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This resource aims to address gaps and examples from around the world in the use of ICTs and novel forms of open, flexible and technology-enhanced learning in TVET. 
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
This reports aims to identify, select and analyse current frameworks for the development of digital competence. Its objective is to understand how digital competence is currently understood and implemented in 15 cases, drawn from school curricula, implementation initiatives, certification schemes and academic papers. It develops a proposal for a common understanding of digital competence and identifies the sub-competences that compose it.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
The Franchise Council of Australia (FCA) is the peak representative body for the franchise sector in Australia. FCA identified the need for specialised training in the franchise industry, specifically the need to deliver vocational education to lift the franchisee’s core competencies and shift them from business owners to business managers and leaders.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
The case studies concurred that the impact of the global economic crisis on higher education was not as severe as anticipated. In some countries, public investment on education has increased as a result of various stimulus packages. This, in part, can be attributed to the countries’ recognition of higher education’s potential contribution to economic growth.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
African countries are dependent on their informal sector and have much of their output and employment figures emanating from this sector. This paper adopted Malawi as a case study in human resource development for poverty reduction with an aim of getting a best plausible strategy in reducing poverty in Africa. Using the data set of informal sector programs in Malawi, the study recommended a family enrichment model as the best in getting these women out of poverty which will overall translate to getting Africa out of poverty.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
This report offers a comprehensive set of recommendations for strategically revamping the Massachusetts community college system to better align it with the needs of a 21st-century workforce.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
This publication examines how accreditation systems relate to quality assurance by means of 12 in-depth case studies. The results show that accreditation systems are widely accepted by providers, and deliver vocational education and training to predefined quality standards - with or without the direct involvement of public authorities. Accreditation has a clearing effect: weak performers disappear from the market and successfully accredited providers become more visible. The use of quality labels could be more widespread. It is mostly found in the sectoral examples, especially where the value of such labels can be clearly defined. http://www.cedefop.europa.eu/EN/Files/3061_en.pdf
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
As tuition fees for university rise, more young people are applying for apprenticeships. We could learn something from Switzerland, where vocational isn't a dirty word.
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The Air Force typically trains 30,000 to 40,000 new airmen in some 300 specialties each year. It utilizes two methods for training its enlistees: centralized initial skills training (IST, or “schoolhouse” training) and decentralized on-the-job training (OJT). All too often, only IST costs are considered when “pricing” training, seriously underestimating the overall cost to train an airman. When all the costs are considered, including those of OJT, decisions related to the length of IST can be better informed. From a statistical analysis of data taken from surveys of senior enlisted personnel, they were able to assess how productivity changes when IST course length changes and to make recommendations concerning the IST course lengths that would produce the most productive airmen for the least possible cost.
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The Kenyan voucher program shows that youth will take advantage of job training when the costs are covered through vouchers. And among those who do enroll, a majority stay with the program. This underscores the potential usefulness of including the private sector in public policy programs designed to boost demand for job training.
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Activity theory and its concept of expansive learning are examined with the help of four questions: 1. Who are the subjects of learning? 2. Why do they learn? 3. What do they learn? 4. How do they learn? Five central principles of activity theory are presented, namely activity system as unit of analysis, multi-voicedness of activity, historicity of activity, contradictions as driving force of change in activity, and expansive cycles as possible form of transformation in activity.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
Valuing and validating embodied learning in the workplace makes space for individual learning and transformation and can increase organisational capacity for innovation, learning and change. Creative play and improvisation can facilitate learning, collaboration and creative problem solving. This article uses case studies to demonstrate embodied learning in action.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
Technical and Vocational Education and Training (TVET) is under heightened pressure to demonstrate Value for Money (VfM). But whose VfM? In what context? How can results be measured effectively when current TVET data is so input-focused? This short piece explores these questions, and others, using Ghana as an example.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
It has been observed that although many programme of studies make room for placement learning, the achievement of students on practice are not being given proper recognition due to the absence of assessment. At the University of Mauritius, a set of core competencies have been identified and specific assessment criteria are set so that students can be assessed on eventual placement. This has enabled the trainee undergraduates to develop core competencies which have largely contributed to enhance their skills and employability.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
The study aimed to analyze the factors that have an impact on graduate employability, and to identify policies and strategies that have been put in place by universities to prepare and train their graduates to meet the demands of the workplace. The study also attempted to highlight the plight of graduates with degrees in information and communication technologies (ICT). Given the prevalence of technology in all aspects of our lives and the rapid development in the field, the capacity of universities to adapt and update their programmes and curriculum accordingly is of particular concern.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
This case study of UK teacher-training for vocational trainers highlights the tensions between the professionalization of the teaching workforce and the skills and expectations of vocational trainers.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
There should be a clear mission and vision in articulating the role of TVET within the national education and training system. A key challenge today is remaining true to its mission in staying focused on vocational and technical skills. The real tests of success are the employability of the graduates, career development, upgrading in the educational system, public acceptance and image. Ultimately, the effectiveness and responsiveness of a TVET system would be measured by its impact on the social and economic development of the nation.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
This paper arise two general objectives: to summarize the basic empirical and theoretical ideas of and to present the first comparative results about the application ArCaWall in the Gran Buenos Aires. This paper has a theoretical framework of the researches and the limitations and possibilities of a comparative approach; the empirical evidence is systematized for the labour market situation and formal and nonformal
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Employers will train their employees to do their jobs but they expect graduates to have the broad range of abilities to make a smooth transition to the workplace. Graduates should be willing to learn and develop, bring new ideas and contribute to the business’ development and future growth. The majority of businesses say employability skills are an important factor they consider when recruiting graduates and ensuring universities provide their students with the opportunity to develop in this area should be a priority.
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Every student should go on an internship giving them up to 12 weeks of work experience while they study for their degree, a top-level government inquiry recommended. Related report. A Review of Business–University Collaboration http://www.wilsonreview.co.uk/wilson-review/wilson-review.pdf
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This report offers a comprehensive set of recommendations for strategically revamping the Massachusetts community college system to better align it with the needs of a 21st-century workforce.
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