers must demonstrate
their competence by gaining a recognized qualification in assessment and
internal verification
I am willing to explain in full details the way to professionally set up a
TVET Institution or upgrade a TVET Institution into Institution of
Excellence to  those Forum Members who are interested.
Best regards.
Eng. Moustafa Wahba
Competency Assurance & TVET Consultant
Scottish Qualification Authority SQA Qualified Internal Verifier IV
E-mail address: mmm.wahba@gmail.com

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Subject: Technical Solution to reduce paper usage in a
TVET training institution

Dear Forum Members

Paper usage in a specific technical and vocational training institution is

costly. I am interesting in using a technical solution to solve this

problem in order to reduce cost as well as help in the reduction of tree

cutting hence preserving the environment.

With this in mind I intend to conduct a research to investigate if there is

any training institution that has this same problem and have found a

solution. Also, what are some of the issues that I need to focus on when

seeking related literature.

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Subject: Re: Skills for Renewable Energy – Study on Technical and Vocational Training in Africa

Hello Florian
Thank you for this extensive, and informative report.  I read with interest
of the possible enterprise-based activities within the EU, as well as TVET
solutions within the countries included in the report.
I am from the Australian TVET sector, and thought it might be useful to you
to be aware of a sub-degree program which is being offered in Australia.
Please see:
http://www.highered.tafensw.edu.au/courses/profiles/associate-degree-of-applied-engineering-renewable-energy-technologies.html
Your project seems to me to have a very high potential for impact not only
for TVET, but as you point out for many other stakeholders.  Please contact
me if you are interested in the possibility of the Australian program in
some way, or you feel I could contribute in other ways to this very
worthwile project.
Regards

 

Anne  

Subject: Skills for Renewable Energy – Study on Technical and Vocational Training in Africa
Dear colleagues,
We would like to share our newest publication on Technical and Vocational
Education and Training for Renewable Energy in Africa with you:
http://www.africa-eu-renewables.org/index.php?page=130
The study has been developed by the EU Energy Initiative Partnership
Dialogue Facility (EUEI PDF:
http://www.euei-pdf.org/ ) in the framework of
the Africa-EU Renewable Energy Cooperation Programme (RECP:
http://www.africa-eu-renewables.org/ ). The RECP was launched to accelerate
the use of the vast potential of renewable energy in Africa and meet future
energy needs. As part of the programme, the RECP promotes Technology,
Innovation & Capacity Development in order to support the training of a new
generation of energy professionals in Africa.
The study’s findings highlight the complexity of technical and vocational
training for renewable energy, with two diverse, often immature sectors
coming together. Entry points for support interventions, identified through
the study, include for example work on national curricula for renewable
energy technologies, adaptation of existing curricula, train-the-trainers
programmes, or the development of course material for specific institutes.
Work on accreditation of certain certificates as well as teaching standards
and the promotion of gender issues in technical courses may also form part
of specific interventions. The study provides country mappings for Ghana,
Mozambique, Rwanda, Senegal and Sierra Leone analyzing TVET in the
countries’ renewable energy sector as well.
We would be glad if you shared the study with interested colleagues and
peers. Please feel free to contact me or the RECP for feedback or further
information at any time:
http://www.africa-eu-renewables.org/index.php?lang=eng&page=117
Kind regards,
Florian Lenz
EU Energy Initiative
Partnership Dialogue Facility (EUEI PDF)
c/o Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
P.O.Box 5180
65726 Eschborn, Germany
florian.lenz@euei-pdf.org
http://www.euei-pdf.org
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Subject: ICT Readiness Comparative Analysis of Educational Institutions
Colleagues:

 

I am a consultant to the World Bank funded Caribbean Regional
Communications Infrastructure Project (CARCIP). I am involved with the ICT
Skills component of the project. One critical element is the completion of
a comparative analysis of the ICT Readiness of Educational Institutions.
This specific exercise focuses on Primary and Secondary level
institutions.
We are inviting you to complete the analysis using this link:
https://app.icontact.com/icp/sub/survey/start?sid=1273&cid=1208271
We will send a summary of the findings to the e-mail address that you enter
into the document.
Thanks for your cooperation
Trevor Smith
CARCIP Project
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Subject: ILO programme KNOW ABOUT BUSINESS

Dear Colleagues,
You may want to look at the International Labour Organization’s KNOW ABOUT
BUSINESS programme, which is a training methodology to create awareness
about entrepreneurship among youth.
The programme is introduced mainly to:
• Develop positive attitudes towards sustainable enterprises,
self-employment and social entrepreneurship
• Create awareness about working in enterprises and about self-employment
as a career option for young people
• Provide knowledge about the desirable attributes for starting and
operating a successful enterprise
• Prepare students to become better employees through improved
understanding of business and stronger positive and adaptive behavioural
attitudes
• Create a responsible, enterprising culture among young women and men -
the entrepreneurs of tomorrow
• Encourage qualities such as initiative, innovation, creativity and risk
taking among youth
• Increase young peoples’ understanding of the role they can have in
shaping their own future, as well as that of their country, by being
entrepreneurs
• Strengthen skills – how to apply professional skills to the realities
of new jobs, now mostly generated by private sector
I strongly believe this could be the programme introduced to build capacity
in institutions for sustainability purposes.
You can get more information on www.knowaboutbusiness.org, or call us at
0772 591508 to share more on practical experiences in using this
methodology.
Sincerely,
Mafelile Molala Saidi
ILO Master Trainer
Director – Royal Business Consult Trust
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Subject: Case Studies on Use of Educational Technology in Reducing Gender Inequality and Stereotyping
Dear Members,
Greetings! In developing countries, policies have been made to target
specific obstacles to female participation in education. A number of
interventions appear to be successful in raising female enrollment rates,
including reducing fees, providing course materials, uniforms, meals,
increasing number of female teachers in schools, etc. Please share some of
the recent case studies on projects that took into account gender-related
concerns and have used educational technology for successfully addressing
gender issues, such as gender inequality and stereotyping.
Best wishes,
Vinay S Mehrotra
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Education Technology

Subject: Re: Education Technology
Good Day, Vinay!
Attached is a copy of my paper:  Netizen Peer Learning in the Age of the
Smartphone.  (I hope I have the Track Changes feature turned off
properly.)
In sum, I am recommending a shift away from school attendance as a
requirement for learning.  This would work best for those who are generally
well motivated and capable enough to work independently without constant
supervision and direction.
I recommend this approach also for families with young children.  In this
part of the world this group is often referred to a “Home Schoolers.”  For
some starting points with this, go to:
Ontario Federation of Teaching Parents
http://ontariohomeschool.org/resources/
I have posted inks relating to Distance Education at:
http://edunorth.wordpress.com/distance-ed/
Yours,
Damian
T. Damian Boyle
Workplace Educator
Northlands College
McArthur River Mine Site
c/o Cameco
2121 Eleventh Street West
Saskatoon, Saskatchewan    S7M 1J3
Canada
Telephone:  (306) 633 – 2001 (x8881)
www.northlandscollege.sk.ca
Attachment:
Netizen Peer Learning in the Age of the Smartphone
http://www.unevoc.unesco.org/e-forum/Netizen-Peer-Learning-in-the-Age-of-the-Smartphone.docx

                       

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Subject: Re: Starting TVET e-Library

Good afternoon,

Since 2011, the Canadian Vocational Association presents a survey of
relevant links and documents on various specializations and topics related
to the field of professional training.
We have now our database available online, in English and in French.
This browsable/searchable tool gives you access to information through
thousands of keywords and the Filter option allows you to refine your
search in just a few clicks.
You can access it here, at the bottom of the page
http://cva-acfp.org/
We also produce a free online monthly Newsletter. To receive it, you can
subscribe from the same page as well.
Best regards,
Madeleine
Madeleine Anne Decker
Information and knowledge management officer
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Upcoming: virtual conference on skills for the creative industries​, 29 September to 10 October 2014, UNEVOC e-Forum

 Dear e-Forum members,

We are pleased to announce that the next virtual conference on the UNEVOC
e-Forum will take place from 29 September to 10 October 2014. You can sign
up here: http://www.unevoc.unesco.org/subscribe

In the next edition of UNESCO-UNEVOC’s virtual conferences, we would like
to discuss with you the role of skills in the creative industries. The
virtual conference will be moderated by Paul Collard, CEO of Creativity,
Culture and Education(CCE), an international foundation dedicated to
unlocking the creativity of children and young people in and out of formal
education, based in Nottingham, United Kingdom.

UNESCO’s 2013 Creative Economy Report refers to jobs in the creative
industries as “activities involving cultural creativity and/or innovation”.
The creative industries are recognized by UNESCO as a powerful source for
“new development pathways that encourage creativity and innovation in the
pursuit of inclusive, equitable and sustainable growth and development.”

Examples of jobs in the creative industries include crafts, design,
fashion, film and video, TV and radio, music, performing arts, publishing,
software, or computer games. On a global level it is estimated that between
2 to 8 percent of the workforce is engaged in jobs directly related to the
creative economy. In the United Kingdom and France alone, the creative
industries offer jobs for 1.3 and 1.2 million people respectively. The
Creative Productivity Index recently published by the Asian Development
Bank finds that low- and middle-income economies will benefit most from
policies to increase creative inputs.

The virtual conference will address the following questions:

* What are creative industries and what are the needs for skills?
* How can we turn the expansion of creative economies into an advantage for
TVET and, in turn, what can TVET and skills development do to support the
growth of the creative sector?
* What is the role of creativity in TVET?
* What are the different vocational pathways to creative jobs?
* What do we know about the creative industries and what do we still need
to learn?

With this conference we aim to deepen our understanding of the creative
industries in relation to vocational education and training, discuss
challenges and opportunities in this sector, and identify good practices
from across the globe.

UNESCO-UNEVOC is calling for e-Forum members and the global TVET community
to share their experiences on skills in the creative industries. We are
looking forward to hearing from you, whether you are a policy maker,
researcher or practitioner. The contributions will be synthesized and
summarized into a report that will provide directions for future research
and programme work in this field.

Your active participation in the discussion would be most gratefully
received and we strongly encourage you to circulate this announcement to
your networks.

More information and to sign up, see
http://www.unevoc.unesco.org/go.php?q=Virtual+conference+skills+for+the+creative+industries+29+September+to+10+October+2014

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

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

We look forward to a very productive discussion!

Best regards,
UNESCO-UNEVOC

view thread online:
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Global Youth Survey UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development

servey YOUTH

Hello everyone,

I invite you to take part in the Youth Survey called “ YOUth Speak” that has been initiated by the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (UNESCOMGIEP) to understand the youth perspectives about present international and national issues. It covers issues related development, especially in relation to global citizenship, environment and peace.  UNESCO MGIEP has identified youth as its key partner and primary stakeholder towards building a future humanity has reason to value. The voices of the Youth will inform the MGIEP’s discourse on peace, sustainable development, transformative education and global citizenship.

Let’s make certain the voices of young people are heard all over the world!

YOUth Speak has 14 questions and will be open till 29 October 2014 on the homepage of  MGIEP‘s website. To participate in the survey,

Click on this link-http://mgiep.unesco.org/youth-survey/

Contact youth.mgiep@unesco.org  if you have any questions.

 

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Latest news on European research in learning and work – October 2014

Subject: [L&W] Latest news on European research in learning and work – October 2014
Newsletter for European Research in Learning and Work [L&W]
Edition: October 2014 [ www.news.wifo-gate.org ]
Read online for full functionality:
http://www.b.shuttle.de/wifo/educ/news1410.htm
Dear Colleagues
This is the latest edition of the L&W Newsletter, which will reach you via
a mailing list of over 1400 experts in and beyond Europe. As always, it
focuses on transnational research activities in the field of human resource
development (HRD) and vocational education and training (VET), centred on
major categories: conferences, networks, programmes, projects and
publications. Many thanks to all who contributed information for this
edition of the Newsletter!
Particularly worth noting in this edition are four calls for papers or
proposals relating to: the International HRD conference in Cork, ESEE 2015
in Wageningen (see Conferences), the ICT-DRV Conference in Berlin (see
Projects) and the IJRVET special issue on didactics (see Publications).
Also included are the application dates for the IMASS E-Learning courses on
Advanced Management (Programmes).
Should you prefer to read the current Newsletter edition online, you can
find it under October 2014 on the website (www.news.wifo-gate.org). And
please pass the Newsletter on to your own colleagues and networks – thanks!
The next edition of the Newsletter will appear in early December 2014. You
are invited to submit short pieces of news (texts of 100 to 200 words,
without attachments, but including links to web pages) – please by 30
November 2014 at the latest!
With best wishes
Sabine Manning
Research Forum WIFO
Editor of the L&W Newsletter
Conferences
Call for submissions: International HRD conference
Submissions are now being accepted for the 16th International Conference on
Human Resource Development Research and Practice across Europe
(www.ufhrd2015.org), to be held in the School of Management and Marketing,
University College Cork, Ireland from the 3rd – 5th June 2015.  The theme
of the conference, Towards Evidence Based HRD Practice, centers around the
need to bridge the gap between academic research and industry practice
resulting from the lack of research that tests theory in the real world of
practice. For this conference, we invite submissions however broadly,
within the conference theme. The 11 streams include: Leadership, Management
and Talent Development; Technology, eLearning and Virtual HRD; Career
Management & Development, Knowledge Management, Organisational Learning and
Organisation Development; and Assessment, Measurement and Evaluation of
HRD. Final date for abstract submission: 10 November 2014. The conference
will feature a doctoral colloquium in addition to a cultural tour of the
area. Keynote Speakers for the conference are Prof. Sandra Robinson,
University of British Columbia; Prof. David Collings, Dublin City
University; Prof. Mike Morley, University of Limerick; Aidan Lawrence,
Learning and Organization Development Director, Hewlett Packard. For more
information, please see www.ufhrd2015.org or contact info@ufhrd2015.org
(Posted by Ronan Carbery <ronan.carbery@ucc.ie>)
Reminder: ESEE 2015
This is a reminder to submit proposals to the joint conference of the
European Seminar on Extension and Education (ESEE) and the Association of
International Agricultural and Extension Education (AIAEE), taking place
April 28 – May 1, 2015, at Wageningen University in the Netherlands
(website).  The Call for Proposals is open until October 15, 2014. The Call
is on the website www.ESEE2015.nl, which is continuously being updated.
Since the beginning of September we added: The submission criteria and
procedure for symposium proposals; Members of the Honorary Committee; Key
note speakers; Optional excursions; Partner program (which is visible when
clicking on ‘I want to register my partner’). If you have any other
question, do not hesitate to contact me. Hoping to see you in Wageningen in
2015 for this conference, also on behalf of the members of the Scientific
Steering Committee and the local Organization Committee, Martin Mulder,
conference organizer.
(Info received from Martin Mulder <martin.mulder@wur.nl>)
NOTE: Forthcoming and recent events related to European research in work
and learning are listed on the WIFO Conference page
[www.conferences.wifo-gate.org].
[Back to Newsletter]

Networks

Just posted: UFHRD Newsletter
The latest edition of the UFHRD Newsletter (19/09/14), published by the
University Forum for Human Resource Development, featuring Forum News, HRD
conference reports, HRD News and Research, and Calls for papers, is
available online at the UFHRD site (www.ufhrd.co.uk). Contact: Rick Holden
R.J.Holden@LJMU.AC.UK>
(Contributed by Sabine Manning)
Update: Who’s who in transnational European VET and HRD research
The Directory of Professional Contacts (www.dpc.wifo-gate.org), maintained
by the Research Forum WIFO, serves as a Who’s who, offering up-to-date
information on more than 200 contacts across 30 countries in the field of
transnational European VET and HRD research. Each person included in the
DPC is both a producer of transnational research and an active
transnational networker. The criteria for inclusion in the DPC and and the
references to individual professional work are explained in the
introduction. They relate to evidence of transnational activities presented
in WIFO resources of European collaboration such as the Bookshelf, Overview
of articles, Conference page, ECER VETNET Proceedings and Overview of HRD
conference papers, Networks at a glance and Overview of projects. The DPC
is updated continuously as part of European collaboration in VET and HRD
research.
(Contributed by Sabine Manning)
NOTE: References to research networks in the field of European work and
learning are available on the WIFO page Networks at a glance
[www.networks.wifo-gate.org]. Major online resources related to European
research networks include the ECER VETNET Proceedings
(www.ecer-vetnet.wifo-gate.org) offering a complete and up-to-date
collection of conference papers submitted since 1998, and the Overview of
selected HRD conference papers (www.ehrd-papers.wifo-gate.org).
[Back to Newsletter]
Programmes
E-Learning courses: Advanced Management

IMASS – Methods and Analyses in Social Sciences (http://imass.ca/imass/)
We are happy to announce the new dates for the next IMASS courses in
Advanced Management (page): Maritime Clusters and Coastal Areas (10-14
November); Management of Science and Technological Parks (8-13 December);
Town Management and Socioeconomic Development (12-17 January);  Management
of Human Resources (26-31 January). Our goal is to support students,
researchers and professors in developing better skills in quantitative and
qualitative methods in the fields of the Social Sciences. On our website
http://imass.ca/imass/ you will find detailed information about IMASS and
also about our Instructors (page). If you have any further questions,
please contact us at info@imass.ca.
(Posted by Julieta Rosa <jarosa@ualg.pt> on behalf of Teresa de Noronha)
High level quality skills management
The G-ACUA Corporate University Blueprint is the preferred real time
strategic management platform for achieving  high level quality skills
management of the major business development opportunity posed by the
Internet of Things (IoT). Find out more. In support of all initiatives in
this area of IoT strategic management, we are now extending the G-ACUA
Special Corporate University Blueprint Management Process Model and
Knowledge Resource Offer to the end of October 2014. Please go to
www.corporateuniversity.org.uk/acua/totallearningresource.htm
(Info submitted by Richard Dealtry <richarddealtry@btconnect.com>)
NOTE: Contributions are welcome for the next edition of the Directory of
Doctoral Dissertations (www.ddd.wifo-gate.org), provided as part of the
WIFO Gateway, which focuses on European research in the field of vocational
education (VET) and human resource development (HRD). Please provide
information on expected or newly completed doctoral dissertations
investigating issues of HRD, VET or work-related adult education, according
to the following pattern: 1*Theme of dissertation (original language AND
English); 2*Year of (expected) completion or publication; 3*Author (name
and email address); 4*Tutor (name and email address); 5*Institution of
tutor (name and home page). Contributions should be posted by email to the
editor (sm@wifo-gate.org).
[Back to Newsletter]
Projects

Call for papers: ICT-DRV Conference
Technology-supported vocational training for professional drivers in
Europe – A matter of quality’ 12-13 February 2015 in Berlin [Website]
Vocational education and training should prepare all professional drivers
in Europe for continuously changing job requirements and for keeping them
qualified for their job. Technology-based training offers opportunities to
reach this goal and contributes to a high quality of training. The ICT-DRV
conference provides an inside view to the current situation in
computer-based distance learning and simulator-based professional driver
training, and discusses a number of questions related to a high-quality and
learning-oriented integration of such training approaches into professional
drivers’ training in Europe. The interdisciplinary conference provides a
platform for VET providers, public bodies, researchers, simulator and
e-learning developers, social partners, employers, and other groups to
explore and discuss opportunities, limitations and requirements to enhance
professional drivers’ vocational education and training with high-quality
computer- and simulator-based training. The conference is held in German
and English. For the conference a call for papers has been launched.
Contributions on realising high-quality technology-supported vocational
training and ensuring high-quality within technology-supported training for
professional drivers can be submitted to claudia.ball@dekra.com until 17
October 2014. Further information on the call for papers and the
conference: http://project-ictdrv.eu/index.php?id=30&L=0
(Posted by Tanja Bacher tanja.bacher@3s.co.at)
The future of vocational education – learning from the Nordic countries
VET project funded by Nordforsk and coordinated by Christian Helms
Jørgensen, Roskilde University
The purpose of the project is to generate significant new knowledge on the
strengths and weaknesses characterizing the different models of vocational
education and training (VET) at higher secondary level in the Nordic
countries. The Nordic countries provide unique opportunities for
comparative research in the field of initial vocational education. On the
one hand they are characterized by similar societal contexts; on the other
hand they exhibit significant differences in their models of VET. This
situation has made the Nordic countries a fruitful living experiment of
diverging forms of VET, in which a variety of significant qualities can be
explored in relation to similar societies. The purpose of this project is
to generate knowledge on the different Nordic ways of managing the key
dilemma of providing ‘double access’ from vocational education to the
labour market and to higher education (HE). More specifically it seeks to
determine how the different approaches in handling this dilemma have an
impact on social reproduction, inclusion and the status of vocational
education. This problem-oriented, comparative approach is expected to
generate new knowledge that can be instrumental in the future development
of VET in the Nordic countries. Source: Project info RUC website / Details:
Project description (PDF)
(Contributed by Maarit Virolainen <maarit.ha.virolainen@jyu.fi>
NOTE: Contributions are invited to update the Overview of European research
projects [www.projects.wifo-gate.org], provided as part of the WIFO
Gateway. The overview focuses on transnational research projects, mainly
supported by EU programmes, in the areas of human resource development,
vocational education, work and learning. Please send the following
information to the editor (sm@wifo-gate.org):  (A) exact title and acronym
(short name) of the project; (B) name and email address of the coordinator
or main contact; (C) address of the website (or info page/ flyer) of the
project. Contact: Sabine Manning
[Back to Newsletter]
Publications
Call for proposals: IJRVET special issue on didactics
Special issue on didactics in the International Journal for Research in
Vocational Education and Training (www.ijrvet.net)
IJRVET is an international double-blind-reviewed platinum open access
journal for VET-related research. IJRVET is the official organ of the
European Research Network in Vocational Education and Training (VETNET).
This special issue is open for submissions of high quality theoretical and
empirical work in the area of didactics with relation to the VET field.
Research on didactics has a long tradition in different educational
contexts. In the VET field the challenges for didactics are various and
complex considering that learning is organized and takes place both in
classrooms and workshops. Significant challenges are also posed by the aims
of the learning process; whether it concerns understanding production
processes or specific technological devices and operations. This special
issue attempts to highlight the diversity of these challenges as presented
in theoretical analysis and empirical research. It also intends to
contribute to an increasing awareness of the relevance of research on
didactics for the VET field. Final submission date: 25 January 2015. Please
use the IJRVET Template (available on the homepage) for your article. For
further information visit http://www.ijrvet.net and contact Professor
Lázaro Moreno Herrera (lazaro.moreno@edu.su.se), Guest Editor, Stockholm
University, Sweden.
(Contributed by Lázaro Moreno Herrera)
VET workers’ problem-solving skills
Hämäläinen Raija et al. (2014): VET workers’ problem-solving skills in
technology-rich environments: European approach. In: International Journal
for Research in Vocational Education and Training. Volume 1, Number 1
[Details and download]
The European workplace is going through a radical process of structural
changes, shifting from mass-production technology to more flexible
production methods. For adults with vocational education and training
(VET), such changes often create new challenges. In practice, the European
workplace is challenging VET adults’ problem-solving skills in
technology-rich environments (TREs). So far, no international large-scale
assessment data has been available for VET. The PIAAC data comprises the
most comprehensive source of information on adults’ skills to date. Our
study (N=50 369) focuses on gaining insight into the problem-solving skills
in TREs of adults with a VET background. When examining the similarities
and differences in VET adults’ problem-solving skills in TREs across 11
European countries, two main trends can be observed. First, only a minority
of VET adults perform at a high level. Second, there seems to be
substantial variation between countries with respect to the proportion of
VET adults that can be identified as “at-risk” or “weak” performers. As a
result, new approaches to enhance VET adults’ TRE problem-solving skills
based on the current European workplace needs are required. In practice,
future studies should focus on new knowledge, methods and technologies that
can contribute to VET adults’ skills.
(Contributed by Raija Hämäläinen <raija.h.hamalainen@jyu.fi>)
Good practice principles in apprenticeship systems
Smith, E & Brennan Kemmis, R (2013). Good practice principles in
apprenticeship systems: An international study. TVET@ASIA – The Online
Journal for Technical and Vocational Education and Training in Asia, 1:1
[Details and download]
This paper uses part of the work undertaken by the authors for a project
funded by the International Labour Organization and the World Bank to
compare and contrast apprenticeship systems in eleven countries(*). The
project was undertaken to provide suggestions for the process of reform of
the Indian apprenticeship system. The paper explains how this international
comparative study arrived at principles for good practice. Eleven
individual country case studies, based on reports, literature and
stakeholder comment, were produced by a team of national experts, and
subjected to a cross-case analysis to extract these principles. The country
case studies took into account agreed international benchmarks for
describing, analysing and evaluating apprenticeships, based on the
framework described in the recently-released memorandum by INAP, the
International Network on Innovative Apprenticeship, and with reference to
the European Commission’s report on apprenticeship supply in member states.
The countries were selected to cover a range of variables, and included
four European countries (England, France, Germany, Turkey). The analysis
covered both systemic and governance issues and ‘the life cycle of the
apprentice’. A set of principles of good practice in apprenticeship systems
were developed and then contextualised within a consideration of issues of
‘quality’, expansion and simplification strategies for apprenticeships.
(*) Towards a model apprenticeship framework: A comparative analysis of
national apprenticeship systems (2013). Smith, Erica; Kemmis, Ros Brennan.
International Labour Office, New Delhi [Details and download]
(Contributed by Erica Smith <e.smith@federation.edu.au>)
Lifelong education and transnational migration
Sue Webb, John Holford, Peter Jarvis, Marcella Milana & Richard Waller
(2014). Lifelong education and transnational migration. In: International
Journal of Lifelong Education, 33:4 [Details and download]
Transnational migration is growing to unprecedented levels globally not
only through political unrest, war and upheaval, but increasingly primarily
in relation to economic and education policies. This article considers the
challenge these changes pose for lifelong learning policy and practice and
reviews the contribution of recent research published in the International
Journal of Lifelong Education to this field.  Migration has been examined
from a number of perspectives including from the lived experience
perspective of the migrant and the sense they make of mobility and
settlement, whether of forced migration or economic migration and from a
critical policy studies perspective by uncovering and understanding the
policy procedures, systems and practices that create the challenges many
migrants encounter.  Such research poses questions about the integrative
potential of lifelong education.
(Contributed by Sue Webb <susan.webb@monash.edu>)
Cedefop’s European Training Thesaurus – new descriptors – 2014 update
Source: European Centre for the Development of Vocational Training
(Cedefop)
The European Training Thesaurus (ETT) is Cedefop’s controlled vocabulary
used to index the VET-Bib bibliographic database. In 2014, just over 100
new descriptor terms were added, to keep track of VET development and to
assist researchers in defining, narrowing, and broadening their search
strategies.
Please find here all new descriptors of the European Training Thesaurus
sorted by microthesauri. All descriptors have been fully integrated in
VET-Bib database and are searchable. Click on the hyperlinks listed here
and you will be connected to VET-Bib database, and related research
material and publications will be presented. The number in parenthesis
following each descriptor shows how many matching documents were found in
VET-Bib (May 2014). These figures might have increased since then. URL:
http://www.cedefop.europa.eu/EN/news/24238.aspx
(Posted by Bettina Brenner <bettina.brenner@cedefop.europa.eu>)
Update: Thematic issue on learning regions
The thematic issue of the Hungarian Educational Research Journal Vol 4, No
3, on learning regions, edited by Magdolna Benke & Tamás Kozma, has been
added to the WIFO Bookshelf : Learning Regions. Following its initial
presentation in the L&W Newsletter of August 2014, this announcement now
includes a complete overview of the contents, with special summaries by
Magdolna Benke, Barry Nyhan, Ludger Deitmer and Balázs Németh.
(Contributed by Sabine Manning)
NOTE: Updates on publications provided by the WIFO Gateway include the WIFO
Bookshelf [www.books.wifo-gate.org], a collection of references to
publications focusing on cross-European issues of work and learning, and
“From the Journals” – Overview of articles on cross-European issues in VET
and HRD research [www.articles.wifo-gate.org], selected from European and
international Journals related to education research
[www.journals.wifo-gate.org].
[Back to Newsletter]
Impressum
Editor of the L&W Newsletter: Dr Sabine Manning, Research Forum WIFO
(sm@wifo-gate.org);
Address: Neue Blumenstr. 1, D-10179 Berlin, Germany;
Editions of the L&W Newsletter: six times a year, every two months (at the
beginning of February, April, June, August, October, December);
Deadline for contributions to the L&W Newsletter: end of January, March,
May, July, September, November;
Circulation of the current L&W Newsletter: about 1400 experts in 40
countries (mostly Europe);
Details and Archive of the L&W Newsletter [www.news.wifo-gate.org].
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Subject: Invitation to join online discussion on ESD and TVET on UNESTEAMS platform

Dear e-Forum members,
Please find below an invitation to join an online discussion on the role of
Technical and Vocational Education and Training (TVET) in achieving
sustainable development. The discussion is organized in the context of
UNESCO’s World Conference on Education for Sustainable Development (ESD)
in Nagoya, Japan and takes place over the course of six consecutive weeks
from 1 October 2014 to 10 November 2014 on the UNESTEAMS platform.
To access the online discussion, visit:
https://teams.unesco.org/projects/WCESD/WSC2-TVET/SitePages/Home.aspx
Or request to join:
Ken Barrientos ka.barrientos@unesco.org
Navid Sabet n.sabet@unesco.org
Cluster II: Reorienting Education to Build a Better Future for All
Workshop 4 – Technical and Vocational Education and Training (TVET)
The UN Decade of Education for Sustainable Development (DESD), for which
UNESCO is the lead agency, comes to a close on 31 December 2014. In
November 2014, the final assessment report of the Decade will be released
at UNESCO’s World Conference on Education for Sustainable Development
(ESD) in Nagoya, Japan.
Among other things, the report will assess the progress of ESD throughout
the Decade and will provide a picture of where we stand as the Decade comes
to an end.
As a follow up to the DESD, UNESCO developed a programme framework in order
to consolidate the actions taken during the Decade into an
institutionalized process that will extend beyond 2014. It is anticipated
that the framework, entitled the Global Action Programme (GAP) on ESD, will
be launched, and a roadmap for its implementation presented, at the World
Conference on ESD in Japan alongside the final assessment report of the
DESD.
To this end, UNESCO-UNEVOC is hosting an online discussion forum over the
course of six consecutive weeks from 1 October 2014 to 10 November 2014.
Through the forum, UNESCO-UNEVOC seeks to examine and reflect upon issues
and concepts on the role of Technical and Vocational Education and Training
(TVET) in achieving sustainable development. The discussion will focus on
unlocking the potential of skills-based transition to sustainable
development in view of the transitions of many countries towards
knowledge-based economies and green-oriented  development.
Representing the Inter-agency Working Group on Greening TVET and Skills,
UNESCO-UNEVOC seeks to promote a dynamic discourse on TVET and sustainable
development with respect to the GAP ahead of its formal launch at the World
Conference on ESD in Nagoya, Japan in November 2014.
A major theme of this online discussion will be how nations can “green”
their technical and vocational education and training (TVET) systems in
order to anticipate and respond to the skills-based transition to green
economies.
The discussion will address the following questions:
• What are the skills constraints to transitioning into low-carbon
economies?
• How are green skills linked to green transitions?
• What potential does greening TVET and skills have in strengthening
sustainable development agenda?
• What examples of introducing green skills in education and training are
available?
• What are the challenges faced by SIDS in achieving sustainable
development?
• How can TVET reinforce green transitions and supply skills needed for
the greening of jobs?
• What future commitment could be made within the TVET sector in line
with the GAP priorities?
To access the online discussion, visit:
https://teams.unesco.org/projects/WCESD/WSC2-TVET/SitePages/Home.aspx
Or request to join:
Ken Barrientos ka.barrientos@unesco.org
Navid Sabet n.sabet@unesco.org
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UNESCO

Sent: 2014-10-01 12:50:45
Subject: Deadline extended: Call for Papers – Transversal Skills in TVET: Focus on Pedagogies and Assessment in the Asia-Pacific Region

 

Dear e-Forum members,
UNESCO in Bangkok is looking for interested research institutes to
participate
in a regional study that will explore ways in which transversal skills are
imparted and assessed in TVET in the Asia-Pacific region, and in
particular:
• analyze the current status of pedagogies and assessment of transversal
skills in TVET;
• identify remaining bottlenecks; and
• highlight proven practices in teaching and assessment of these skills.
Please see the below link for more information.
Interested institutions should send the following information:
• institutional profile,
• expression of interest of no more than one A4 page (if applying for
the
available research grant please include a justification)
• CVs of researchers,
• research framework, including brief background on transversal skills in
the
country, and research methodology (details of sample selection, scope of
primary
research, scope of secondary research)
either as hard copy or by email to:
Mr. Cheol Hee Kim
Education Policy and Reform (EPR) Unit,
UNESCO Bangkok Mom Luang Pin Malakul Centennial Building
920 Sukhumvit Road,
Klongtoey Prakanong, Bangkok 10110 Thailand
Email: ch.kim@unesco.org
With copy to Ms. Barbara Trzmiel (b.trzmiel@unesco.org)
Application deadline is: 17 October 2014
See for more information here:
http://www.unescobkk.org/fileadmin/user_upload/epr/Images/Call_for_Papers_TrasnsversalSkills_TVET_UNESCO_BKK_updated.pdf
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Subject: Toolkit Learning and working in the informal economy now online
Dear e-Forum members,
For many people in the developing world, informal employment is the only
way of participating in the labour market and earning an income. The OECD
raised the question, “Is informal normal?” and points to the need for
targeted action towards informal workers in the fight against poverty and
marginalization.
One goal of development cooperation is to achieve productive and decent
work for all. Skills development is a powerful means for fostering the
transition from informal to formal employment, and thus to a
self-determined life free of poverty.
With these issues in mind, BMZ commissioned GIZ’s TVET sectoral program
to develop and implement the toolkit “Learning and working in the
informal economy”. The toolkit is now online in English and accessible at
www.giz.de/toolkit-informal-economy .
The toolkit offers an overview of current research on the topic. It also
provides a description of tools for skills development in and for the
informal economy, good practice examples, an overview of German actors in
the field and numerous links to further reading and materials.
Please write to toolkit@giz.de if you have any questions, remarks or ideas
for potential further articles in the toolkit. Please feel free to
distribute the link to anyone who might be interested in the topic.
Best regards,
Julia Schmidt
Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH
Germany
http://www.giz.de/
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Subject: Introduction of Competency Based Education and Training CBET to TVET
Dear All
It is well noticed by most of the TVET professionals that the introduction
of CBET to TVET since 1992 has tremendously improved TVET and its outcomes
at work locations.
The Competency is defined as the individual’s ability to use, apply and
demonstrate a group of related awareness, knowledge, skills and attitudes
in order to perform tasks and duties successfully, safely and consistently
and which can be measured against well-accepted standards (levels) required
in employment as well as  assessed against provided evidences at work
location. The competency affects both individual’s job responsibility and
performance on the job and usually fall into two categories, namely
technical and behavioral.
The CBET differs from traditional training in that it focuses specifically
on the outcomes. It allows the industrial enterprises to communicate to
TVET Institutions (Institutes, Centres & Industrial Schools) what
competencies they require from the workers and allows the TVET Institutions
to determine the best method to get a student / trainee to that standard.
Once individuals have demonstrated that they had acquired the awareness,
knowledge, skill and attitude competencies identified in their standard
Competency Development Frameworks for a particular Task, they are declared
“Competent” for this Task. If not, they are declared “Not Yet
Competent” for this particular Task.
In a Competency Based TVET & Assessment TVETA System, the Competency is
identified and described with a common procedure and once defined it
becomes a standard, i.e. a valid point of reference for Enterprises
(Employers), Workers and TVET Institutions, known as the Competency
Standard Unit CSU and describing the awareness, knowledge, skills and
attitudes required to perform a workplace task successfully, safely and
consistently. The qualification which describes an occupation / job / trade
/ profession role is made up of a set of Competency Standard Units, some
are compulsory and some are elective.
A worker, student or trainee must demonstrate Competence across each Task
of the defined Competency Development Framework to achieve the
qualification. Workers, students or trainees are able to move forward or
consolidate their competencies based on their individual situation. While
this means that workers, students or trainees may progress at any point as
long as they have demonstrated competence, the standard which they are
required to demonstrate is unchanged. A worker, student or trainee will
still be required to demonstrate competence against the full scope of the
Competency Development Framework for the particular occupied occupation /
job / trade / profession i.e. the worker, student or trainee must
demonstrate competence against all tasks included in his / her Competency
Development Framework.
Based on the above and in conclusion, the key aspects of the definition of
competency and which lead to the improvement of TVET & Assessment TVETA
Systems are:
1.      Any job / occupation / trade / profession  can be effectively and
sufficiently described in terms of the Tasks that successful workers in
that job / occupation / trade / profession  perform.
2.      All Tasks have direct implications for the Awareness, Knowledge, Skill,
and Attitude Competencies that workers / students / trainees must acquire
in order to perform the tasks successfully, safely and consistently.
3.      Assessment is made on how the individual is actually performing work.
4.      An individual is incompetent no matter how much knowledge he / she has,
as long as he / she can’t apply his knowledge and skills appropriately at
work location.
5.      The assessment must be objective and evidence-based by conducting it
against defined Competency Standards (Levels) and against provided
Evidences.
6.      The definition of competency implies a more formal, objective process of
assessing performance by clearly knowing what is being assessed and how it
is assessed. This approach is quite different than the traditional training
and assessment practices.
Best regards.
Eng. Moustafa Wahba
Competency Assurance & TVET Consultant
Scottish Qualification Authority SQA Qualified Internal Verifier IV
E-mail address: mmm.wahba@gmail.com
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Subject: Reg. International Conference on TVET organised by PSS Central Institute of Vocational Education, Bhopal
Dear Members, Greetings!
It is to inform that the date for receiving abstracts for the international
conference has been extended up to 31st October,14. Pl. also note that
institute will provide hospitality and free accommodation in guest houses
or in affordable hotels to all the delegates.
Conference dates:
February 18-20, 2015
Conference Themes:
Theme 1: Challenges to TVET
Theme 2: Funding of TVET
Theme 3: National Skills Qualifications Framework (NSQF)
Theme 4: Quality Concerns in TVET
Theme 5: Delivery Systems in TVET
Theme 6: Research in TVET
Theme 7: Open Vocational Education System and Delivery
More information in the attached conference brochure (see link below).
Once again it is requested to send abstracts for paper presentation in the
conference. Kindly visit our website www.psscive.nic.in and www.cive.org
for conference related announcements time to time.
Thanks for attention!
Asfa
Attachment:
Brochure of International Conference on Emerging Trends in TVET:Vision 2025
http://www.unevoc.unesco.org/e-forum/Brochure-of-International-conference-file-2.pdf
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Subject: CVA/ACFP Newsletter, August Focus: Apprenticeship and Internship/ Le bulletin du CVA/ACFP est en ligne
In English http://cva-acfp.org/a/2014-08-en.html
In French http://cva-acfp.org/a/2014-08-fr.html
Each month, the Canadian Vocational Association presents a survey of
relevant links and documents on various specializations and topics related
to the field of professional training
The Newsletter is in English and French.
Tous les mois, l’Association canadienne de la formation professionnelle
vous présente une compilation de documents et de liens pertinents sur
différentes spécialités et thématiques liés au domaine de la formation
professionnelle.
Le bulletin est en anglais et en français.
- Become a member http://cva-acfp.org/membership/becoming-a-member ;
- Join us in LinkedIn http://goo.gl/O9isT ;
- Twitter  https://twitter.com/CVA_ACFP
- Scoop.It! @Canadian Vocational Association / Association canadienne de la
formation professionnelle Includes all the tags / inclue les étiquettes
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Subject: Re: Education Technology
Good Day, Vinay!
Attached is a copy of my paper:  Netizen Peer Learning in the Age of the
Smartphone.  (I hope I have the Track Changes feature turned off
properly.)
In sum, I am recommending a shift away from school attendance as a
requirement for learning.  This would work best for those who are generally
well motivated and capable enough to work independently without constant
supervision and direction.
I recommend this approach also for families with young children.  In this
part of the world this group is often referred to a “Home Schoolers.”  For
some starting points with this, go to:
Ontario Federation of Teaching Parents
http://ontariohomeschool.org/resources/
I have posted inks relating to Distance Education at:
http://edunorth.wordpress.com/distance-ed/
Yours,
T. Damian Boyle
Workplace Educator
Northlands College
McArthur River Mine Site
c/o Cameco
2121 Eleventh Street West
Saskatoon, Saskatchewan    S7M 1J3
Canada
Telephone:  (306) 633 – 2001 (x8881)
www.northlandscollege.sk.ca
Attachment:
Netizen Peer Learning in the Age of the Smartphone
http://www.unevoc.unesco.org/e-forum/Netizen-Peer-Learning-in-the-Age-of-the-Smartphone.docx

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Subject: Re: Education Technology


Hello Dr Mehrotra

These are very broad and worthwhile questions.  To me it is important that
digital skills (sometimes referred to as digital literacy as they can
enable a person’s functioning in many areas of his/her life) are vitally
important to develop in the 21st Century.
Rather than answering your questions, I would like to share with you a case
study I presented in 2010 at the Innovation Through Knowledge Transfer
Conference in UK.  I hope you find it interesting.
http://inkt10.innovationkt.org/presentations/Session%20A/Inkt10-038_Bowden.pdf
Regards
Anne Bowden

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Subject: Re: Education Technology
Dear Members of the UNEVOC e-Forum,
in response to Dr.Vinay Swarup Mehrotra’ question
> Subject: Education Technology
> 1.How educational technology can be instrumental in providing
> education to those who cannot or could not attend conventional schools
> for social or economic reasons?
This cannot be answered in general, because “education” covers a very wide
variety of levels, and “educational technology” is also a rather unspecific
term. While I deem this to be important to discuss, I will try to be very
brief on this:
- Technology Enhanced Learning, or TEL, in its simplest form consists of
lectures (e.g. on TV or videotape or the internet) or computer based
content that is consumed in an unsupervised fashion. While even the most
uneducated person may learn _something_ from a nice animation, it is also
clear that only people who are already educated (and consequently have the
necessary media skills) can profit greatly from this. To
summarize: Unsupervised TEL is no replacement for school.
- In its most advanced form TEL consists of very elaborate course material
which is used between presence learning periods. This “blended learning
scenario” could, in principle, replace school – but is neither easy to
organize nor cheap to maintain.
> 2.How educational technology can provide choice to learners for what
> they want to learn?
Freedom of choice is one of the key aspects of TEL favoured by its users
across the world, where actually not only space and time, but also content
may be chosen. This is in contradiction to the development of adaptive
learning systes, which in most cases tries to remove the freedom of content
choice from the learning process in favor of a kind of “programmed
learning”. Only recently we have been able to set up a TEL system which is
adaptive (on one hand), but also behaves non- intrusively as a guide
through the various content. Please feel free to browse through results and
scientific papers of the project INTUITEL at http://www.intuitel.eu, of
which I am happy to be the scientific coordinator.
> 3.How educational technology can integrate Information and
> Communication Technology in teaching and learning?
Well, this is obvious. Two mega trends going on for some years are 1.
Mobile learning: Everybody will be on-line 24×7 in a few years from now,
and will be used to address any information content from his/her mobile
device.
2. Gamification: Computer games have been driving I & C technology for some
years, and we have discovered again that “playing” actually means learning.
> 4.How educational technology can be used as an instrument to promote
> vocational pedagogy in schools?
>
This is very difficult, as almost all school systems are hard to transform.
Since I am the scientific director of LEARNTEC, I am am also in a position
to follow this transformation process rather closely, see
http://www.learntec.de/en/fachmesse_2/event_overview.jsp
We have seen various axamples here, but so far we have not managed anywhere
in the world to establish TEL in school as an _ordinary_ method of
teaching, it still always has the air of being “experimental”, “new”,
“radical” or at least unconventional.
Best regards
Prof. Dr. Peter A . Henning

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Subject: Re: Key competencies to assess
Dear Emmanuel,
I admit my bias but I strongly believe there is only one best way to
accomplish what you are asking for.  The DACUM (Developing A Curriculum)
job analysis process has proven to be very effective, quick, and low cost.
Given appropriate DACUM Facilitator Training, you and/or your colleagues
can facilitate a workshop of 5-10 expert workers from any occupational area
and develop a comprehensive and precise list of the duties and tasks
(competencies) that workers in that position must perform to be successful
in two days.  The process basically answers the question of “what should be
taught” using experts from the industry who really know. Once you know what
the workers have to do, you can conduct task analysis to determine the
steps required, the knowledge required, the tools and equipment needed,
safety concerns, the worker behaviors that are important, the decisions
that the worker must make, and the criteria that should be used for
assessing the performance of each task.
For an overview of how Competency-Based Education can be developed and
delivered using DACUM and SCID, see the attachment CBE-DACUM-SCID.
Our slogan for the process is that “DACUM DOES it BETTER” and based on my
38 years of working with the process, there is much evidence that it is
true. Our Center at Ohio State University has trained persons from 56
countries as facilitators and we have gone to 33 countries to train persons
as facilitators. Some of those countries like Singapore, Hungary, the
Philippines, and China have requested our help several times.
In the United States, we have trained persons from over 400 schools,
colleges and universities who use it as a basis for determining WHAT should
be taught.  We have also trained persons from over 400 companies like
Marathon, Honda, Caterpillar, and Erricson who also find the process very
effective for training and HR purposes within their companies. For more
details about DACUM and its sequel workshop called SCID, see our website at
www.dacumohiostate.com.
Bob
Dr. Robert E. Norton, Professor Emeritus DACUM/SCID/PBTT Program Director
Director, DACUM International Training Center Center on Education and
Training for Employment
1900 Kenny Road, Columbus, OH 43210
614-292-8481 – Office, 614-292-1260 – Fax norton.1@osu.edu
www.dacumohiostate.com
[Moderator comment: Please have a look at an earlier discussion in which a
number of e-Forum members share their experiences with DACUM:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2275]
Attachment:
Competency-Based Education via the DACUM and SCID Process: An Overview
http://www.unevoc.unesco.org/e-forum/CBE_DACUM_SCID-article.pdf

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Subject: Re: Skills for Renewable Energy – Study on Technical and Vocational Training in Africa

Hello Florian

Thank you for this extensive, and informative report.  I read with interest
of the possible enterprise-based activities within the EU, as well as TVET
solutions within the countries included in the report.

I am from the Australian TVET sector, and thought it might be useful to you
to be aware of a sub-degree program which is being offered in Australia.
Please see:
http://www.highered.tafensw.edu.au/courses/profiles/associate-degree-of-applied-engineering-renewable-energy-technologies.html

Your project seems to me to have a very high potential for impact not only
for TVET, but as you point out for many other stakeholders.  Please contact
me if you are interested in the possibility of the Australian program in
some way, or you feel I could contribute in other ways to this very
worthwile project.

Regards

Anne Bowden 

Subject: Skills for Renewable Energy – Study on Technical and Vocational Training in Africa

Dear colleagues,

we would like to share our newest publication on Technical and Vocational
Education and Training for Renewable Energy in Africa with you:
http://www.africa-eu-renewables.org/index.php?page=130

The study has been developed by the EU Energy Initiative Partnership
Dialogue Facility (EUEI PDF: http://www.euei-pdf.org/ ) in the framework of
the Africa-EU Renewable Energy Cooperation Programme (RECP:
http://www.africa-eu-renewables.org/ ). The RECP was launched to accelerate
the use of the vast potential of renewable energy in Africa and meet future
energy needs. As part of the programme, the RECP promotes Technology,
Innovation & Capacity Development in order to support the training of a new
generation of energy professionals in Africa.

The study’s findings highlight the complexity of technical and vocational
training for renewable energy, with two diverse, often immature sectors
coming together. Entry points for support interventions, identified through
the study, include for example work on national curricula for renewable
energy technologies, adaptation of existing curricula, train-the-trainers
programmes, or the development of course material for specific institutes.
Work on accreditation of certain certificates as well as teaching standards
and the promotion of gender issues in technical courses may also form part
of specific interventions. The study provides country mappings for Ghana,
Mozambique, Rwanda, Senegal and Sierra Leone analyzing TVET in the
countries’ renewable energy sector as well.

We would be glad if you shared the study with interested colleagues and
peers. Please feel free to contact me or the RECP for feedback or further
information at any time:
http://www.africa-eu-renewables.org/index.php?lang=eng&page=117

Kind regards,
Florian Lenz

EU Energy Initiative
Partnership Dialogue Facility (EUEI PDF)

c/o Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
P.O.Box 5180
65726 Eschborn, Germany

florian.lenz@euei-pdf.org
http://www.euei-pdf.org

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Subject: ICT Readiness Comparative Analysis of Educational Institutions

Colleagues:

I am a consultant to the World Bank funded Caribbean Regional
Communications Infrastructure Project (CARCIP). I am involved with the ICT
Skills component of the project. One critical element is the completion of
a comparative analysis of the ICT Readiness of Educational Institutions.
This specific exercise focuses on Primary and Secondary level
institutions.

We are inviting you to complete the analysis using this link:

https://app.icontact.com/icp/sub/survey/start?sid=1273&cid=1208271

We will send a summary of the findings to the e-mail address that you enter
into the document.

Thanks for your cooperation

Trevor Smith
CARCIP Project

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Subject: ILO programme KNOW ABOUT BUSINESS

Dear Colleagues,

You may want to look at the International Labour Organization’s KNOW ABOUT
BUSINESS programme, which is a training methodology to create awareness
about entrepreneurship among youth.

The programme is introduced mainly to:
• Develop positive attitudes towards sustainable enterprises,
self-employment and social entrepreneurship

• Create awareness about working in enterprises and about self-employment
as a career option for young people

• Provide knowledge about the desirable attributes for starting and
operating a successful enterprise

• Prepare students to become better employees through improved
understanding of business and stronger positive and adaptive behavioural
attitudes

• Create a responsible, enterprising culture among young women and men -
the entrepreneurs of tomorrow

• Encourage qualities such as initiative, innovation, creativity and risk
taking among youth

• Increase young peoples’ understanding of the role they can have in
shaping their own future, as well as that of their country, by being
entrepreneurs

• Strengthen skills – how to apply professional skills to the realities
of new jobs, now mostly generated by private sector

I strongly believe this could be the programme introduced to build capacity
in institutions for sustainability purposes.
You can get more information on www.knowaboutbusiness.org, or call us at
0772 591508 to share more on practical experiences in using this
methodology.

Sincerely,
Mafelile Molala Saidi
ILO Master Trainer
Director – Royal Business Consult Trust

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Subject: Case Studies on Use of Educational Technology in Reducing Gender Inequality and Stereotyping

Dear Members,

Greetings! In developing countries, policies have been made to target
specific obstacles to female participation in education. A number of
interventions appear to be successful in raising female enrollment rates,
including reducing fees, providing course materials, uniforms, meals,
increasing number of female teachers in schools, etc. Please share some of
the recent case studies on projects that took into account gender-related
concerns and have used educational technology for successfully addressing
gender issues, such as gender inequality and stereotyping.

Best wishes,
Vinay S Mehrotra

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UNSCO UVECO

THEMA Education Technology

Subject: Re: Education Technology

Good Day, Vinay!

Attached is a copy of my paper:  Netizen Peer Learning in the Age of the
Smartphone.  (I hope I have the Track Changes feature turned off
properly.)

In sum, I am recommending a shift away from school attendance as a
requirement for learning.  This would work best for those who are generally
well motivated and capable enough to work independently without constant
supervision and direction.

I recommend this approach also for families with young children.  In this
part of the world this group is often referred to a “Home Schoolers.”  For
some starting points with this, go to:

Ontario Federation of Teaching Parents
http://ontariohomeschool.org/resources/

I have posted inks relating to Distance Education at:
http://edunorth.wordpress.com/distance-ed/

Yours,

Damian

T. Damian Boyle
Workplace Educator
Northlands College
McArthur River Mine Site
c/o Cameco
2121 Eleventh Street West
Saskatoon, Saskatchewan    S7M 1J3
Canada

Telephone:  (306) 633 – 2001 (x8881)

www.northlandscollege.sk.ca

Attachment:

Netizen Peer Learning in the Age of the Smartphone
http://www.unevoc.unesco.org/e-forum/Netizen-Peer-Learning-in-the-Age-of-the-Smartphone.docx

                       

—————————————————————————————————–

Education Technology

Subject: Re: Education Technology

Good Day, Vinay!

Attached is a copy of my paper:  Netizen Peer Learning in the Age of the
Smartphone.  (I hope I have the Track Changes feature turned off
properly.)

In sum, I am recommending a shift away from school attendance as a
requirement for learning.  This would work best for those who are generally
well motivated and capable enough to work independently without constant
supervision and direction.

I recommend this approach also for families with young children.  In this
part of the world this group is often referred to a “Home Schoolers.”  For
some starting points with this, go to:

Ontario Federation of Teaching Parents
http://ontariohomeschool.org/resources/

I have posted inks relating to Distance Education at:
http://edunorth.wordpress.com/distance-ed/

Yours,

Damian

T. Damian Boyle
Workplace Educator
Northlands College
McArthur River Mine Site
c/o Cameco
2121 Eleventh Street West
Saskatoon, Saskatchewan    S7M 1J3
Canada

Telephone:  (306) 633 – 2001 (x8881)

www.northlandscollege.sk.ca

Attachment:

Netizen Peer Learning in the Age of the Smartphone
http://www.unevoc.unesco.org/e-forum/Netizen-Peer-Learning-in-the-Age-of-the-Smartphone.docx            

  

UNESCO-UNEVOC e-Forum 

Subject: Re: Education Technology

Hello Dr Mehrotra

These are very broad and worthwhile questions.  To me it is important that
digital skills (sometimes referred to as digital literacy as they can
enable a person’s functioning in many areas of his/her life) are vitally
important to develop in the 21st Century.

Rather than answering your questions, I would like to share with you a case
study I presented in 2010 at the Innovation Through Knowledge Transfer
Conference in UK.  I hope you find it interesting.

http://inkt10.innovationkt.org/presentations/Session%20A/Inkt10-038_Bowden.pdf

Regards

Anne Bowden


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From: Dr.Vinay Swarup Mehrotra [mailto:drvs.mehrotra@gmail.com]
Sent: 2014-09-26 13:26
Subject: Re: Education Technology

Hello Dr. Bowden,

Greetings! Thank you very much for sharing the case study. I agree with you
that digital literacy is very important in 21 st century and that is why we
have included it as a compulsory module in all our vocational subjects
offered under the National Skills Qualifications Framework (NSQF). However,
I fear that too much emphasis on ditigal literacy or ICT skills may lead to
loss of various other skills, for example writing skills, and would also
increase our dependency on computers. I think we need to maintain a balance
between the use of traditional and technology skills so that we do not
become a part of a mad race and lose our heritage, culture, craft and
traditional designs and art works.

Vinay S Mehrotra

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Subject: Re: Education Technology

Dear Members of the UNEVOC e-Forum,

in response to Dr.Vinay Swarup Mehrotra’ question

> Subject: Education Technology
>
> 1.How educational technology can be instrumental in providing
> education to those who cannot or could not attend conventional schools
> for social or economic reasons?

This cannot be answered in general, because “education” covers a very wide
variety of levels, and “educational technology” is also a rather unspecific
term. While I deem this to be important to discuss, I will try to be very
brief on this:

- Technology Enhanced Learning, or TEL, in its simplest form consists of
lectures (e.g. on TV or videotape or the internet) or computer based
content that is consumed in an unsupervised fashion. While even the most
uneducated person may learn _something_ from a nice animation, it is also
clear that only people who are already educated (and consequently have the
necessary media skills) can profit greatly from this. To
summarize: Unsupervised TEL is no replacement for school.

- In its most advanced form TEL consists of very elaborate course material
which is used between presence learning periods. This “blended learning
scenario” could, in principle, replace school – but is neither easy to
organize nor cheap to maintain.

> 2.How educational technology can provide choice to learners for what
> they want to learn?

Freedom of choice is one of the key aspects of TEL favoured by its users
across the world, where actually not only space and time, but also content
may be chosen. This is in contradiction to the development of adaptive
learning systes, which in most cases tries to remove the freedom of content
choice from the learning process in favor of a kind of “programmed
learning”. Only recently we have been able to set up a TEL system which is
adaptive (on one hand), but also behaves non- intrusively as a guide
through the various content. Please feel free to browse through results and
scientific papers of the project INTUITEL at http://www.intuitel.eu, of
which I am happy to be the scientific coordinator.

> 3.How educational technology can integrate Information and
> Communication Technology in teaching and learning?

Well, this is obvious. Two mega trends going on for some years are 1.
Mobile learning: Everybody will be on-line 24×7 in a few years from now,
and will be used to address any information content from his/her mobile
device.
2. Gamification: Computer games have been driving I & C technology for some
years, and we have discovered again that “playing” actually means learning.

> 4.How educational technology can be used as an instrument to promote
> vocational pedagogy in schools?
>
This is very difficult, as almost all school systems are hard to transform.
Since I am the scientific director of LEARNTEC, I am am also in a position
to follow this transformation process rather closely, see
http://www.learntec.de/en/fachmesse_2/event_overview.jsp
We have seen various axamples here, but so far we have not managed anywhere
in the world to establish TEL in school as an _ordinary_ method of
teaching, it still always has the air of being “experimental”, “new”,
“radical” or at least unconventional.

Best regards

Prof. Dr. Peter A . Henning

——————————————————————————————————–

10th ASEAN Skill competitio​n in Vietnam

Subject: 10th ASEAN Skill competition in Vietnam

Dear Friends,

Does anyone know anything about the 10th ASEAN Skill competition which will
be held in Hanoi from Oct 18th to 28th?

I would be appreciated if you like sharing with me.

Many thanks.

Aimee
Shanghai

Moderator comment:
Some information on the upcoming ASEAN Skill competition is available
online, e.g. at http://www.talkvietnam.com/tag/asean-skills-competition/

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Top Nairobi Vocational Schools?

Subject: Re: Top Nairobi Vocational Schools?

Dear Henry,


I would recommend the Christian Industrial Training Center (CITC)- Thika,
Nairobi (http://www.citcnbi.com/content.php?pid=1)

Why? Because i just concluded a training for a group of visiting students
from CITC in our training center in Uganda on Solar water heater
technology. I found the skills and talents of these students to be
exceedingly marvellous. (www.eseekerug.com)
Good luck,
Best regards,

Peter Kalanzi
Tel:+35845 235 1455
Skype: petkalanzi1
www.eseekerug.com

 

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UNESCO

 Subject: Skills for Renewable Energy – Study on Technical and Vocational Training in Africa

Dear colleagues,

we would like to share our newest publication on Technical and Vocational
Education and Training for Renewable Energy in Africa with you:
http://www.africa-eu-renewables.org/index.php?page=130

The study has been developed by the EU Energy Initiative Partnership
Dialogue Facility (EUEI PDF: http://www.euei-pdf.org/ ) in the framework of
the Africa-EU Renewable Energy Cooperation Programme (RECP:
http://www.africa-eu-renewables.org/ ). The RECP was launched to accelerate
the use of the vast potential of renewable energy in Africa and meet future
energy needs. As part of the programme, the RECP promotes Technology,
Innovation & Capacity Development in order to support the training of a new
generation of energy professionals in Africa.

The study’s findings highlight the complexity of technical and vocational
training for renewable energy, with two diverse, often immature sectors
coming together. Entry points for support interventions, identified through
the study, include for example work on national curricula for renewable
energy technologies, adaptation of existing curricula, train-the-trainers
programmes, or the development of course material for specific institutes.
Work on accreditation of certain certificates as well as teaching standards
and the promotion of gender issues in technical courses may also form part
of specific interventions. The study provides country mappings for Ghana,
Mozambique, Rwanda, Senegal and Sierra Leone analyzing TVET in the
countries’ renewable energy sector as well.

We would be glad if you shared the study with interested colleagues and
peers. Please feel free to contact me or the RECP for feedback or further
information at any time:
http://www.africa-eu-renewables.org/index.php?lang=eng&page=117

Kind regards,
Florian Lenz

EU Energy Initiative
Partnership Dialogue Facility (EUEI PDF)

c/o Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
P.O.Box 5180
65726 Eschborn, Germany

florian.lenz@euei-pdf.org
http://www.euei-pdf.org

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 —————————————————————————————————

 

UNESCO

Subject: Learning and Training Objectives of TVET Instructors / Trainers / Teachers

Dear All,

I noticed with interest than one of the key issues in Management of TVET
Systems and TVET Institutions (Institutes, Centres and Industrial Schools)
is the Learning & Training Objectives of TVET Instructors / Trainers /
Teachers and which always discussed by the forum members in few threads.

In view of the above, my following views based on my lengthy experience in
Industry & Training could enhance the capacity building of those working in
Enterprises and TVET Institutions as Training Managers, Executive Officers,
Trainers / Instructors / Teachers, Master Trainers and Assessors /
Observers / Verifiers

In my moderate point of view, the main Learning & Training Objectives of a
TVET I Instructor / Trainer / Teacher should be:

1.      Understand learning process and learning styles
2.      Plan and prepare for training programmes
3.      Understand how to effectively deliver training programmes
4.      Be better able to effectively coach others
5.      Know how to involve the group and stimulate motivation
6.      Know how to read and adjust to the group
7.      Co-operate with other staff by sharing ideas and participating in
workshops and OJT learning opportunities

On the other hand, the Role of TVET Instructors / Trainers / Teachers
should cover, but not limited to, the following activities:

A.      Role before the Training (Training Start-up)

1.      Define the training framework
2.      Identify participants
3.      Determine & select training venue
4.      Arrive to class / workshop / site before training session starts
5.      Review and evaluate the training logistics & support
6.      Design & conduct Training Needs Assessments TNA
7.      Develop learning objectives, lesson plan (training plan), materials,
aids , tools and workshop sessions
8.      Explain training objectives, tasks and activities prior to start-up of
training sessions
9.      Define the role of the trainees
10.     Identify and assess existing curriculum sand training materials
11.     Identify appropriate training techniques
12.     Know and understand Competency Based Approach to Training and Quality
Assurance
13.     Know and understand the different types of training and re-training
such as Basic Training (Instructor Led Training ILT / Class Based Training
/ Off-the-Job Training) & Work-based Training (In-service Training /
On-the-Job Training OJT), Re-training through Specific Gap Elimination
Programmes SPEG and Tailor-made Training
14.     Maintain trainees’ attendance records at the start-up of training
session
15.     Giving adequate training related Safety Talk prior to start-up of
training session

B.      Role during the Training

1.      Conduct Basic Training (Instructor Led Training ILT / Class Based
Training / Off-the-Job Training) & Work-based Training (In-service Training
/ On-the-Job Training OJT)) appropriate to their job role as agreed between
themselves and their line managers
2.      Ensure that all learning is translated into practice, and every
opportunity is taken to improve the services of the trainees according to
the standards of competence specified in their Competency Development
Frameworks and local TVET policies / guidelines
3.      Take every opportunity to support the trainees to complete their
Competency Development Frameworks and achieve their vocational
qualifications  within the agreed timescales, unless discussed and agreed
between the concerned members of staff, the Assessors and Internal
Verifiers
4.      Identify differences between training & teaching.
5.      Apply learning principles
6.      Use appropriate training techniques
7.      Create positive, productive and constructive learning environment
8.      Deal with difficult participants
9.      Verify achievement of learning objectives
10.     Maintain trainees’ attendance records and training performance data
11.     Enforce Industrial Safety by applying Health, Safety and Environmental
Protection HSEP or Occupational Health and Safety OHS regulations,
procedures and work procedures at class / workshop / site
12.     Maintain safe / secure work area environment during training
13.     Demonstrate and use tools, machines, equipment, etc. correctly and
safely

C.      Instructional Techniques used during the Basic Training (Instructor Led
Training ILT / Class Based Training / Off-the-Job Training)

Use the following Instructional Techniques when conducting Basic Training
(Instructor Led Training ILT / Class Based Training / Off-the-Job
Training):

1.      Focus, review and reinforce main points and objective(s) of training
sessions
2.      Use effective oral techniques
3.      Maintain class / workshop / site discipline
4.      Keep all trainees actively involved and establishes eye contact with
them
5.      Maintain good communication skills i
6.      Speak English clearly, concisely and easily
7.      Write in English Language legibly when using chalkboard / flip charts
8.      Asks questions to see if training topic(s) are understood and encourage
trainees to use their acquired skills
9.      Makes sketches / drawings that are clear and easily understood.
10.     Gives clear and specific work / task performance direction
11.     Follows training session plan / programme and achieves objective(s)
12.     Utilize learning / teaching time constructively
13.     Reinforce group instructions with individual instructions
14.     Support training instructions with training aids, tools and
presentations
15.     Produce training session conclusions
16.     Use technical report writing skills
17.     Use good liaison skills and the ability to communicate at all levels of
the organization
18.     Use advanced presentation skills
19.     Use excellent interpersonal skills and ability to establish networks
within and outside the organization
20.     Use good guidance, counselling and coaching skills
21.     Group process and team building skills
22.     Strong leadership ability based on previous experience and track
record

D.      Instructional Techniques used during the Work-based Training (In-service
Training / On-the-Job Training OJT

Use the following Instructional Techniques when conducting Workshop / Site
Training Sessions:

1.      Ensures session has objective(s) closely related to training programme
objective(s)
2.      Explains Objective(s), purpose and rules to conduct the session to
trainees prior to conduct the session
3.      Explains clearly to the trainees, the safety measures to be applied
prior to start the session
4.      Monitors trainees closely while conducting the session
5.      Evaluates trainees’ knowledge gained from the session

E.      Role after the Training

1.      Select training and evaluation methods
2.      Assess and summarise training experiences
3.      Assess impact of training event
4.      Report evaluation results
5.      Apply outcomes of evaluation and review
6.      Complete and maintain a portfolio of evidence to demonstrate that the
competence of trainees is based on their own original witness pieces of
work and statements
7.      Keep the trainees learning after you’ve stopped teaching and training
8.      Support trainees in collecting evidence
9.      Conduct practical sessions as necessary
10.     Conduct recap sessions
11.     Maintain his own vocational qualification accreditation as Instructor /
Trainer and attend updates according to awarding bodies requirements

F.      Role in Assessment & Verification

1.      Work as assessor upon instructions from line manager
2.      Take responsibility for meeting with the OJT (work-based) assessor at
mutually agreed times. If the assessor is not available permanently, it is
the Instructor / Trainer responsibility to inform the line manager and
agree on appointment times.
3.      Make portfolios available for every appointment with the assessor and
proactively discuss achievements and problem areas.

G.      Factors affecting Performance of TVET Instructors / Trainers / Teachers

I should point out that all the above listed competencies are necessary for
carrying out the main functions of TVET Instructors / Trainers / Teachers
in addition to the Instructor / Trainer / Teacher’s qualifications,
whether a Ph.D. in education or having gained a qualification through an
apprenticeship model. However these competencies cannot guarantee effective
Instructor / Trainer / Teacher’s performance as such performance is
surely influenced by a number of factors of which qualifications are but
one. Other factors are:

1.      Quality and relevance of training content and material used by
Instructors / Trainers / Teachers. An Instructor / Trainer / Teacher is as
good as the content and material he / she has to work with. Management have
to always pay enough attention to the quality of the training material
(textbooks, training manuals, drawings, etc.) used in training. Training
material provides the roadmap that Instructors / Trainers / Teachers use to
guide their teaching. A good roadmap is sure to turn an average Instructor
/ Trainer / Teacher into an excellent Instructor / Trainer / Teacher.
2.      Recruitment and selection processes applicable to Instructors / Trainers
/ Teachers
3.      Training facilities, equipment and aids
4.      TVET policies and procedures (Quality Assurance, Performance Management,
Performance Appraisal, Off-the-Job Training, On-the-Job Training, etc)
5.      Management support and control

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

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What makes a teacher a “good” teacher?

Subject: What makes a teacher a “good” teacher?

When students, in Canada, aged from 15 to 30 years old were asked “What
is a good teacher in your opinion?”, these were the most popular/frequent
answers (in no particular order).

1- Has high expectations and standards regarding students.

2- Can easily adapt to unsuspected situations.

3- Can easily adapt to each student’s learning style and preferences.

4- Encourages students even when they make mistakes or struggle.

5- Has a wide knowledge of the subject.

6- Answers questions and encourages students to ask questions.

7- Is engaged in continuous training, aims being a better teacher with
teacher education.

8- Is passionate about the subject or teaching.

9- Give many examples and/or demonstrations.

10- Is a good listener.

11- Welcomes and acknowledges students when they enter the classroom.

12- Has a good sense of humor.

13- Teaches how to be a good professional — gives tips.

14- Has students that get good grades.

15- Is available before or after class to answer questions.

16- Is fair with everyone, no matter the grades or personal opinions of the
student.

17- Is a leader.

18- Can control students with behavior problems.

19- Uses different methods of teaching, includes practical exercises during
class when possible.

20- Has good language skills (spoken and written).

21- Gives out clear and structured notes and exercises.

22- Respects the training program guidelines, in corridors or respects the
course syllabus.

For each of these statements rate how it applies to you as a teacher.

TOTAL SCORE

1= this is very unlike me. I’m almost never like that, no matter who the
student/group is and no matter what subject I teach.

5= this is somewhat like me. I can be like that, but not all the time, not
with every student/ group, and/or not for every subject I teach.

10=     this is very much like me. I’m almost always like that, no matter who
the student/group is and no matter what subject I teach.

Much success!

James D. Roumeliotis
Author, Business Educator & Adviser
Montreal, Canada
jdrazure@gmail.com
www.linkedin.com/in/jdroumeliotis
Please note that we discussed this same question in the virtual conference
on vocational pedagogy in May this year, the thread was titled “What makes
a great TVET teacher?”, see
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2608

 

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2712

 

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From: Helen Cristina de Oliveira

Subject: Re: National policy on vocational skills development

Dear Muhammad

Here in Brazil we are implementing a new national programm. A very
important part of this is funding. I am sending you the link. It is in
Portuguese,though.

http://pronatec.mec.gov.br/

http://www.brasil.gov.br/

UNESCO From: Muhammad S. Abubakar [abubakarmuhsani@yahoo.com; msbakarhtc@gmail.com]

Subject: Re: National policy on vocational skills development

Subject: RE: Top Nairobi Vocational Schools?

Dear Henry,


Kindly visit the link below:
http://www.nairobits.com/

Regards
Syed Iqbal Ahmad,Ph.D
Advisor (Education)
Oxfam Novib, Pakistan
House No. 27,Main service Road (East)
G-11/3 Islamabad
Tel: + 92-51-8438152
Fax: +92-51-8356780
Cell: +92-302-8914922, +92-302-8510083

Do not change your mind according to the situation, instead change the
situation according to your mind

——————————————————————————————————–

Subject: What makes a teacher a “good” teacher?

When students, in Canada, aged from 15 to 30 years old were asked “What
is a good teacher in your opinion?”, these were the most popular/frequent
answers (in no particular order).

1- Has high expectations and standards regarding students.

2- Can easily adapt to unsuspected situations.

3- Can easily adapt to each student’s learning style and preferences.

4- Encourages students even when they make mistakes or struggle.

5- Has a wide knowledge of the subject.

6- Answers questions and encourages students to ask questions.

7- Is engaged in continuous training, aims being a better teacher with
teacher education.

8- Is passionate about the subject or teaching.

9- Give many examples and/or demonstrations.

10- Is a good listener.

11- Welcomes and acknowledges students when they enter the classroom.

12- Has a good sense of humor.

13- Teaches how to be a good professional — gives tips.

14- Has students that get good grades.

15- Is available before or after class to answer questions.

16- Is fair with everyone, no matter the grades or personal opinions of the
student.

17- Is a leader.

18- Can control students with behavior problems.

19- Uses different methods of teaching, includes practical exercises during
class when possible.

20- Has good language skills (spoken and written).

21- Gives out clear and structured notes and exercises.

22- Respects the training program guidelines, in corridors or respects the
course syllabus.

For each of these statements rate how it applies to you as a teacher.

TOTAL SCORE

1= this is very unlike me. I’m almost never like that, no matter who the
student/group is and no matter what subject I teach.

5= this is somewhat like me. I can be like that, but not all the time, not
with every student/ group, and/or not for every subject I teach.

10=     this is very much like me. I’m almost always like that, no matter who
the student/group is and no matter what subject I teach.

Much success!

James D. Roumeliotis
Author, Business Educator & Adviser
Montreal, Canada
jdrazure@gmail.com
www.linkedin.com/in/jdroumeliotis

Moderator comment
Please note that we discussed this same question in the virtual conference
on vocational pedagogy in May this year, the thread was titled “What makes
a great TVET teacher?”, see
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2608

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2712

 

 —————————————-

 

Subject: Re: National policy on vocational skills development

Dear Muhammad,

This publication will be of interest to you:
Comparative Analysis of National Skills Development Policies: A guide for
policy makers (ILO 2013)
http://www.ilo.org/wcmsp5/groups/public/—africa/documents/publication/wcms_224559.pdf

and a Policy brief on the same subject:
FORMULATING A NATIONAL POLICY ON SKILLS DEVELOPMENT (ILO, SKILLS FOR
EMPLOYMENT), available in English, French and Spanish
http://www.ilo.org/skills/pubs/WCMS_167172/lang–en/index.htm

Kind regards
Christine 

THEMA   Skills in Action Award: calling for young people to share their stories

Subject: Skills in Action Award: calling for young people to share their stories

Dear e-Forum members,

We are pleased to inform you that UNESCO-UNEVOC has launched the Skills in Action Award.

The Skills in Action Award is awarded to individuals that inspire others
and who have acted as an ambassador for technical and vocational education
and training in their community.

The goals of the award are to:
• Celebrate technical and vocational skills as a means to improve one’s
livelihood
• Reward young people’s efforts to promote sustainable development in
their communities
• Raise awareness on the benefits of TVET
• Promote TVET as a means to tackle global challenges such as poverty,
youth unemployment and environmental degradation.
• Provide young people the opportunity to demonstrate their skills to the
rest of the world.

UNESCO-UNEVOC is calling for TVET students, graduates, (social)
entrepreneurs and individuals between the age of 15 and 35 years who have
utilized their skills for their benefit and that of the local community
across the globe to share their stories. UNESCO-UNEVOC is calling all TVET
students, graduates and (social) entrepreneurs between the ages of 15 and
35 years who have used their technical and vocational skills to the benefit
of their communities to share their stories.

For more information about this award, please visit
www.unevoc.unesco.org/skillsinaction

We would be grateful if you could kindly circulate this in your networks,
and if applicable, inform your students and graduates about this award.

Many thanks for your cooperation.

The team of UNESCO-UNEVOC

view thread online:
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Subject: Re: National TVET Strategic and Policy Concepts

Our colleague Muhammad Abubakar enquired under the tread for “National
Policy on Vocational Skills Development”  about the ingredients of such
national policy.

Based on my academic and practical experience for over 50 years in
Industry, Training and TVET Reform Projects / Systems / Programmes, I would
summarize my moderate views about the National TVET Strategic and Policy
Concepts as follows:

1.      TVET will be efficient if integrated into the socio-economic policies
for Employment & Human Resources Development

2.      TVET will be efficient if integrated into the educational policies

3.      The development and expansion of TVET as continuing education and
training, within the framework of lifelong learning is a main objective to
achieve effective TVET

4.      Effective TVET can achieved via the  establishment of Enterprises and
Training Providers Partnerships ETPPs

5.      Quality Assurance of the Training is an essential strategy for effective
TVET

6.      TVET will be efficient in proportion as the environment in which the
learner is trained is a replica of the environment in which he must
subsequently work

7.      Effective TVET can only begin where the training jobs are carried on in
the same way with the same operations, the same tools and the same machines
as in the occupation itself

8.      TVET will be effective in proportion as the specific awareness,
knowledge and skill competencies required to be acquired via training are
repeated to the point that the habits developed are those of the finished
competencies necessary for gainful employment

9.      TVET will be effective in proportion as it enables each individual to
capitalize his interests, aptitudes, and intrinsic intelligence to the
highest possible degree

10.     Effective TVET for any profession, trade, occupation or job can only be
given to the selected group of individuals who need it, want it and are
able to profit by it.

11.     For every occupation there is a minimum of productive ability which an
individual must possess in order to secure or retain employment in that
occupation. This minimum of productive ability is based on a certain type
of Scales of Competency Standards (Levels) defining the Required Minimum
Competency Standards (Levels). If TVET is not carried to that point with
that individual, it is neither personally nor socially effective.

12.     TVET will be effective in proportion as the instructor has had
successful experience in the application of awareness, skills and knowledge
tasks to the operations and processes he undertakes to teach

13.     TVET must train individuals to meet the demands of the “market” (Demand
Based TVET and not Supply Based)

14.     The effective establishment of process habits in any learner will be
secured in proportion as the training is given on actual jobs (OJT) and not
on exercises.

15.     The only reliable source of content for specific training in an
occupation is in the experiences of masters of the occupation (master
trainer)

16.     The administration of TVET will be efficient in proportion as it is
elastic and fluid rather than rigid and standardized.

17.     While every reasonable effort should be made to reduce per capital
cost, there is a minimum below which effective TVET cannot be given, and if
the basic courses and training programmes do not permit of this minimum of
per capita cost, TVET will not be effective

18.     TVET Institutions have to ensure the following

a.      Staffs of the Institution is fully committed to plan and develop the
educational and training strategy and the Institution’s training system
b.      Staffs of the Institution should ensure that trainees / students of the
TVET Institution are fully trained, competent and equipped with the right
combination of awareness, knowledge, skills and attitudes competencies to
do their job
c.      The staff / workforce of the TVET Institution have received vocational
training through work based learning / assessment and they are competent
and equipped with the skills and knowledge they need to do their job
d.      The Managers of the TVET Institutions should  create an environment
where staff feel motivated by their learning, and that achieving national
vocational qualifications (if available) or higher vocational
qualifications  is supported, recognised, valued and systematically
recorded and reported
e.      Evaluation of the impact of vocational training on the competence of the
workforce and services provided should be continuously made.
f.      Assessment against identified competency  standards (levels) should be
continuously made
g.      Progress review should be continuously done through the career
development of the TVET Institution’s staff
h.      Review of the TVET Institution’s Plan against key training service
objectives should be frequently made

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

view thread online:
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Upcoming: virtual conference on skills for the creative industries, 29 September to 10 October 2014, UNEVOC e-Forum

Subject: Upcoming: virtual conference on skills for the creative industries, 29 September to 10 October 2014, UNEVOC e-Forum

Dear e-Forum members,

We are pleased to announce that the next virtual conference on the UNEVOC
e-Forum will take place from 29 September to 10 October 2014. You can sign
up here: http://www.unevoc.unesco.org/subscribe

In the next edition of UNESCO-UNEVOC’s virtual conferences, we would like
to discuss with you the role of skills in the creative industries. The
virtual conference will be moderated by Paul Collard, CEO of Creativity,
Culture and Education(CCE), an international foundation dedicated to
unlocking the creativity of children and young people in and out of formal
education, based in Nottingham, United Kingdom.

UNESCO’s 2013 Creative Economy Report refers to jobs in the creative
industries as “activities involving cultural creativity and/or innovation”.
The creative industries are recognized by UNESCO as a powerful source for
“new development pathways that encourage creativity and innovation in the
pursuit of inclusive, equitable and sustainable growth and development.”

Examples of jobs in the creative industries include crafts, design,
fashion, film and video, TV and radio, music, performing arts, publishing,
software, or computer games. On a global level it is estimated that between
2 to 8 percent of the workforce is engaged in jobs directly related to the
creative economy. In the United Kingdom and France alone, the creative
industries offer jobs for 1.3 and 1.2 million people respectively. The
Creative Productivity Index recently published by the Asian Development
Bank finds that low- and middle-income economies will benefit most from
policies to increase creative inputs.

The virtual conference will address the following questions:

* What are creative industries and what are the needs for skills?
* How can we turn the expansion of creative economies into an advantage for
TVET and, in turn, what can TVET and skills development do to support the
growth of the creative sector?
* What is the role of creativity in TVET?
* What are the different vocational pathways to creative jobs?
* What do we know about the creative industries and what do we still need
to learn?

With this conference we aim to deepen our understanding of the creative
industries in relation to vocational education and training, discuss
challenges and opportunities in this sector, and identify good practices
from across the globe.

UNESCO-UNEVOC is calling for e-Forum members and the global TVET community
to share their experiences on skills in the creative industries. We are
looking forward to hearing from you, whether you are a policy maker,
researcher or practitioner. The contributions will be synthesized and
summarized into a report that will provide directions for future research
and programme work in this field.

Your active participation in the discussion would be most gratefully
received and we strongly encourage you to circulate this announcement to
your networks.

More information and to sign up, see
http://www.unevoc.unesco.org/go.php?q=Virtual+conference+skills+for+the+creative+industries+29+September+to+10+October+2014

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

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

We look forward to a very productive discussion!

Best regards,
UNESCO-UNEVOC

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2709

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Education That Pays for Itself 2014 Conference Invitation

Subject: Re: Education That Pays for Itself 2014 Conference Invitation

Dear E-Forum Members,

It has been brought to our attention that there are some questions about
payment for the conference registration.

Please see more details below:

= We have confirmed that both our bank accounts are operational and able to
receive payments.
= Our conference fees can be paid for by Credit Card or Bank/WireTransfer.
= All people wishing to attended should register at
http://www.educationthatpaysforitself.org/  as soon as possible
= We are delighted to announce that this year’s conference will be opened
by Jessica Alupo, Ugandan Minister for Education and Sport.
= Please check out our past conferences for a taste of what to look forward
to : http://www.educationthatpaysforitself.org/previous.php

Paying by bank transfer:

Payment by bank transfer is possible in BPS (British Pounds Sterling)
through international bank transfer.
UK Account

Account Beneficiary:  Teach A Man To Fish
Bank Name:               The Co-operative Bank Plc
Account Number:       65181812
S.W.I.F.T. Code:          CPBKGB22
IBAN:                         GB39 CPBK 0892 9965 1818 12
Reference:                 Education That Pays 2014

Local Bank Transfer (within Uganda)*
Payment by direct bank transfer from a local bank account in Ugandan UGX
(Ugandan Shillings) is possible using the account details provided below

Account Beneficiary:  Mackay MC Nateete
Bank Name:               Bank of Africa, Uganda
Bank Address:           Bank of Africa, Uganda
Equatoria Branch
84/86 Ben Kiwanukast
PO Box 2750
Kampala
Uganda
Account Number:      0150349936901

Please contact me if you have any other questions or concerns. 

Subject: Education That Pays for Itself 2014 Conference Invitation

Dear Members of the UNEVOC Community,

I would like to extend an invitation for you all to participate in the
Education that Pays for Itself 2014 Conference in Uganda. From the 30th
October – 1st November 2014, Education That Pays For Itself 2014 will bring
together some of the world’s leading practitioners in financially
sustainable education in a unique forum for learning, networking,
inspiration and action.

We will welcome more than 200 delegates for 3 days of lively workshops,
debates and presentations. Our participants include educators,
policymakers, business people, philanthropists, social entrepreneurs and
NGOs from around the world, all sharing their ideas and knowledge on
transforming young people from job seekers to job creators through
educational and profitable school businesses.

Realizing a Shared Vision…
Imagine… a school for children from the poorest of families – but where
all graduates leave with the skills and experience needed to generate
wealth for themselves and their communities
Imagine… a school in a developing country which is able to support itself
without relying on subsidies – and yet is able to afford the best
facilities and the best teachers.
These schools exist, the change is happening, this is your chance to be
part of it!

Find out more at http://www.educationthatpaysforitself.org/

Warm Regards,
Luis Fernando Cateura
Fundación Paraguaya

view thread online:
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Subject: Re: Key competencies to assess

Hi Emmanuel
I attached the methodology currently used in Spain for the evaluation and
certification of skills (see link below).

I hope I can be useful.

Best Regards

Rafa

http://rafaelbarrio.files.wordpress.com/2013/10/catalogue-of-professional-qualifications-and-the-proceduree280a6.pdf

                        
view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2710
 


Subject: Re: Key competencies to assess

Hi Emmanuel
I attached the methodology currently used in Spain for the evaluation and
certification of skills (see link below).

I hope I can be useful.

Best Regards

Rafa

http://rafaelbarrio.files.wordpress.com/2013/10/catalogue-of-professional-qualifications-and-the-proceduree280a6.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2710

 

                   ———————————-

Subject: Re: Key competencies to assess

Dear Emmanuel,

I admit my bias but I strongly believe there is only one best way to
accomplish what you are asking for.  The DACUM (Developing A Curriculum)
job analysis process has proven to be very effective, quick, and low cost.
Given appropriate DACUM Facilitator Training, you and/or your colleagues
can facilitate a workshop of 5-10 expert workers from any occupational area
and develop a comprehensive and precise list of the duties and tasks
(competencies) that workers in that position must perform to be successful
in two days.  The process basically answers the question of “what should be
taught” using experts from the industry who really know. Once you know what
the workers have to do, you can conduct task analysis to determine the
steps required, the knowledge required, the tools and equipment needed,
safety concerns, the worker behaviors that are important, the decisions
that the worker must make, and the criteria that should be used for
assessing the performance of each task.

For an overview of how Competency-Based Education can be developed and
delivered using DACUM and SCID, see the attachment CBE-DACUM-SCID.

Our slogan for the process is that “DACUM DOES it BETTER” and based on my
38 years of working with the process, there is much evidence that it is
true. Our Center at Ohio State University has trained persons from 56
countries as facilitators and we have gone to 33 countries to train persons
as facilitators. Some of those countries like Singapore, Hungary, the
Philippines, and China have requested our help several times.

In the United States, we have trained persons from over 400 schools,
colleges and universities who use it as a basis for determining WHAT should
be taught.  We have also trained persons from over 400 companies like
Marathon, Honda, Caterpillar, and Erricson who also find the process very
effective for training and HR purposes within their companies. For more
details about DACUM and its sequel workshop called SCID, see our website at
www.dacumohiostate.com.

Bob

Dr. Robert E. Norton, Professor Emeritus DACUM/SCID/PBTT Program Director
Director, DACUM International Training Center Center on Education and
Training for Employment
1900 Kenny Road, Columbus, OH 43210
614-292-8481 – Office, 614-292-1260 – Fax norton.1@osu.edu
www.dacumohiostate.com

[Moderator comment: Please have a look at an earlier discussion in which a
number of e-Forum members share their experiences with DACUM:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2275]

Attachment:

Competency-Based Education via the DACUM and SCID Process: An Overview
http://www.unevoc.unesco.org/e-forum/CBE_DACUM_SCID-article.pdf

UNESCO  TVET

Subject: Re: Do you know Vocational Education in Vietnam?

Dear Friends,

We are the NGO in Vietnam, company partnership with us, supply technical
and VNGO’role play in introduction to the youth (in poor context) for free
training.

You can read information about TVET in Vietnam:

http://www.tvet-vietnam.org/index.php/en/elibrary/remository-downloads/func-startdown/569/

Best regards,
Hoàn

Project: “Partnership for Community Action on Climate Change”
Tran Kim Hoan
Center for Development of Community Initiative and Environment
Address: No 12, Lane 89, Xa Dan Str., Phuong Lien, Dong Da, Hanoi
Tel: +84 (0)435738536
Fax: +84 (0)435738537
E-mail: kimhoan1979@gmail.com
Website: http://ce-center.org.vn  or www.ichange.vn
Follow us on Facebook: https://www.facebook.com/Ce.center.vn

Subject: Re: Do you know Vocational Education in Vietnam?

Dear Aimee,
You might find the following Vietnam Development Report 2014 useful:

http://www.worldbank.org/en/country/vietnam/publication/vietnam-development-report2014-skilling-up-vietnam-preparing-the-workforce-for-a-modern-market-economy

Best,
Barbara

Asia and Pacific Regional Bureau for Education
http://www.unescobkk.org/

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 UNESCO Application deadline is: 30 September 2014

Subject: Reminder: Call for Papers – Study on Transversal Skills in TVET

 

Dear e-Forum members,

UNESCO in Bangkok is looking for interested research institutes to
participate in a regional study that will explore ways in which transversal
skills are imparted and assessed in TVET in the Asia-Pacific region, and in
particular: analyze the current status of pedagogies and assessment of transversal
skills in TVET;
• identify remaining bottlenecks; and
• highlight proven practices in teaching and assessment of these skills.

Please see follow this link to access more information:
http://www.unescobkk.org/fileadmin/user_upload/epr/Images/Call_for_Papers_TrasnsversalSkills_TVET_UNESCO_BKK.pdf

Interested institutions should send the following information:

• institutional profile,
• expression of interest of no more than one A4 page (if applying for the
available research grant please include a justification)
• CVs of researchers,
• research framework, including brief background on transversal skills in
the country, and research methodology (details of sample selection, scope
of primary research, scope of secondary research) either as hard copy or by email to:

Mr. Cheol Hee Kim
Education Policy and Reform (EPR) Unit,
UNESCO Bangkok Mom Luang Pin Malakul Centennial Building
920 Sukhumvit Road,
Klongtoey Prakanong, Bangkok 10110 Thailand

Email: ch.kim@unesco.org

With copy to Ms. Barbara Trzmiel (b.trzmiel@unesco.org)

Application deadline is: 30 September 2014

view thread online:
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Subject: Re: Communication skills in TVET

Dear e-Forum members,

We are pleased to inform you that the Arabic, Chinese and Russian version
of the latest bulletin are now also available under the following links:

Arabic:
http://www.unevoc.unesco.org/fileadmin/up/bulletin27_arabic.pdf

Chinese:
http://www.unevoc.unesco.org/fileadmin/up/bulletin27_chinese.pdf

Russian:
http://www.unevoc.unesco.org/fileadmin/up/bulletin27_russian.pdf

For the bulletins in English, French and Spanish, please visit
http://www.unevoc.unesco.org/go.php?q=page_bulletin

We hope you enjoy the new Bulletin!

If you have any feedback, you can now let us know through this short
survey:
https://docs.google.com/forms/d/1KSq0oQSsRAQh9X1vIoLsmDGoI7FasOzJnmdeALqShow/viewform?usp=send_form

Best regards,

UNESCO-UNEVOC

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Subject: Re: Communication skills in TVET

Very good job with the learning objectives. I attached 2 documents with
lots of information about writing an excellent learning objective. You are
likely familiar with them but for those who may not be very familiar they
can be very helpful when crafting action learning objectives

Regards,

Tim

Attachments:

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

Blooms Taxonomy Action Verbs
http://www.unevoc.unesco.org/e-forum/Blooms-Taxonomy-Action-Verbs.pdf

 

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Subject: RE: Communication skills in TVET

Good Day, Benson Okello!

I believe that well developed communications skills are more important for
Trainers than for Teachers/Instructors.

Here I am thinking of Trainers as typically delivering short courses with
durations of between one and forty hours (one week), with an outer limit of
about ten weeks.  The time for the presentation of information to a group
is limited.  The quality of the communication must be high to ensure
accurate understandings are developed in the small amount of time
available.   A Training environment is typically a hands-on production
situation where learners are distributed in such a way that group
communication is not practical at all times, such as with Heavy Equipment
Operator Training for the oil sands.

In contrast I think of Teachers/Instructors as typically delivering courses
lasting longer than about ten weeks, with little hands-on activity outside
of a classroom environment.  In this environment, and with this time frame,
Learners can easily request clarification of points, and
Teachers/Instructors can easily communicate additional information to the
entire group at any time.

As an Instructor, I have worked with one group of about 16 – 20
individuals for up to 10 months at a time.  As a Trainer, I have presented
the regulated Workplace Hazardous Materials Information System (WHMIS) to
up to 38 individuals at once in a 2.25 hours session, and have delivered
this session twice a day for ten consecutive days for a total of nearly 400
completions in that amount of time.

When an Instructor/Teacher fails to communicate clearly about formatting
documents on a computer, confusion, irritation and annoyance by Learners
may result.

When a Trainer fails to communicate clearly about WHMIS, Explosives,
SCUBA/SCBA, Rigging and Hoisting, Fall Restraint & Fall Arrest, and such
like, Learners die.

Ultimately, the concern for effective and efficient communication applies
equally to Trainers and Instructors/Teachers.  To demonstrate anything less
than high quality communications to any Learner is to do them a disservice
and show them a lack of respect.

Knowing that the law allows for me to be prosecuted for negligence
regarding WHMIS Training (up to $300,000 fine PLUS Two Years Incarceration)
spurs me to ensure that my communications relating to this topic are
perfectly clear.  (Attached is a copy of the slide show that I put together
for the WHMIS Training session.  Speaker notes are included.  Bear in mind
that this is but one part of the training session.)

It is my opinion that Trainers and Instructors/Teachers – and others –
should  be held liable for any injuries or fatalities resulting from
failures to communicate required information clearly.  I believe this would
sharpen attention to this matter.

For considerations about Communication and the law, go to:

Canadian Centre for Occupational Health and Safety
http://www.ccohs.ca/

I have posted links relating to Communication generally at:

http://edunorth.wordpress.com/plain-language/
http://edunorth.wordpress.com/public-speaking/
http://edunorth.wordpress.com/audience-interest/
http://edunorth.wordpress.com/teaching-tips/

Yours,

T. Damian Boyle
Workplace Educator
Northlands College
McArthur River Mine Site
c/o Cameco
2121 Eleventh Street West
Saskatoon, Saskatchewan    S7M 1J3
Canada

Telephone:  (306) 633 – 2001 (Extension  -  8881)

www.northlandscollege.sk.ca

————————————————–

Subject: Re: Communication skills in TVET

Dear Bensen,

I appreciate your concern regarding importance of communication skills in
TVET. It is very important from the point of view of entrepreneurship
development specially if the occupation or vocational trade is service
oriented viz. technicians,carpenters, plumbers, retailers,hotel industry,
tourism, etc. in fact there is a need of good communication skills  as
basic requirement of every human being. Good communication adds to one’s
personality and helps in developing good PR required for building a
cohesive and healthy society.

With reference to vocational education, I wish to add that all the
curricula being developed under National Skills Qualifications
Framework(NSQF) by us i.e. PSS Central Institute of Vocational
Education,NCERT, in various sectors viz. retail,security,automobile,IT and
ITes,  agriculture,horticulture, fisheries,dairy,business  and many more,
there is a separate unit on communication skills required at work place.
For details of the this unit may refer curricula of first four sectors
mentioned rest are to be uploaded soon on our website www.psscive.nic.in
and www.cive.org

Regards,
Asfa

view thread online:
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UNESCO-UNE​VOC Bulletin 27 / September 2014

Full-text version

 

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

View this email in your browser

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

Dear e-Forum members,

The UNESCO-UNEVOC International Centre has just published its latest
bulletin.

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

English:
http://www.unevoc.unesco.org/bulletin/bulletin.php?bull=27en

French:
http://www.unevoc.unesco.org/bulletin/bulletin.php?bull=27fr

Spanish:
http://www.unevoc.unesco.org/bulletin/bulletin.php?bull=27es

The Arabic, Chinese and Russian version of this bulletin will soon also be
available online.

We hope you enjoy the new Bulletin!

If you have any feedback, you can now let us know through this short
survey:
https://docs.google.com/forms/d/1KSq0oQSsRAQh9X1vIoLsmDGoI7FasOzJnmdeALqShow/viewform?usp=send_form

Best regards,

UNESCO-UNEVOC

view thread online:
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Informatio​n about national TVET systems

 WORLD TVET DATABASE

Subject: RE: Information about national TVET systems

Dear Dr. Sayed Saad,

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

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

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

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

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

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

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

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

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

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

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

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

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Subject: RE: Model for training of TechVoc Teachers ?

Dear Gennette Clacken,

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

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Informatio​n about national TVET

Subject: Information about national TVET systems

I am very thankful if help us learn a lot about the system of technical
education / technical vocational training (TVET) in Germany, Japan,
Denmark, Malaysia, Saudi Arabia, Qatar

Thank you

Dr. Sayed Saad
Monitoring and Evaluation Coordinator
Ministry of Education – Technical Education Sector
Planning and Coordination Unit for National and International Cooperation
sayd_saad2001@yahoo.com

Moderator comment:
You will find information about TVET in Germany and Saudi Arabia in the
UNESCO-UNEVOC World TVET database:
http://www.unevoc.unesco.org/go.php?q=World+TVET+Database
More countries are being added to this database constantly.

For Denmark and all other European countries, CEDEFOP has extensive
information:
see http://www.cedefop.europa.eu/en/publications/19789.aspx

view thread online:
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UNESCO Education for Sustainabl​e Developmen​t – Zoom Newsletter

Dear Friends and Colleagues,

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

You can register your commitment here >>

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

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

The platform inspires interactive networking and collaboration among ASPnet teachers, students and experts to connect with their peers across the globe by exchanging about school-based initiatives on global citizenship education in support of sustainable development and their respective experiences.

Founded in 1953, the UNESCO Associated Schools Project Network brings together more than 9,900 schools from 180 countries.

Check out the platform here >>

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

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

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

Leaders for change

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

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

Sally Asker, member of the World Conference International Steering Group and founder of InSIGHT Sustainability Pty Ltd, provides an insight into the importance of the Global Action Programme and speaks of why she first became involved in ESD.

You can find out more about other members of the World Conference International Steering Group here >>

You can find out more about making a GAP commitment here>>

And finally …

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

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

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

32nd Annual Environmental Education Association of Southern Africa (EEASA) conference, Windhoek, Namibia
This year’s theme: Reflections on the current and emerging ESD issues and practices informing the post-DESD framework programme
9-12 September 2014

UN Climate Summit, New York, United States of America
Youth to highlight the importance ofYouth Climate Action
23 September 2014

         View this email in your browser    Français  |   Español

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

Hello !

we are organizing the 2014 International conference on Capacity Building!
Here following you’ll find practical instructions and links to take part.
If you would like to have more information, feel free to contact us.

In case instead this message could be not at all of your interest, please
accept our sincere apologies.

Best regards
Giovanni Crisonà @ CB4LLP Secretariat

info@capacitybuilding.eu   /  +3905735044

Capacity Building for Lifelong Learning promotes local and institutional
development strategies based on innovative methodologies focused on the
exploitation of successful initiatives and tools developed at European
level within the framework of the Lifelong Learning Programme.

The conference provides decision makers, local development agencies and
professionals with the opportunity to meet each other, discuss around
existing challenges, strategies and solutions adopted.

The conference is focused around key policy areas, which are analysed from
different perspectives and by multi level actors:
•       Skills shortages
•       Early school leaving and NEETs
•       Innovation in education
•       Local development within macro-regions

The conference promotes synergies and exchange of experiences among
capacity builders, professionals and decision makers around these key
policy areas, ensuring tangible benefits in terms of:
- Benchmarking successful initiatives and support to strategic planning for
decision makers
- Sharing resources, methodologies, tools and solutions for practitioners.

The conference promotes capacity building and the adoption of Lifelong
Learning Programme projects and results into social and economic
development strategies at different and complementary dimensions:
1. Individuals
2. Organizations
3. Legal framework

Capacity Building for Lifelong Learning Programme is supported by the
Executive Agency for Education and Culture of the European Commission under
the Lifelong Learning Programme.

Register online
http://www.capacitybuilding.eu/index.php/materials-services/events/conference-2014/105-registration-form-2014-international-conference

Download the Programme
http://www.capacitybuilding.eu/images/stories/conference_2014/Conference_CB4LLP_Programme.pdf

Registration to the Conference is free of charge and includes conference
activities, coffee breaks and lunch.

Conference Secretariat will confirm your registration within 48 hours

Programme

18th September 2014

08.00 – 09.00        Registration of participants; Capacity Building Exhibition
09.00 – 09.30        Welcome by Capacity Building Consortium and Athens City
Major
09.45 – 10.00   Ministry Of National Education And Religious Affairs,
Magdalini Trantallidi
Development strategies in education in Greece
09.30 – 09.45   Opening and Chair: CEDEFOP, James Calleja (*)
European Vocational Education and Training supporting
Macro-Regional Development
10.00 – 10.15   Jaguar Land Rover, Rita Davey
Facing skill shortages in the automotive industry
10.15 – 10.30   GIZ, Michaela Baur
Capacity Building outside Europe
10.30 – 10.45   Irish Ministry of Education (*)
Competitiveness by reforming legal framework of the
education system
10.45 – 11.00   Greek National Agency for Erasmus+, Agapi Tsikli
Transnational measures for learning mobility
11.00 – 11.15   Lifelong Learning Programme resources for Capacity
Building
11.15 – 11.45   Coffee break & networking exercise
11.45 – 13.00   Parallel Workshops
First Round
13.00 – 14.00   Lunch
14.00 – 15.15   Parallel Workshops
Second Round
15.15 – 15.45   Coffee break & networking exercise
15.45 – 16.45   Panel discussion among decision makers and practitioners
Facilitator: ABUplus, Eva-Maria Henckel
(BA) Ministry of Civil Affairs Bosnia Herzegovina, Adnan
Husi?, lifelong learning strategies for local development
(EL) Federation of Hellenic Associations of Young
Entrepreneurs, Andreas Stefanidis, promoting entrepreneurship in times of
crisis
(TK) ISMEK Istanbul Municipality Vocational Technical
College, internationalization of education and tertiary VET
(SV) Swedish National Agency of Labour, fighting the
emergency of NEETs
16.45 – 17.10   Capacity Building Market Place: ideas from the audience
17.10 – 17.30   Recommendations from Workshops
17.30 – 17.40   SOS Network Opening Ceremony
17.40 – 17.50   Capacity Building Ambassadors Award Ceremony
17.50 – 18.00   Conference Conclusions
20.00           Social dinner
(*) to be confirmed

Workshops

Skills shortages
“How to cope with skills shortages and skills mismatch?”
Thematic Commission:  Unemployment
Moderators:  Asset Tech, SVAP
Case study:  ESF and Youth Guarantee

NEETs and Youth Guarantee
“How to ensure effectiveness of Youth Guarantee measures and
strategies?”
Thematic Commission:  Early School Leaving and Skills Mismatch
Moderators:  Central Denmark, EfVET, Lapland Gymnasium
Case study:  SOS Network Portal

Innovation in education
“How to embed technological innovation processes in education?”
Thematic Commission:  Mobility
Moderators:  CSCS, EUCIS LLL, CBE
Case study  TKNIKA

Macro-Regional development
“How to strengthen cooperation to achieve economic development and social
cohesion?
Thematic Commission:  Entrepreneurship
Moderators:  University of Sarajevo, European Minds
Case study:  Baltic Sea Strategy and Adriatic Ionian Macro Region

Becoming a Capacity Builder

Are you a Capacity Builder and you have implemented relevant initiatives
which could be shared internationally? get your free CB4LLP membership
subscription and fill our projects bank with your idea to win an invitation
all inclusive to Athens at CB4LLP International Conference from the 16th to
the 19th September 2014.

President Hotel

President hotel Offers an efficient service and a warm hospitality,
combined with all the conveniences and contemporary facilities for both
leisure and business travelers alike.

The variety of small and large meeting rooms accommodate social or business
events, while the bars and restaurants offer a wide range of fine options,
from modern cuisine to sophisticated cocktails.

It’s located in a vibrant, safe and convenient district close to the
historic, cultural and commercial center of Athens and has easy
transportation links for all the city’s main attractions, and shopping
and business areas.

CAB4LLP Secretariat
info@capacitybuilding.eu +3905735044

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

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

Dear Members,

It is to inform that the institute has extended abstract submission date.
Now you may submit abstracts by 30th September, 14. You may submit your
abstract to me.
Pl. participate in the conference for strengthening TVET at global level.

INTERNATIONAL CONFERENCE ON EMERGING
TRENDS IN TECHNICAL AND VOCATIONAL
EDUCATION AND TRAINING – VISION 2025
Venue : PSSCIVE, Bhopal, India
Dates : February 18-20, 2015
Organized by : PSS Central Institute of Vocational Education

Further information on the conference is available at
http://www.psscive.nic.in/conference.jsp

Thanks for cooperation.
Regards.
Asfa M. Yasin
Organising Secretary
PSSCIVE,Bhopal,India
CELL;91-94253-72283
OFF. 91-755-2704114

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

Good afternoon,

Two newsletter have been published, May and June 2014.

Best
Madeleine

CVA/ACFP Newsletter May 2014
In English http://cva-acfp.org/a/2014-05-en.html
In French http://cva-acfp.org/a/2014-05-fr.html

CVA/ACFP Newsletter June 2014
In English http://cva-acfp.org/a/2014-06-en.html
In French http://cva-acfp.org/a/2014-06-fr.html

Each month, the Canadian Vocational Association presents a survey of
relevant links and documents on various specializations and topics related
to the field of professional training

The Newsletter is in English and French.
—-
Tous les mois, l’Association canadienne de la formation professionnelle
vous présente une compilation de documents et de liens pertinents sur
différentes spécialités et thématiques liés au domaine de la formation
professionnelle.
Le bulletin est en anglais et en français.

Become a member http://cva-acfp.org/membership/becoming-a-member ;
Join us in LinkedIn http://goo.gl/O9isT ;
Twitter  https://twitter.com/CVA_ACFP ;
Scoop.It!
http://www.scoop.it/u/canadian-vocational-association-association-canadienne-de-la-formation-professionnelle
Includes all the tags / inclue les étiquettes

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

Dear Members,

Please see the attachment for details of the International Conference on
Emerging Trends in TVET: Vision 2025 from 18-20 Feb. 2015 at PSS Central
Institute of Vocational Education, NCERT, Bhopal, India.

Submission of abstracts latest by 30th August.

Kindly visit our website www.psscive.nic.in for details.

Thanks.

Asfa M. Yasin,
Organising Secretary

Attachment:

Conference programme:
http://www.unevoc.unesco.org/network/up/International_Conference_on_Emerging_Trends_in_TVET_Final_18-07-14.pdf

view thread online:
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Training of Trainers Forum November 2014

Subject: Training of Trainers Forum November 2014

Dear friends,

The International Training Centre of the ILO is launching a Training of Trainers event (3-6 November 2014), which aims at proposing and sharing learning approaches as well as building knowledge related to adult learning and innovation.

The focus is on methodology and how people can learn better and faster making the most of technologies.

You can access the interactive flyer here: http://training.itcilo.org/delta/TOTForumFlyer/interaction.html In order to apply, please complete the application form by clicking on the below link: http://intranetp.itcilo.org/STF/A907163/en

(Kindly note that in the application form the fields marked with an asterisk (*) are compulsory; if you are not able to fill some of the compulsory fields yet, just put a single letter in the field so that the application form system will let you go ahead and submit it.)

Please don’t hesitate to contact us at: p.abbate@itcilo.org for any further information you may need. Kind regards, Paola Abbate Attachment:

Training of Trainers Forum Flyer http://www.unevoc.unesco.org/e-forum/ToT-Forum-Flyer.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2682

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

Dear Max,

Last December, the CVA’s monthy newsletter was dedicated to MOOCs and OER
in TVET.
You can view the Newsletter here
http://cva-acfp.org/newsletter/december-2013/

For more articles and information on the subject that were not included in
the newsletter, you can search our database
http://cva-acfp.org/publications/newsletters/

Best regards
Madeleine Decker
Information and knowledge management
Canadian Vocational Association

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

DACUM I – public workshops in Canada

September 8-11 2014 St-John’s, NL
September 15-18 2014 Winnipeg, MB
November 3-6 2014 Ottawa, ON
November 17-20 2014 Calgary, AB

http://cva-acfp.org/training-and-workshops/dacum-i-analysis-facilitator/

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

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

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

Follow us
Twitter https://twitter.com/CVA_ACFP
Scoop.It!
http://www.scoop.it/u/canadian-vocational-association-association-canadienne-de-la-formation-professionnelle

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

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Subject: Re: Competency based assessment skills for vocational teachers

Good afternoon Kadiri,
Here is a couple of references.
I hope this will help.

Best
Madeleine

The Art and Science of Designing Competencies

Listen to the voices of innovators as they share their insights and lessons
learned on how to build powerful competencies, engage teachers, and
integrate lifelong learning competencies.
http://www.competencyworks.org/wp-content/uploads/2012/08/CompetencyWorks_IssueBrief_DesignCompetencies-Aug-2012.pdf

The Netherlands. The Nature of Study Programmes in Vocational Education:
Evaluation of the Model for Comprehensive Competence-Based Vocational
Education in the Netherlands

The model is an instrument for analysing the alignment of study programmes
with the defining principles of competence-based vocational education (CBE)
and clarifying programme teams’ intentions, i.e. the extent to which they
wish to achieve higher levels of implementation of the different
principles. This article presents the results of two studies, the aim of
which was to identify adjustments the teachers felt were necessary to make
the CCBE model a valid instrument for assessing the actual and desired
“competentiveness” of their study programmes.
http://www.springerlink.com/content/0737228884447517/fulltext.pdf

Madeleine Decker
Information and knowledge management officer
Canadian Vocational Association
cva-acfp.org

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

Dear Colleagues:

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

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

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

Sincerely yours

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

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

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

Tahseen Consulting is honored to have its work on female technical
vocational education and training and employment in the GCC featured in the
July issue. In the article, Tahseen Consulting’s Chief Operating Officer
Wes Schwalje speaks with Hannah Stewart Executive Editor from Forbes Woman
Middle East regarding the barriers facing women in entering science,
technology, engineering, and mathematics (STEM) fields in the GCC. In a
wide ranging discussion, Schwalje explains the economic impact of the lack
of women employed in STEM fields and what GCC countries can do to encourage
more women to enter emerging technical fields.

You can view the article here: http://tahseen.ae/blog/?p=980

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Subject: Do you know Vocational Education in Vietnam?

Hello Dear All,

My name is Amiee from China, I am currently doing a research about the
vocational education in Vietnam. I was trying to get info from
molisa.gov.vn. Unfortunately, I don’t know the  language. And I haven’t got
enough information yet. For instance, I would like to know about how many
schools and colleges? Teaching method, teaching equipment or teaching
material sort of thing? How much money they have put into vocational
education each year?

Anyone would like to share your information with me?

Many thanks.

Kind regards
Aimee
Vocational teaching software supplyment study
Shanghai,China

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Subject: Questionnaire for Automobile Specialty in vocational schools

Good Day, Every One,

Experts, Teachers or Scholars, here I may need your help, as we are a
commercial institution in Automobile specialty, we want to do a
questionnaire so that we can know the Overseas Vocational Education better.
I think even we do this for commercial purpose, but it will give some help
to schools as we can know what they want, we will try to develop those
equipments they need for teaching.

Below is the link to the questionnaire, I do hope that you would help.
http://www.sojump.com/jq/3579926.aspx

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

Hi Michael,

TVET in Malaysia is not new among members of TVET providers in South East
Asia. We delighted to offer any cooperation and collaboration in any field
of TVET niche area.  University Tun hussein Onn Malaysia as TVET teachers
provider, Vocational College from Ministry of Education and Ministry of
Human Resource among some agencies involve in TVET International program.
I will be glad to offer any future collaboration among members from all
over the world. TQ

Rgds,
Assoc. Prof. Dr Razali Hassan
Dean
Faculty of Technical and Vocational Education University Tun Hussein Onn
Malaysia razalih@uthm.edu.my

***UNEVOC Moderator comment***

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

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Subject: Hot topics in TVET

The areas of focus for the education and training sector are constantly
changing as needs evolve and new topics rise in importance. We have
identified the following topics as currently of importance in education and
training:

Governance of education and training systems
Massive Open Online Courses (MOOCs)
Quality assurance in education and training
Work integrated learning
Youth unemployment

Let us know which of these you think is most important by voting in our
online poll at:

http://www.voced.edu.au/content/which-these-hottest-topic-right-now

Weblink: http://www.voced.edu.au

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Subject: Framework for the establishment of sector skills councils

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

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

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

Dear Nosilla,

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

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

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

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

Dear Forum Members

Entrepreneurship Development as Approach to Quality Assurance Management of
TVET

In general terms, the Enterprise (sometimes called Entrepreneurial Firm) is
a business organization and it could be a large business, a small business
or a family business. The Entrepreneur is the person who organizes or
operates an enterprise (business organization). On the other hand, the
Entrepreneurship is the state of being an entrepreneur (organizer or
operator) of an enterprise (business organization).

The role of entrepreneurs is recognized to be of great significance in
accelerating the pace of growth of economic development of a country. The
developed countries owe much of their economic development to the
entrepreneurs of their respective countries. Developing and underdeveloped
countries having seen the history of economic development in developed
countries are now conscious of the significance of entrepreneurship
development.

Entrepreneurship need not simply be confined to industry, trade and
commerce but would be far greater when people in all work situations start
reflecting entrepreneurial behaviour.  Developing economies need greater
number of people possessing entrepreneurial qualities and capable of taking
decisions under conditions of uncertainties. It is this class of human
resources which has the potential of transforming their under developed
economies into developed economies.

There is a growing realization that both quantity and quality of
entrepreneurs are of utmost significance for achieving the goal of economic
development. Active entrepreneurs can fully utilize the country’s available
resources like labor, technology and fund to the greatest possible
advantage.

Entrepreneurship training in most countries of the world is being
increasingly tried to promote local entrepreneurship and accelerating the
pace of small and medium enterprise SME development .The old belief that
entrepreneurs are born and not created seems to be have faded away and
people now belief that entrepreneurial behaviour can be created. Needless
to emphasize that quality and quantity of entrepreneurship inputs are
crucial in the process of entrepreneurship development.

The subject of entrepreneurship has thus become important and necessary for
the education sector which is directly responsible for the development of
the economy of one country. The entrepreneur skills and entrepreneurship
took their serious place in the educational system mainly into educational
curricula of Vocational Schools, TVET Institutions and Centres and
Universities (Higher Education). The TVET as sub-sector within the
education sector is specifically responsible to provide technical and
skilled manpower to the large, medium and small scale enterprises and
industries.

Training of Entrepreneur Skills and Entrepreneurship

One of the new TVET methodologies to develop quality based TVET is to
Include training in Entrepreneur Skills and Entrepreneurship in the
education curricula for the TVET Institutions as part of the  Personal /
Behavioural Competencies to be acquired by the trainees / students /
workers through the teaching of Foreign Languages, Computers, Communication
Skills (Written and Oral), Interpersonal Skills (Team Work, Relations,
Adaptability, Attentiveness, Accessibility, etc), Supervisory Skills
(Leadership, Planning, Decision Making,etc), Staff Development, Delegation
of Authority, Personal Attributes (Able to Distinguish between Priorities,
Assess Situation, Working Independently, Stability, initiative, Self
Confident, Professionalism, Open Minded, Perseverant, etc), Knowledge
Acquisition & Knowledge Transfer.

All the above Personal / Behavioral Competencies would assist the trainees
/ students / workers to activate the responsibility and the attitude for
decision making behaviour and promote independence entrepreneur spirit.

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

Attachments:

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

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

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

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

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

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

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

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Service Oriented Jobs in TVET

Subject: Re: Service Oriented Jobs in TVET

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

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Subject: Re: Implementation of prevocational education

Dear Member, Greetings!

This program is the need of the hour and will prove as bedrock of TVET.

This program may be designed in form of elective modules in different sectors such as agriculture, home based vocations (cooking,textile, garment making, stiching,knitting,etc.), health care, entertainment, electrical, automobile, ICT, computer application etc.

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

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

Dear e-Forum members,

In September, I will do a presentation on the use of Open Educational
Resources (OER) in the area of TVET, in the context of a conference on “The
Future of Open Educational Resources” (#OERde14 in Berlin).

I am very interested to hear from practitioners and policy-makers in this
forum about your experiences and expectations regarding the use of OER in
TVET. Does anybody use OER nationwide or in limited projects or do you plan
to do so? Do you know of any examples of OER that go “beyond textbooks”,
i.e. multimedia or simulations, that are explicitly licensed as OER? Do you
know of “Open TVET curricula” that can be used as basis for developing your
own curricula? Do you think such offers could be valuable in your contexts
or are you rather skeptical?

It would be great if we could enter a discussion here that will help us in
our UNEVOC activities with regards to ICT in TVET, and that I can refer to
in my presentation.

Links on OER
Wikipedia article on OER
http://en.wikipedia.org/wiki/Open_educational_resources

UNESCO and Open Educational Resources
http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/

UNESCO OER Declaration 2012
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/Paris%20OER%20Declaration_01.pdf

From: Sreeram [ammastaal@gmail.com]

 

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

NMEICT mission called ‘Sakshat’ of MHRD, Govt. of India has made a
consortium for cVET developers. This is in the initial phase but the
important thing is all the e-Content being developed for vocational
education and training would be available as OER.

Policy document: http://www.sakshat.ac.in/Document/OER_Policy.pdf
NMEICT website: http://www.sakshat.ac.in/

AMMACHI Labs, a research lab in Amrita University is the technical lead for
the consortium. http://www.amrita.edu/center/ammachi

                       view thread online:
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From: Dr Emma Kruse Vaai [mailto:e.krusevaai@nus.edu.ws]

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

Hi Max,

Please refer to the Virtual University of the Small states of the
Commonwealth (VUSSC). As members of this consortium we have developed
excellent OERs which have been used in our respective countries. Please
refer to the Commonwealth of Learning website col.org which will give you
an account of how we have been introduced to and have developed OER for
various fields including TVET subjects.

Best wishes,
Emma

Letuimanu’asina Dr Emma Kruse Va’ai
Deputy Vice Chancellor
National University of Samoa
Pusa meli 1622, Apia, Samoa
P +685 21428 | E  e.krusevaai@nus.edu.ws

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From: Hary Razafinimpiasa [mailto:yrahfr@gmail.com]

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

see English translation below

===FRENCH===

Chers collègues, bonjour!

Les formateurs de quelques lycées techniques malgaches débutent
timidement dans la production de ressources numériques interactives.

C’est la suite des différentes actions de formation sur l’utilisation du
tableau numérique interactif, dans le cadre du programme Sankoré (fin du
projet au mois de mai dernier).

http://www.metfp.gov.mg/doc/FORMATIONTNI170314.htm

Les obstacles consistent à la mutualisation des ressources produites et à
leur mise à disposition en ligne.

Au niveau de l’INFOR, deux de nos formateurs en mécanique automobile ont
élaboré un manuel d’autoformation sur didapage. Nous l’avons gravé sur
CD et l’avons mis à disposition des formateurs de la spécialité.

Le réseau des formateurs de formateurs en agriculture (BIMTT) avait aussi
formé sur le logiciel flash.

===ENGLISH===

Greetings dear colleagues !

Trainers from secondary schools for vocational training in Madagascar are
starting to produce digital interactive resources.
This happened after the training activities for the use of digital
interactive blackboards, during the Sankoré programme (the project ended
in May 2014).
http://www.metfp.gov.mg/doc/FORMATIONTNI170314.html

The obstacles are mainly the collective use of the produced resources and
their availability online.
Concerning INFOR, two of our trainers in automobile mechanics elaborated a
handbook for self-training about Didapage. The manual was burnt on a CD and
made available for the trainers.
The trainers for agricultural trainers network (BIMTT) also used flash
software.

Hary Razafinimpiasa
Antananarivo-Madagascar

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Subject: TVET System Quality Assurance

Dear Forum Members

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

Subject: Proposed areas/topics in TVET

 Dear Forum Members

I have been keenly following your contributions/ write-ups you have have
been making regarding Quality Assurance in the TVET system. Would you
suggest what topics or areas need further research in TVET system Quality
assurance.

Your support will be highly appreciated,

Zizwa Msukuma,
Maseru, Lesotho=

The following are the topics to be included in a research in TVET System
Quality Assurance:

Section A: Quality Management of TVET Systems & TVET Institutions

1.      Why We Need to  Assure the Quality of TVET Systems & TVET Institutions
2.      Definition of Quality in TVET
3.      Stakeholders for the TVET System
4.      Link-up Strategies between Quality-managed TVET System and different
Stakeholders
5.      The Concept of  Quality Assurance Management  & Total Quality Management
TQM in TVET Systems & TVET Institutions
6.      Implementation of Total Quality Management TQM in TVET
7.      Factors Affecting Successful Implementation of TQM in TVET
8.      Total Quality Management TQM for TVET Institutions
9.      Entrepreneurship Development as Approach to Quality Assurance Management
of TVET
10.     Quality Principals
11.     Objectives and Benefits of Quality Assurance of TVET Systems to Society
and Economy
12.     Cost Effectiveness of  Quality Based TVET System

Section B: Competency Assurance Management System CAMS for Assessment &
Verification

1.      Competency Assurance Management System CAMS
2.      Assessment & Verification Management Corporate Policy
3.      Personal Development Plan PDP
4.      Minimum Assessment / Verification Standard & Evidence Based Processes
5.      Trainees Assessment and Verification Process and Procedures
6.      TVET Centre Internal Assessors & Responsibilities
7.      TVET Centre Internal Verifiers & Responsibilities
8.      Responsibilities  of External Assessors / Verifiers in Assessing /
Verifying Trainees
9.      TVET Centre Internal Observers & Responsibilities
10.     Stakeholders and  Effectiveness  of the TVET Quality Process
11.     Implementation of Competency Based Assessment, Verification and
Certification Mechanisms

Section C: Inspection of TVET Institutions – TVET Quality Criteria and
Quality Indicators

1.      Self Assessment of TVET Institutions
2.      Role of Inspection of TVET Institutions
3.      Main Objectives of Inspection
4.      Activities undertaken by Inspection Teams
5.      Contribution of Main Actors to Quality Assurance in TVET
6.      Training Providers
7.      Contribution of Enterprise Training Providers Partnerships ETPs & Public
Private Partnerships PPPs to Quality Assurance in TVET
8.      National Group for Quality Assurance
9.      TVET Quality Performance  Indicators KPIs

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

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

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

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Engineerin​g forum Nigeria update

Subject: Re: Engineering forum Nigeria update

Dear Participants, Following the need to meet the objectives of the Engineering Forum, we regret to announce that the Conference has been postponed. The new date is now: 12 to 15 August, 2014 Arrival of Participants: 12th August Opening Ceremony and Plenary session: 13th August Plenary sessions & Closing ceremony: 14th August Departure: 15th August. We sincerely appreciate all that indicated interest in the forum. We would wish to request for your sustained interest to enable us, collectively, develop the e-learning and e-technology in Nigeria Education. Kind regards Engr. John Momoh Mechanical Engineering Department, Federal Polytechnic, Ado-Ekiti, Ekiti State, Nigeria. Mobile: 08034155891 SKYPE: john-momoh Twitter: https://twitter.com/MomohJJ Facebook: https://www.facebook.com/john.momoh1 Edublog: http://jjmomoh.edublogs.org/ Attachment: Engineering Forum Nigeria http://www.unevoc.unesco.org/e-forum/ENG-FORUM.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2602

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Workforce Developmen​t WFD in Developing Countries

Subject: Workforce Development WFD in Developing Countries

For all forum members who are working in the field of Workforce Development WFD, I would like to exchange my thoughts on this field and which is of outmost importance to Developing Countries. The Economic and Social Context of Workforce Development is one of the most important factors in the progress of Developing Countries. In the meantime for those who are based in Developing Countries and cannot allocate special and dedicated educating programmes in WFD, I would share with them the full integrating programme which I designed for this interesting field of expertise. In different Enterprises, Oil & Gas Companies and Technical and Vocational Education and Training TVET Institutions (Institutes, Centres and Industrial Schools), due attention is given to the performance of the workers / trainees / students by applying both Competency Based Education and Training  CBET System as well as Competency Based Workers / Trainees / Students Assessment and Verification Assurance Quality Management System; known simply as Competency Assurance Management System CAMS and used for Assessment, Verification and Certification / Accreditation. The CBET System is applied by the management of Enterprises and TVET Institutions with a view to effectively train their workers / trainees / students to achieve particular competencies (Awareness, Knowledge, Skills and Attitude / Behavior) via a Competency Based Approach. The CAMS is applied by the management of an Enterprise, Oil & Gas Company or TVET Institution with a view to have reasonable assurance of meeting the Enterprise / Oil & Gas Company / TVET Institution  business objectives by assuring that their workers / trainees / students are well assessed, verified and certified as competent. The CAMS is a quality-assured structural process used to determine the qualification level (standard) of the workers / trainees and students belonging to different Enterprises, Oil & Gas Companies and TVET Institutions as well as giving them recognition of the attainment of particular competencies (Awareness, Knowledge, Skills and Attitude / Behavior) according to their occupations / professions. The corporate management of an Enterprise, Oil & Gas Company or TVET Institution has to clearly state the mission of their CBET System & CAMS and which is generally derived from the following Mission Statement: The purpose of CBET System & CAMS is to provide guidelines that will enable the management of Enterprises, Oil & Gas Companies and TVET Institutions (Institutes, Centres and Industrial Schools) to set valid and reliable controls in place with a view to have reasonable assurance that their workers / trainees / students are well trained, acquired the required awareness, knowledge, skill and attitude competencies, provided evidences, assessed, verified and certified to be competent to effectively perform all tasks assigned to them, including Health Safety and Environmental Protection HSEP (Occupational Health and Safety OHS) and Business Critical Tasks, up to the Minimum Competency Level (Standard) required at Work Location. I have developed and currently addressing a group of Training Modules / Courses to be used as an “Integrated Training Programme” to enhance the capacity building of the Training Managers, Trainers / Instructors / Teachers, Master Trainers and Assessors / Observers / Verifiers working in Technical and Vocational Education and Training TVET, Competency Based Education and Training CBET System & Competency Assurance Management System CAMS. The “Integrated Training Programme” explains in detail the TVET Systems, CBET Systems & CAMS via the following Training Modules / Courses: Module 1: Strategic Management of TVET Systems & TVET Institutions Module 2: Quality Assurance Management of  TVET Systems & TVET Institutions Module 3: Competency Approach to Training and Career Development Module 4: Maintenance Management of TVET Institutions Module 5: Monitoring & Evaluation M&E of TVET Systems & TVET Institutions Module 6: Management Information System MIS & and Knowledge Management KM for TVET Systems & TVET Institutions Module 7: Competency Assurance Management System CAMS for Enterprises and TVET Institutions The above Training Modules / Courses are covering all the following milestone events associated with a full Training Life Cycle (Training Matrix): Training Needs Analysis Job / Occupation Analysis Identification of Competencies Competency Development Frameworks CDFs Selection of Critical Tasks Development of Curriculum (Off-the-Job Training) and Practical Training Programmes (On-the-Job Training OJT) Learning, Training and Collecting Evidences Assessment,  Verification and Certification / Accreditation Gap Analysis & Specific Gap Elimination Programme SGEP Retraining Eng. Moustafa Wahba Competency Assurance & TVET Consultant Scottish Qualification Authority SQA Qualified Internal Verifier IV E-mail address: mmm.wahba@gmail.com view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2655

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Competency based assessment skills for vocational teachers

Subject: Competency based assessment skills for vocational teachers

Good day all,

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

Thanks Kadiri UNEVOC Moderator comment: Dear Kadiri, please take a look at the new TVETipedia glossary where you will find a lot of terms related to Competency and Competency-based education: http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z&filt=all#C view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2649

Subject: RE: Competency based assessment skills for vocational teachers

Hi Kadiri, Regarding your interest in competency-based assessment for vocational teachers, if you are looking for criteria to assess a vocational teachers competency on various pedagogical skills, see www.aavim.com and click on PBTE/PBTT modules.  Each module concludes with a Performance-based criterion-referenced test which makes it relatively easy to assess the teacher’s skills. Dr. Robert E. Norton DACUM/SCID/PBTT Program Director Director, DACUM International Training Center Center on Education and Training for Employment 1900 Kenny Road, Columbus, OH 43210 614-292-8481 – Office, 614-292-1260 – Fax norton.1@osu.edu www.dacumohiostate.com

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Skills Needs Anticipati​on & Matching: Training course

Subject: Skills Needs Anticipation & Matching: Training course

Skills Needs Anticipation and Matching A Training and Knowledge-Sharing Course jointly organised by: – the International Training Centre of the ILO (ITC-ILO), – the Skills Development and Employability Unit of the International Labour Organisation (ILO), – the European Training Foundation (ETF) and – the European Centre for the Development of Vocational Training (Cedefop) 20 – 24 October 2014, Turin (Italy) Language: English Dear Forum-Members, The International Training Centre of the ILO is happy to announce the first edition of a training course on “Skills Needs Anticipation and Matching”, which will take place from 20 – 24 October 2014 in Turin (Italy). This course is based on a collaboration between the International Labour Organisation (ILO), the European Training Foundation (ETF) and the European Centre for the Development of Vocational Training (Cedefop). If you would like to participate in this course, please find below some general information on this course. The attached course leaflet can provide you with further information. We would also be grateful if you could help us in disseminating the information on this course among your colleagues and other relevant individuals and institutions. COSTS The total cost of this Course is € 2,100 per participant. This comprises: – Training fees, covering training materials, course preparation, implementation and evaluation; – Subsistence costs, including full board and lodging at the training venue and minor medical care. FELLOWSHIPS ITC-ILO will have a limited number of partial fellowships available. The amount of each fellowship is € 1,000.- To receive a fellowship, please enquire early!  The course fee does not include the cost of travel to and from the International Training Centre of the ILO, Turin. APPLICATION PROCEDURE Applicants are kindly asked to send us: 1. A completed online nomination form: http://intranetp.itcilo.org/STF/A907454/en 2. An official “sponsorship letter” issued by their organization (or a donor organization) stating that they will cover: a.) the cost of the course of € 2,100.- (or the remaining cost of € 1.100,- if applying for a fellowship). b.) the international travel between the country of origin and the Turin Centre. The sponsorship letter is the pre-condition to formalize participants’ registration and should be attached to the online registration form. Kindly note, that only candidates who present both of the aforementioned documents (online registration form and sponsorship letter) can be considered. APPLICATION DEADLINE September 15th 2014 The final communication on acceptance to the course and the award of fellowships will be sent latest on September 19th 2014. CONTACT skillsdevelopment@itcilo.org Yours sincerely, Alessandra Molz Programme officer, Employment Policies and Skills Development Programme ILO INTERNATIONAL TRAINING CENTRE Viale Maestri del Lavoro, 10, 10127 Torino, ITALIA Tel.: +39-011-693 64 28, Fax: +39-011-693 1921 Skype: alemolz Interested in our courses? Visit our on-line training calendar: http://www.itcilo.org/en/the-centre/programmes/employment-and-skills-development http://www.itcilo.org/en/training-offer/standard-courses Tiene interés en nuestros cursos? Consulte nuestro calendario on-line: http://www.itcilo.org/es/el-centro/programas/employment-and-skills-development/?set_language=es http://www.itcilo.org/es/training-offer/cursos-estandar/?set_language=es Attachment: Skills Needs Anticipation Course Flyer http://www.unevoc.unesco.org/e-forum/Skills-Needs-Anticipation-Course-Flyer.pdf view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2652

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Subject: RE: Types of TVET Teachers

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

Subject: RE: Types of TVET Teachers

Hi All The document I shared on 8 July which aims to define SAMOAN PROFESSIONAL STANDARDS FOR TVET TRAINERS is still work in progress.  We would appreciate any feedback on it before the end of this month. The document can be accessed here: http://www.unevoc.unesco.org/e-forum/Draft-2-Professional-Standards-for-TVET-Trainers.docx Fepuleai Sinapi Moli

Hi all,

Attached please find a copy of a document that was recently developed in Samoa. It has some great ideas that might be useful elsewhere. Dr. John Millar Manager of Pacific Church Schools (TVET)  The Church of Jesus Christ of Latter-day Saints – Pacific Area PO Box 874, Beenleigh Queensland, Australia 4207 P:+61-7-3804-0555 M:+61-420-309-156  millarcj@ldschurch.org Attachment: Professional Standards for TVET Trainers (.docx) http://www.unevoc.unesco.org/e-forum/Draft-2-Professional-Standards-for-TVET-Trainers.docx

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Financial education for youth

Subject: Financial education for youth

Dear members I attached Rresults of the first international assessment of 15-year-old students’ financial literacy competencies across 18 countries country. Best Regards Rafa http://www.slideshare.net/OECD-DAF/oecd-pisafinancialliteracy view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2653

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The 3rd issue of TVET@Asia is now online

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

Dear TVET community, The 3rd issue of TVET@Asia is now online: http://www.tvet-online.asia/issue/3 The 3rd issue has been published by the editors Barbara TRZMIEL (UNESCO, Regional Office Bangkok), Cheol Hee KIM (UNESCO, Regional Office Bangkok), Roslin BRENNAN KEMMIS (Charles Sturt University, Australia) and Matthias BECKER (University of Flensburg, Germany). The topic of the 3rd issue is: ”Transferable skills in technical and vocational education and training (TVET) and vocational teacher education (VTE): Policies and implementation”. The Call for Papers for the 4th issue on the topic “Mitigating TVET Quality and Standards as a basis for harmonising its systems at the national and regional levels” has been published by the editorial team working for the Southeast Asian Ministers Of Education Organisation, Regional Centre for Technical and Vocational Education in Brunei (SEAMEO VOCTECH). The editorial team comprises Paryono PARYONO (SEAMEO VOCTECH), Chin Wei KEH (University of Brunei Darussalam), Phil LOVEDER (National Centre for Vocational Education Research/NCVER, Australia) and Georg SPOETTL (University of Bremen, Germany). Read the CfP: http://www.tvet-online.asia/preview Hand in your abstracts until 25 July 2014. The 2nd issue has been updated to feature an additional publication: Thomas SCHRÖDER (TU Dortmund): Regional Cooperation in Vocational Teacher Education – building a platform for common research and development, consultancy and reform in East and Southeast Asia. http://www.tvet-online.asia/issue2/schroeder_tvet2.pdf TVET@Asia publishes regional studies, conducted by partner universities of the Regional Cooperation Platform for Vocational Teacher Education in Asia (RCP) located at the IBB at Tongji University, Shanghai, PR China. The studies make up two different “series”. http://www.tvet-online.asia/rcp-series Series A) Research and Development Series B) Practice and Working Paper On behalf of the editors of TVET@Asia Thomas SCHRÖDER, Feng XIAO, Paryono PARYONO, Gwang-Chol CHANG, Md Junos JAILANI and Songthanapitak NUMYOOT posted by Dr Margarita Pavlova Director, UNEVOC Centre (Hong Kong) Co – Director, Centre for Lifelong Learning Research and Development Associate Professor, Department of International Education and Lifelong Learning The Hong Kong Institute of Education view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2656

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Illiteracy in Vocational Education

From: Sreeram [ammastaal@gmail.com]

Perhaps the best way forward is again technology based solutions here. If we can engage the low performing boys hooked into activities that would ignite their thirst for knowledge can definitely things around. We should orient them to use learning apps designed for people with low level illiteracy e.g. https://itunes.apple.com/us/app/english-for-kids/id396277850?mt=8 *** Send #5 From: Sreeram [ammastaal@gmail.com] AMMACHI Labs, a research lab based in Kerala of Amrita University, is pioneering the computerized Vocational Education and Training methodology in India. This has been used on the field in collaboration with a UNDEF project called Women Empowerment where the objective was to teach 3000 financially dependent women some skills and also impart soft skills to live a better life. This project used the cVET modules developed in the lab and has produced astonishing results. cVET project: http://sakshat.amrita.ac.in/save/index.html Women Empowerment project: http://www.amrita.edu/research/project/empowerment-women-india-through-innovative-vocational-education-and-training-vet

Subject: Re: Illiteracy in Vocational Education

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

Subject: Re: Illiteracy in Vocational Education

My dear learned friends

I have been going through these discussions and have been restraining myself for adding value with some inputs. I have yet to locate the pictures and video clip that I had made about 2 Years back on this category of Workers. At this hour, let me share with you the inputs in words till I locate the video clip. A company in India known as “Larsen and Toubro” has been going to villages in India and picking up School drop outs (who may have gone to schools for only 5 Years), bring them to their training facilities, start paying them from day 1 and train them to meet the needs of their projects in Infrastructure and other domains. The Company has standard Skilling Rigs of Scaffoldings, Wood Works and train the work force accordingly. http://www.larsentoubro.com/lntcorporate/common/ui_templates/HtmlContainer.aspx?res=P_ECC_BABT_GCTN http://www.larsentoubro.com/lntcorporate/common/ui_templates/HtmlContainer.aspx?res=P_ECC_BABT_ECOM The details are attached to this post. I have found this a very successful model of hands on training. In addition they have a very small content on Soft Skills personal interaction amongst colleagues, seniors etc. All those workers who get interested in education is given time for Open School learning provided by them. Hope the above information is of a little value to you all. Regards YP Chawla Electricity Regulatory Commission in India & A research scholar on Skill Gaps in Power Sector Tele +91 98107-08707 Skype name: ypchawla Attachment: Larsen Toubro http://www.unevoc.unesco.org/e-forum/Unesco-Larsen-Toubro.docx

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17th UNESCO-APE​ID Internatio​nal Conference

Subject: 17th UNESCO-APEID International Conference

17th UNESCO-APEID International Conference The Powerhouses of Education: Teachers for the Future We Want 29-31 October 2014, Bangkok, Thailand Teachers have to be lifelong learners too The latest Teaching and Learning International Survey (TALIS) 2013 report tells us that if teachers are expected to prepare students to become lifelong learners, teachers themselves have to learn and develop throughout their careers. They need to be able to use the latest tools and technologies, take advantage of the latest research on learning, pedagogies and practices. Perfect timing! Teachers should immediately sign up to participate in the 17th UNESCO-APEID International Conference, The Powerhouses of Education: Teachers for the Future We Want, to be held on 29-31 October 2014 in Bangkok, Thailand. With support from the Japan Funds-in-Trust, UNESCO Bangkok, is organizing the conference to: • Increase understanding and knowledge about the teaching profession; • Showcase and promote innovative approaches, projects and practices that prepare teachers for their profession and enhance their performances; • Encourage national, regional and global collaboration to promote the teaching profession and revive teaching as a career of choice; • Facilitate networking and exchange of experiences among the participants. Participants interested in presenting papers can submit their abstracts on the following sub-themes by 31 July 2014. Sub-themes of the conference I. Roles and responsibilities of teachers through the ages • Examining traditional wisdom about teachers • Investigating perspectives from multiple stakeholders • Addressing the feminization of the teaching force • Forecasting teacher competencies needed in the future II. Teacher preparation and professional development • Developing teacher standards and qualification frameworks • Reinforcing pre-service and in-service teacher education and training • Preparing teachers for globalized but inclusive and sustainable societies • Researching and identifying innovative curricula, pedagogies, technologies and tools to enhance the teaching profession III. Status and working conditions of teachers • Enhancing the status of the teaching profession • Attracting, recruiting, deploying and retaining high quality teachers • Improving working conditions and benefits of teachers • Protecting the rights and safety of teachers IV. Policies and instruments to enhance the teaching profession • Formulating effective governance, management and regulatory policies and processes to promote the teaching profession • Strengthening school leadership to enhance the teaching profession • Designing environments and resources to enhance the teaching profession • Creating partnerships, collaboration and networking opportunities To submit an abstract or register for the conference, please go to http://www.unescobkk.org/education/apeid/conference2014. Fees International participants US$ 350 Early bird*                US$ 250 Full-time student          US$ 150 Resident of Thailand       US$ 150 Group registration**       US$ 250 each * Payment for Early bird registration must be received by UNESCO Bangkok by 30 September 2014. ** For 5 or more individuals from the same organization/institution. For more information, contact: UNESCO-APEID International Conference Secretariat UNESCO Bangkok 920 Sukhumvit Road, Prakanong Bangkok 10110, Thailand Tel: (66-2) 391 0577 Fax: (66-2) 391 0866 Email: apeidconf@unesco.org Website: http://www.unescobkk.org/education/apeid/conference2014 view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2657

Subject: Re: Starting a Business/Entrepreneurship

RE: Moderator Thank you for your comments and the link to the resource. Here is a link to what is offered at vocational schools in Canada. http://www.emsb.qc.ca/emsb_en/adults_voc_en/listofprograms_en.asp Attached is the course outline for the Starting a Business program. Attachment: Starting a Business Curriculum – Typical Schedule http://www.unevoc.unesco.org/e-forum/WICC–Starting-a-Business—Student-Outline.docx

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Subject: Re: FW: Looking for Vocational Training Standards

Your topics are well represented on the web. Google topic + ‘instructional materials’ or ‘unit standard’ – and equivalents and you will find what you are looking for. Previous posts already indicated sites for training standards. For hospitality / tourism you may have a look at http://www.theta.org.za/ and http://toolboxes.flexiblelearning.net.au/preview/index.htm http://toolboxes.flexiblelearning.net.au/series2/209.htm http://toolboxes.flexiblelearning.net.au/series3/318.htm
Attached 2 module specification certificate level. For each unit (draft) learning resources are also available
Attachments:
Module specification http://www.unevoc.unesco.org/e-forum/HospOpsCert1.pdf
Module spec hospitality http://www.unevoc.unesco.org/e-forum/HospOpsCert1(2).pdf

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

Since January 2014, the team of UNESCO-UNEVOC was pleased to welcome 8 visitor groups and delegations from Germany, Myanmar, Nigeria, Republic of Korea, Saudi Arabia, and the United States of America.   For more information on these visits, please see: http://www.unevoc.unesco.org/go.php?q=page_Visitors#2   If you would like to visit us in Bonn, Germany, please write to unevoc@unesco.org

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

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

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

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Upcoming: virtual conference on vocational pedagogy, 12 to 26 May 2014, UNEVOC e-Forum

Dear e-Forum members,

We are pleased to announce that the next virtual conference on the UNEVOC e-Forum will take place from 12 to 26 May 2014. Moderated by Professor Bill Lucas, Director of the Centre for Real-World Learning, Professor of Learning at the University of Winchester (United Kingdom) and co-creator of the Expansive Education Network, this virtual conference will explore what vocational pedagogy is, why it matters and how teachers can put it into practice. Over a two-week period, the discussion will focus on what teaching and learning methods work best in TVET, how these may differ from general or academic education and how teachers can become more confident and competent in vocational pedagogy. The key message of the 2014 EFA Global Monitoring Report on teaching and learning was very clear: there is a global learning crisis. Despite efforts to improve universal access to education, 250 million children are not learning even the basic skills, let alone the skills they need to thrive in the world of work. The report underlines that more efforts should be made to ensure that children actually learn when they go to school, which can be achieved when governments invest in well-qualified and motivated teachers (UNESCO, 2014). The importance of good teachers is also true for technical and vocational education and training. The Third International TVET Congress emphasized that for the quality of TVET to improve it is imperative to “develop effective policies aimed at improving teaching and learning processes” (UNESCO, 2012). TVET teachers have a distinctive role to play: not only do they need to be experts in their subject, they also need to have a solid understanding of pedagogy. However, to what extent do teachers of technical and vocational subjects actually need a different pedagogical approach than teachers in general education? While there is a wealth of literature on academic pedagogy, there is much less research in technical and vocational education. The concept of “vocational pedagogy” is generally under-researched and has not yet been considered much in the global debate on TVET. UNESCO-UNEVOC is calling for e-Forum members and the global TVET community to share their experiences, practices and concerns on teaching and learning in TVET and is looking forward to hearing from policy makers, researchers, practitioners, and of course teachers and learners in TVET. The contributions will be synthesized and summarized into a report, which will provide directions for future research and programme work in this field. Your active participation in the discussion would be most gratefully received and we strongly encourage you to circulate this announcement to your networks. More information and to sign up, see http://www.unevoc.unesco.org/go.php?q=Virtual%20Conference%20Vocational%20Pedagogy%2012-26%20May%202014 Please note that this conference will take place on the e-Forum platform, but you will have to sign up to the conference in order to fully participate by entering your email address in the subscription form at http://www.unevoc.unesco.org/subscribe Note that if you do not wish to receive email notifications, you can also participate using the online interface by logging on with your UNEVOC account. We look forward to a very productive discussion! Best regards, UNESCO-UNEVOC view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2589

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Curriculum for Vocational Training on Biogas Technology

 

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

Subject: Re: Curriculum for Vocational Training on Biogas Technology

From: Eva kagiri [eva.kagiri@gmail.com] Sent: 2014-05-06 18:38:20 Subject: Curriculum for Vocational Training on Biogas Technology

Hi everyone,

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

Regards, Eva

Hello.

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

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

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

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

From: Iqbal Ahmad [mailto:iqbal.ahmad@oxfamnovib-pakistan.org] Sent: 2014-05-07 10:08 Subject: Re: Curriculum for Vocational Training on Biogas Technology

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

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RE: Vocational Pedagogy

From: Singh, Madhu [mailto:m.singh@unesco.org] Sent: 2014-05-05 12:50 Subject: RE: Vocational Pedagogy

Dear Colleagues, For an overview of the India’s  National Skills Qualifications Framework and RPL, you might be interested in referring to UIL’s contribution to the Global Inventory of National Qualifications Frameworks. This is a joint venture of two units of EU, European Training Foundation (ETF) and European Centre for the Development of Vocational Training (Cedefop), and two units of UNESCO, TVET section at the UNESCO Headquarters and the UNESCO Institute for Lifelong Learning in Hamburg (UIL). UIL has prepared 17 country chapters of NQFs, including the NSQF in India. http://uil.unesco.org/home/programme-areas/lifelong-learning-policies-and-strategies/recognition-validation-and-accreditation-of-non-formal-and-informal-learning-rva/news-target/uils-contribution-to-the-global-inventory-on-national-qualifications-frameworks-nqfs/d2bc960671bdee An additional 17 country cases are to be posted on the UIL webpage soon. Regards, Ms Madhu Singh www.unesco.org/uil m.singh@unesco.org

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

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

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

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

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Re: Research on skills gap in Pakistan

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

Towards a New Global World of Skills Development? Articles on skills development. http://www.norrag.org/en/publications/norrag-news/online-version/towards-a-new-global-world-of-skills-development-tvets-turn-to-make-its-mark.html Pakistan/Punjab. Baseline survey : labor market outcomes of Punjab TEVTA graduates This study examines the labor market outcomes of graduates from training institutes run by Punjab Technical Education and Vocational Training Authority (TEVTA), the largest technical and vocational education and training provider in the province of Punjab, Pakistan. The study uses an SMS-based survey – a promising and inexpensive method to assess the impact of education and training in developing countries. http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2012/03/12/000333037_20120312235511/Rendered/PDF/674320NWP00PUB0Box367872B0Report052.pdf

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Just published. CVA/ACFP Newsletter​, April 2014 / Le bulletin du CVA/ACFP est en ligne

From: cvaacfp [cvaacfpbulletin@gmail.com] Sent: 2014-05-05 11:22:47 Subject: Just published. CVA/ACFP Newsletter, April 2014 / Le bulletin du CVA/ACFP est en ligne In English http://cva-acfp.org/archive/2014-04-en.html En français http://cva-acfp.org/archive/2014-04-fr.html Each month, the Canadian Vocational Association presents a survey of relevant links and documents on various specializations and topics related to the field of professional training, in English and French. —- Tous les mois, l’Association canadienne de la formation professionnelle vousprésente une compilation de documents et de liens pertinents sur différentes spécialités et thématiques liés au domaine de la formation professionnelle. Le bulletin est en anglais et en français. _____________________ Become a member http://cva-acfp.org/membership/becoming-a-member ; Join us in LinkedIn http://goo.gl/O9isT ; Twitter https://twitter.com/CVA_ACFP ; Scoop.It! @Canadian Vocational Association / Association canadienne de la formation professionnelle. Includes all the tags / inclue les étiquettes view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2586

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Upcoming: virtual conference on vocational pedagogy, 12 to 26 May 2014, UNEVOC e-Forum

From: UNESCO-UNEVOC [unevoc@unesco.org] Sent: 2014-05-05 15:39:01 Subject: Upcoming: virtual conference on vocational pedagogy, 12 to 26 May 2014, UNEVOC e-Forum Dear e-Forum members, We are pleased to announce that the next virtual conference on the UNEVOC e-Forum will take place from 12 to 26 May 2014. Moderated by Professor Bill Lucas, Director of the Centre for Real-World Learning, Professor of Learning at the University of Winchester (United Kingdom) and co-creator of the Expansive Education Network, this virtual conference will explore what vocational pedagogy is, why it matters and how teachers can put it into practice. Over a two-week period, the discussion will focus on what teaching and learning methods work best in TVET, how these may differ from general or academic education and how teachers can become more confident and competent in vocational pedagogy. The key message of the 2014 EFA Global Monitoring Report on teaching and learning was very clear: there is a global learning crisis. Despite efforts to improve universal access to education, 250 million children are not learning even the basic skills, let alone the skills they need to thrive in the world of work. The report underlines that more efforts should be made to ensure that children actually learn when they go to school, which can be achieved when governments invest in well-qualified and motivated teachers (UNESCO, 2014). The importance of good teachers is also true for technical and vocational education and training. The Third International TVET Congress emphasized that for the quality of TVET to improve it is imperative to “develop effective policies aimed at improving teaching and learning processes” (UNESCO, 2012). TVET teachers have a distinctive role to play: not only do they need to be experts in their subject, they also need to have a solid understanding of pedagogy. However, to what extent do teachers of technical and vocational subjects actually need a different pedagogical approach than teachers in general education? While there is a wealth of literature on academic pedagogy, there is much less research in technical and vocational education. The concept of “vocational pedagogy” is generally under-researched and has not yet been considered much in the global debate on TVET. UNESCO-UNEVOC is calling for e-Forum members and the global TVET community to share their experiences, practices and concerns on teaching and learning in TVET and is looking forward to hearing from policy makers, researchers, practitioners, and of course teachers and learners in TVET. The contributions will be synthesized and summarized into a report, which will provide directions for future research and programme work in this field. Your active participation in the discussion would be most gratefully received and we strongly encourage you to circulate this announcement to your networks. More information and to sign up, see http://www.unevoc.unesco.org/go.php?q=Virtual%20Conference%20Vocational%20Pedagogy%2012-26%20May%202014 Please note that this conference will take place on the e-Forum platform, but you will have to sign up to the conference in order to fully participate by entering your email address in the subscription form at http://www.unevoc.unesco.org/subscribe Note that if you do not wish to receive email notifications, you can also participate using the online interface by logging on with your UNEVOC account. We look forward to a very productive discussion! Best regards, UNESCO-UNEVOC view thread online: http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2589

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New vocational teacher profession​alism and quality developmen​t

From: Asfa Yasin [asfayasin26@gmail.com]

Response to Myrla Q. Morta,s view for educational system in Asia, message #31 Greetings from Bhopal,India! I agree with your concern. This discrepancy in duration of courses and also in standards, can be solved especially in context to TVET system in Asian countries by developing National Vocational Education Qualification Framework. This include standardisation of occupational competencies and skills required for job market, duration of the course and evaluation standards to check development of competencies and skills in students. This system of vocational education will also provide linking of TVET from school to university level. In view of enhancing employability of students specially in Asian countries the implementation of this system is the urgent need. For details you may visit sites viz. www. mhrd.nic.in and www.psscive.nic.in for Indian NSQF for vocational education and similar frameworks of other countries. Prof. Asfa M. Yasin PSS Central Institute of Vocational Education,NCERT, Bhopal *** Sent: 2014-05-02 11:21 #35 From: Rajat Khawas [rajatkhawas@gmail.com]

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Subject: RE: Knowledge and application of HACCP among the school canteen operator

Good Day, Shahrul Amri Bin Mohamad!

Your question is an important one, as the impacts on the population at an Institution are potentially huge.
Here are some suggestions for you as starting points:
The 2nd National Risk and Culture Study http://www.culturalcognition.net/projects/second-national-risk-culture-study.html

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

Chemical Hazards and Poisons Reports (UK) http://www.hpa.org.uk/Publications/ChemicalsPoisons/ChemicalHazardsAndPoisonsReports/

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

Injury Prevention Literature Update & Archive Database http://www.safetylit.org/index.htm

By the way, what are you having for lunch today?
Yours,
Damian
T. Damian Boyle Workplace Educator Mine Training & Research Institute Northlands College McArthur River Mine Site c/o Cameco 2121 Eleventh Street West Saskatoon, Saskatchewan    S7M 1J3 Canada

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Subject: Teach A Man To Fish – School Enterprise Challenge 2014

Dear UNEVOC forum members,

The School Enterprise Challenge launched its 2014 competition last week and
I thought it would be a great opportunity for schools/organisations in your
network.

If you’re interested, please forward this email to the appropriate person
in your organisation who would be able promote it to your partners and
schools.

The School Enterprise Challenge is a free to enter global competition that
takes schools and students step by step through the process of setting  up
an educational school business. The programme is one of 15 global education
initiatives short-listed for the 2014 WISE Awards.

In 2013, over 1000 schools in 80 countries across the world participated.
Participants earn extra income for their school and have the opportunity to
win fantastic prizes including $5,000 in cash, laptops and cameras.

More information on the competition and registration can be found at
http://www.schoolenterprisechallenge.org/

Let me know if I can give you any further information!

Many Thanks,

Emily Boothroyd
Programmes and Business Development Manager – Africa
Teach A Man To Fish
www.teachamantofish.org.uk

Attachment:

School Enterprise Cahllenge 2014 Flyer
http://www.unevoc.unesco.org/e-forum/SEC_FLYER_2014_ENGLISH.pdf

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2599

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virtual conference on skills for the creative industries, 29 September to 10 October 2014, UNEVOC e-Forum

UNESCO

Subject: RE: virtual conference on skills for the creative industries, 29 September to 10 October 2014, UNEVOC e-Forum

 

Dear e-Forum members,
Just over a week ago, the virtual conference on skills for the creative
industries kicked off on the UNEVOC e-Forum! The discussion, moderated by
Paul Collard, CEO of Creativity, Culture and Education, has so far gathered
over 120 participants from 57 countries.
Below you will find a summary of the discussions in the first week. Got
curious?
You can still join the discussion and share your views on the topic by
subscribing here:
http://www.unevoc.unesco.org/go.php?q=Subscribe
We look forward to the contributions of all e-Forum members!
UNESCO-UNEVOC
Summary of first week discussion
Introduction
The UNESCO- UNEVOC forum on ‘Skills for the Creative Industries’ was
established in response to the growing importance of the creative
industries to national economies around the world. It is intended to
explore how the Technical and Vocational Education and Training (TVET)
sector should respond to the challenges and the opportunities that the
creative industries have set.
Defining the Creative industries
Alix Wurdak from UNESCO–UNEVOC helpfully pointed participants to the key
literature from which definitions of the Creative Industries can be drawn.
For instance, UNESCO’s Framework for Cultural Statistics, lists the
following set of culturally productive industries, activities and
practices:
–       cultural and natural heritage,
–       performance and celebration,
–       visual arts and crafts,
–       books and press,
–       audio-visual and interactive media,
–       design and creative services,
–       intangible cultural heritage (transversal domain), and
–       tourism,
–       sports and recreation (related domains)
In addition, the UNESCO model includes education and training, archiving
and preservation, and equipment as they play a key role in the culture
cycle for the production and transmission of culture. However, she stressed
that reading across the literature it is clear that these definitions are
used in a fluid and flexible way in different contexts, cultures and
markets it felt it was perhaps more important for workers to define
themselves, as other participants had suggested.
This was strongly supported in a number of the contributions from
participants. Firstly, it was clear that for many of those from outside
Europe who had joined the discussion the priority was ‘Creative Skills
for Industry’ with participants pointing to the importance of developing
creative skills in a wide range of workers, such as automotive workers and
electronic watch repairers, who may fall outside the usual definitions of
creative industries. Secondly, there was concern that in the business
models of some industries the employers were largely unaware of the skills
required in their workforce.
Addressing the training needs of the Creative Industries
David Parker, as Director of Research for CCSkills, the UK agency with
responsibility for developing skills in the creative and cultural
industries, pointed participants to his research which indicated that the
vast majority of employers in the sector are Small to Medium Sized
Enterprises or Microbusinesses (less than 10 people). The training budgets
for such organisations tend to be relatively small, and so the market for
formal professional development offers is limited and the ‘route to
market’ in such a fragmented environment is complex and expensive.
Allied to this, in the UK, is the flow of money through the education
system, where the student market is almost completely disconnected from the
employer market. This leads to an oversupply of courses that appeal
directly to students, and the emergence of skills gaps when it comes to the
immediate needs of employers. So, for example, we have more and more young
people studying performing arts, but an urgent shortage of riggers and
lighting technicians. CCSkills have addressed the issue by establishing a
network of Skills Academy Managers who work across the country to help fine
tune their understanding of each sub-sector’s needs. This has proven to be
a valuable way of ensuring there are no mixed messages or crossed wires
when interpreting questions of supply and demand. Participants in the forum
welcomed this approach because it was a clear strategy for addressing the
importance all participants saw in ensuring effective dialogue between
employers and TVET.
North/South dialogue
Some participants have given good examples of partnerships between
institutions across the north/south divide. Helen Mahoney  stresses that
building a partnership takes time, shared values and vision, commitment and
resources and it is essential that they are based on equality. Her
experience came about when her college, Ballyfermot College in Ireland,
entered such a partnership with Evelyn Hone College (Zambia). Starting with
music, journalism and human rights projects with students in the two
colleges, through which we established a strong relationship, they moved to
seeking funding from Irish Aid for a major project to support the
development of a three year creative digital media programme in EHC.  Both
colleges have benefitted. Staff and students in BCFE are far more engaged
with development issues, our curriculum and college is richer, and it is
similar in EHC which now also has introduced the first programme in digital
media in the formal education sector in Zambia. This programme was
developed with TEVETA and is now available to all colleges in Zambia in
line with TEVETA regulations. While recommending that there should be far
more such partnerships, she highlighted the enormous challenge of getting
them funded.
Copyright
Finally, Awoumou Manga André Marie raised the important issue of
copyright. The effective management of copyright lies at the heart of the
commercial success of many creative industries and that learning how to use
it should be a key element in the training of workers for the creative
industries.
Conclusions
There are now 124 participants from 57 countries and the breadth and
diversity of their contributions has enabled us to focus on the key issues
quickly with wide agreement among participants on the issues raised.
view thread online:


http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2709

 

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