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It is with deep sadness that the Canadian Vocational Association (CVA) announces the passing of Pierre Morin, a cherished colleague, mentor, and friend. His loss leaves a profound void in our organization and in the field of competency management, where he dedicated his career to helping others grow and succeed.
Pierre was more than just an expert in competency analysis, competency-based program development, and performance management—he was a leader with a vision, a teacher with a passion, and above all, a man with a big heart. As the CVA’s DACUM Training Coordinator, he played a pivotal role in shaping vocational education in Canada and around the world. Since 1995, his expertise has guided countless professionals, and his legacy will continue to influence generations to come. Interested in receiving the CVA/ACFP free bi-monthly Newsletter? Our #DACUM training calendar 2025 For more information on DACUM or write to dacum@cva-acfp.org Join our online community -Scoop.It! @Canadian Vocational Association / Association canadienne de la formation professionnelle
This research examined VET teachers’ understanding of how people learn, and how they cater to the learning needs and preferences of their students across a range of different contexts. It found that most VET teachers use a similar overarching strategy in their teaching that aims to enable a diversity of students to learn effectively. It also describes what is needed to enable the implementation of good teaching practices, including support for new teachers, dedicated time and space to learn and use new teaching skills, and recognising the skills and human element of good VET teaching.
The Government of Canada works in collaboration with the provinces, territories and Canadian learning and career development organizations to provide Canadians with the information and services they need to decide what and where to study and how to cover the costs of education.
What the History of Technological Change Tells Us About the Likely Economic Consequences of Artificial Intelligence - Artificial Intelligence (AI) is an emerging General Purpose Technology (GPT). That is, it is an innovation that can be used for many activities across different industries and sectors and can be expected to have a major impact on economies, including on labour markets.
- Substantial controversy surrounds AI; some technologists and AI experts are calling for strict government regulation of AI to prevent socially undesirable consequences, including mass unemployment and even machine subjugation of humans.
- The economic consequences of earlier GPTs, such as the printing press, the steam engine, the telephone, and computers, should help inform expectations about the likely effects of AI.
- Studies of earlier GPTs show that the adoption process is slow. Indeed, it can take decades for the original innovation to be improved to the point that it is commercially beneficial for use by a wide range of potential adopters. It also takes time for new uses of GPT to be identified and for complementary investments to be made so that new uses are financially and technically viable.
- GPTs profoundly improve productivity and standards of living. While some economic activities contract along with the demand for specific occupational skills, employment losses are more than offset by increased demand for new occupational skills, often in new business activities.
- The experience with AI to date suggests that it will have similar consequences to those of other GPTs.
This study examines the implications of artificial intelligence (AI) on employment, wages, and inequality in Latin America and the Caribbean (LAC). The paper identifies tasks and occupations most exposed to AI using comprehensive individual-level data alongside AI exposure indices. Unlike traditional automation, AI exposure correlates positively with higher education levels, ICT, and STEM skills. Notably, younger workers and women with high-level ICT and managerial skills face increased AI exposure, underscoring unique opportunities. A comparison of LAC with the OECD countries reveals greater impacts of AI in the former, with physical and customer-facing tasks showing divergent correlations to
AI exposure. The findings indicate that while AI contributes to employment growth at the top and bottom of wage quintiles, its wage impact strongly depends on the movement of workers from the middle class to below the wage mean of the high-level quintile of wages, hence decreasing the average income of the top quintile.
While Canada gets decent grades in numeracy, literacy and problem-solving, the country is not a superstar performer.
From neighbourhood rinks to packed NHL arenas, Canadians have long been among the most skilled players in the world – from Connor McDavid, Marie-Philip Poulin and Sidney Crosby to Guy Lafleur and Bobby Orr.
But off the rink, how well do Canadians fare when it comes to the skills needed in an increasingly complex world of work?
Not bad, according to the Organization for Economic Cooperation and Development (OECD).
In its 2023 decennial study of adult skills across 31 countries and economies, Canadians showcased strengths. The question is, in the arena of work, are we putting on a superstar performance? And if not, why not?
This research explores how skill imbalances are expected to evolve over the next two decades, driven by technology adoption and demographic shifts. As automation and AI technologies continue to grow, what skills will employers be looking for? What policies do we need to stem the tide of growing skill shortages in critical industries? How can data be used to adapt curricula to address current and future skill requirements? Solutions call for a range of measures, from interventions across education levels to improved integration of immigrant talent.
Last month, over 90 young people, primarily out-of-school youths from Aweil East and Aweil North in Northern Bahr el Ghazal, completed their technical and vocational training. Hon. Akoon Diing, the Northern Bahr el Ghazal State Minister of General Education and Instruction, presided over the graduation ceremony at the Akuem Technical Vocational Education Training (TVET) Centre.
Sharing her Joy during the ceremony, Bakitha, a 27-year-old who graduated with a certificate in hairdressing, expressed her excitement about opening a salon and supporting her family with her startup kit. “I am very happy with the skills I have learned here. I didn’t know how to braid hair before, but now I can create different hairstyles. I am grateful to ACDF, World Vision, and the German people for their support,” she said.
COX’S BAZAR (ILO News) - The International Labour Organisation (ILO), together with the UN Refugee Agency (UNHCR) and the International Organisation for Migration (IOM), have created and operationalized the first-ever competency-based skills development framework for the Rohingya refugees in Bangladesh to equip them with employability skills that would enable them to get decent work should they return to Myanmar, or resettle in other countries. Competency-based training (CBT) is a structured training and assessment system that allows individuals to acquire skills and knowledge required to effectively perform specified work activities to expected industry standards. It is demand-driven, flexibly delivered through modules to ensure individuals gain mastery of real-life industry skills for successful performance in the labour market. According to the UNHCR, the Rohingyas are the world’s largest stateless people, which had made it difficult for them to receive any formal CBT based on the any national framework.
The European Union faces a major demographic challenge, marked by an aging population, declining birth rates, and shifting migration patterns. By 2035, the EU labour force is expected to grow, albeit unequally across the different age cohorts, with higher annual growth expected primarily for those aged 60 and above.
This demographic trend places significant pressure on labour markets, as the ratio of young workers entering the workforce to retiring employees will decline. In several sectors facing severe shortages such as health, care, and construction, these shortages stem primarily from high replacement demand.
The gender gap in the labour force participation is forecasted to narrow, but to a limited extent, driven by a higher rate of growth in participation for females compared to males. Policies promoting upskilling and reskilling, active aging, lifelong learning, and inclusiveness can enhance greater labour force participation, particularly among underrepresented groups, including migrants and women.
Cedefop’s latest employment projections* for 2035 anticipate marginal annual employment growth (0.4%) at EU level. Variations in future employment across sectors and occupations will be largely driven by the twin (digital and green) transition, alongside demographic shifts.
COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE EUROPEAN COUNCIL, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS
The Union of Skills
Europe’s competitive strength lies in its people. Our human capital is key to the EU’s prosperity, its economic resilience and unique social market economy. It is key toincreasing our productivity growth, making our industries more competitive and innovative, to attracting additional investments, and to a a dynamic single market and enhanced economic security. Putting people first and investing in skills pays off many times over. In the context of the global competition for talent, and a shrinking working age population in the EU, Europe’s competitiveness relies on future-oriented skills, contributing to economic social and territorial cohesion. Human capital is also essential to promote preparedness and security in the present geopolitical situation.
To be competitive and prepared for the future, the EU needs to support and prepare its people with the skills and competences needed for success in learning, work, and life, as highlighted by the Competitiveness Compass for the EU 1 . Europe’s social market economy, with its strong foundations in education, training, research, innovation and democracy, can serve as a solid base.
Artificial intelligence (AI) is the next general-purpose technology reshaping labour markets, jobs and skills. This policy brief presents first results of Cedefop’s 2024 AI skills survey, mapping AI use in Europe and its impact on jobs.
Drawing representative samples of the adult workforce in European countries, Cedefop carried out in 2024 a first European survey focused on the use and impact of AI in jobs. It also examines the extent to which European employers may support workers in mitigating AI skill gaps. The survey shows that more than a quarter of the European adult workforce is already experimenting with the use of AI at work. With 6 in 10 employees susceptible to some form of AI-related task transformation, it is obvious that upskilling, reskilling and investing in AI literacy will be crucial drivers of a human-centred AI revolution that can boost European competitiveness.
The challenges posed by climate change, biodiversity loss, and pollution have become defining issues of our time. These crises are global in scope, affecting all regions of the planet, with impacts felt across all sectors of society. Facing these daunting challenges requires rethinking how we engage with the environment and, more deeply, how human systems in general operate. Education is at the heart of this transformative effort. It enables individuals to grasp the complexities of environmental systems, understand the interconnectedness of ecological, social, and economic factors, and ultimately take informed and responsible action. This report takes a strategic life-span perspective on education and skills policies for a sustainable future, spanning from primary schooling to higher education and lifelong learning. Drawing on multi-disciplinary insights and examples of policies and practices from around the world, it provides actionable insights and recommendations on the role that education and training systems can play in fostering transformative change and building resilient societies. These recommendations focus on (1) empowering citizens and communities for action, (2) fostering informed consumption and lifestyle choices, and (3) equipping individuals with the skills needed for changing labour markets in response to the greening of economies and societies.
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Abstract
The integration of Artificial Intelligence (AI) in education has transformed academic learning, offering both opportunities and challenges for students’ development. This study investigates the impact of AI technologies on students’ learning processes and academic performance, with a focus on their perceptions and the challenges associated with AI adoption. Conducted at the National University of Science and Technology POLITEHNICA Bucharest, this research involved second-year students who had direct experience with AI-enhanced learning environments. Using purposive sampling, 85 participants were selected to ensure relevance. Data were collected through a structured questionnaire comprising 11 items as follows: seven closed-ended questions assessing perceptions, usage, and the effectiveness of AI tools; and four open-ended questions exploring experiences, expectations, and concerns. Quantitative data were analyzed using frequency and percentage calculations, while qualitative responses were subjected to thematic analysis, incorporating both vertical (individual responses) and horizontal (cross-dataset) approaches to ensure comprehensive theme identification. The findings reveal that AI offers significant benefits, including personalized learning, improved academic outcomes, and enhanced student engagement. However, challenges such as over-reliance on AI, diminished critical thinking skills, data privacy risks, and academic dishonesty were also identified. The study underscores the necessity of a structured framework for AI integration, supported by ethical guidelines, to maximize benefits while mitigating risks. In conclusion, while AI holds immense potential to enhance learning efficiency and academic performance, its successful implementation requires addressing concerns related to accuracy, cognitive disengagement, and ethical implications. A balanced approach is essential to ensure equitable, effective, and responsible learning experiences in AI-enhanced educational environments.
Keywords: artificial intelligence in education; academic development; personalized learning; education technology; student engagement; critical thinking
📌The gig economy is rapidly expanding, creating new opportunities and challenges for workers worldwide. The GIZ report "Learning for Platform-Based Gig Work" provides a deep dive into the role of micro and digital credentials in shaping the future of skills and employability in platform-based work
🎯 Here are the key takeaways:
✅ Micro-Credentials: A Game Changer for the Gig Economy
Micro-credentials offer a flexible, industry-relevant way for workers to upskill and showcase expertise. While they are increasingly recognized, challenges remain in quality assurance, standardization, and employer recognition
💼 TVET & Digital Learning for Gig Work
TVET institutions are key to ensuring skills development aligns with labor market needs. Collaboration between TVET, industry, and policymakers is essential to integrate micro-credentials effectively
📈 Portability & Recognition: The Missing Link
A lack of globally agreed definitions and quality standards hinders the portability of micro-credentials across platforms and borders. More efforts are needed to create frameworks that ensure recognition across industries
📉 Barriers to Access & Inclusion
Cost, internet access, and digital literacy remain significant barriers, particularly for women and marginalized workers in the Global South. Governments and platforms must invest in digital infrastructure and affordable training opportunitiesCliquez ici pour éditer le contenu
The Government of Canada works in collaboration with the provinces, territories and Canadian learning and career development organizations to provide Canadians with the information and services they need to decide what and where to study and how to cover the costs of education.
Using the second wave of the European Skills and Jobs survey, this paper measures the relationship between technological change that automates or augments workers’ job tasks and their participation in work-related training. We find that 58 per cent of European employees experienced no change in the need to learn new technologies in their jobs during the 2020-21 period. Of those exposed to new digital technology, 14 per cent did not experience any change in job tasks, 10 per cent reported that new tasks had been created while 5 per cent only saw some of their tasks being displaced by new technology. The remaining 13 per cent simultaneously experienced both task displacement and task
creation. Our analysis shows that employees in jobs impacted by new digital technologies are more likely to have to react to unpredictable situations, thus demonstrating a positive link between technologically driven task disruption and job complexity. We show a strong linear relationship between technologically driven job task disruption and the need for job-related training, with training requirements increasing the greater the impact of new
technologies on task content.
Description
Artificial Intelligence (AI) is transforming the way learning and development (L&D) professionals design, deliver, and scale training, but myths, fears, and uncertainties still hold many back. Join Training Magazine for an exclusive webinar featuring Nikki Le, head of impact evaluation at Google, as she demystifies AI and provides practical strategies for effectively integrating it into your L&D toolkit.
From content creation and instructional design to performance feedback and AI-powered research, this session will help you move beyond the hype and into hands-on implementation. Discover how Google's AI tools—like Notebook LM—can streamline your workflow, enhance learning experiences, and empower your team with credible, well-structured AI outputs. You'll leave with concrete steps and resources to confidently incorporate AI into your learning programs.
Key Takeaways:
Break the AI barrier. Overcome fears and misconceptions about AI's role in L&D, including concerns about job security and credibility.
Practical AI playbook. Explore real-world applications, from writing learning objectives to refining feedback and generating training content.
Prompt like a pro. Access a prompt library and learn how to craft effective AI queries to optimize your results.
This research studies the relations and articulations between two schools from the Antofagasta Region, located in the mining north of Chile, and three of mining companies in the country, which have part of their main operations in the surrounding territories of these schools. This study interrogates the forms of articulation between these schools and the companies, analyzing the main actions, agendas and institutional purposes that both the schools and the companies seek regarding each institutional needs and perspectives. We critically examine these articulations and relationships because, as a result of Chilean public policy in the area of TVET, which is intended to be an industry demand-oriented training policy, the mining industry is actively influencing the school training processes and curriculum, which does not necessarily result in the acquisition of relevant and significant skills for students. This study was designed from a qualitative approach, through the application of two-rounds of situated in-depth interviews to schools’ managers and professionals from mining companies from the north region of Chile. The findings illustrate the ways in which different efforts, contributions and formative actions provided by the companies are reshaping the educational processes inside the schools, establishing educational agendas that expect to provide more efficient alignments between the schools and the companies’ labor needs. Specifically, the paper argues that mining industry companies promote a reduced technical skills approach. This does not include long-term educational planning within the schools, and alternative technical, relational and transformational approaches to skills are absent. The former conventional notions of vocational education and training are being challenged by theoretical and empirical literature. A critical discussion on the skills agenda setting in VET systems is also presented. This study offers an original analytical review and an in-depth study on the dynamics and discourses that articulate and motivate the collaboration between VET schools and mining companies in the Chilean North.
By Bruno Chauvel
Trainer – French-speaking DACUM Seminars
Canadian Vocational Association (CVA)
It is with great sadness that we recently lost a master trainer and an exceptional expert in competency development, Pierre Morin. His dedication to competency development has left a significant mark on many countries and professionals worldwide. A tribute has been published on the website of the Canadian Vocational Association (CVA), which I invite you to read here.
At CVA, I am committed to continuing his work and ensuring the sustainability of his invaluable legacy. To achieve this, we need the involvement of all those who recognize the value of the DACUM method, not only for competency-based training design but also as an integrated competency management system. Why is DACUM more than just a competency-based training design method?The DACUM method allows for: - A precise and collaborative job and profession analysis by directly involving field experts.
- The development of competency-based training programs that are tailored to professional realities, enhancing employability and supporting worker transitions to in-demand jobs.
- The design of certification frameworks and evaluation systems to formally recognize acquired skills—an approach that is crucial in the era of micro-certifications and modular learning.
- The implementation of enterprise competency management systems and career guidance tools, expanding DACUM’s impact into talent management and strategic workforce planning beyond the training sector.
Why is this call important?
The CVA must ensure the continuity of its DACUM training sessions in French. This is why we are calling on all competency management professionals to participate in the upcoming DACUM sessions organized by CVA. These sessions are crucial to passing on DACUM knowledge and practices within the French-speaking community.
👉 Register and get more information here and here
or write at DACUM coordinator at dacum@cva-acfp.org or Bruno Chauvel chauvel@cva-acfp.org
If you have already been trained in the DACUM method and have applied it in your professional context, we are also considering organizing advanced training and consolidation sessions. These sessions have been highly successful in Burkina Faso, Brazil, and Vietnam, allowing practitioners to share their experiences and deepen their mastery of the method.
We need you!
Pierre Morin’s legacy and the future of DACUM training in French now depend on our collective commitment.
Looking forward to your response and with my best regards
We also invite you to:
Please share this information to any interested colleagues in your organization.
This research study offers an in-depth analysis of various curriculum approaches and their implications for education systems worldwide.
Since the 2018 reform of the continuing training system, the national network of regional career guidance services (Service public régional de l’orientation – SPRO) has been responsible for public lifelong guidance services. Each SPRO organises information sessions in secondary education schools on professions and employment trends in the local economy. The national network of regional career guidance services is managed by the Regions, which are responsible for the networking of all services, structures and mechanisms in the field of lifelong guidance.
This coordination role particularly promotes cooperation among local actors, such as schools, businesses, and training centres, to meet labour market demands better.
The association of the French Regions commissioned an analysis report to assess the effectiveness of the SPROs in coordinating and delivering career guidance services across French Regions. It evaluates the progress made since the 2014 reform, identifies persistent challenges (such as overlapping competencies, lack of clarity, and resource constraints), and proposes recommendations to improve the accessibility, coherence, and efficiency of career guidance for individuals. The report also highlights the evolving nature of jobs and the necessity of lifelong career information to address emerging labour market demands.
This white paper provides valuable insights into industry-leading evaluation models and offers a practical roadmap for integrating the toolkit to maximize ROI and operational efficiency for Training companies.
This White Paper will explore aspects such as:
What is training evaluation and why is it important?
Key training evaluation models in use today
Power of training evaluation
How to evaluate training effectiveness using KITABOO?
This is just a taste of vocational excellence! Dive into the full stories of these eleven Centres of Vocational Excellence in the Cookbook on Vocational Excellence. Explore detailed descriptions, tips, and resources for each kitchen tool and ingredient, along with five additional recipes focusing on Digital, Greening, Entrepreneurial, Innovative, and Inclusive excellence.
Canadian higher education is evolving, with international students playing a crucial role in driving innovation and financial sustainability. As institutions adapt to shifting immigration policies and workforce demands, continuing education divisions are bridging skill gaps and ensuring learners—both domestic and international—are prepared for success in a rapidly changing landscape.
On this episode, Christine Brooks-Cappadocia, Assistant Vice President of Continuing Studies at York University, discusses the role of international students in Canada and the impact of immigration policy changes.
Although Artificial intelligence (AI) has been used in education for a long time, its popularity and spread have witnessed exponential growth since the launch of ChatGPT. It can be used as a tool, teaching assistant, or teacher. AI teacher (AI-based robot as a teacher) is not a new concept with the first teaching robots used in the 1970s; however, most of the research and usage of AI in education is focused on AI as a tool or a teaching assistant. This article looks at AI teachers’ history, some key cases, potential and benefits, and concerns and challenges associated with their use in classrooms. Overcoming teachers’ shortage, flexibility, transparency, unbiasedness, and improving students’ motivation were some of their key benefits; while being untested and unreliable, cost, need for specific infrastructure and technical expertise, resistance to change, ethical issues, and fears of dehumanizing and desensitizing students were the main concerns and challenges. We suggest co-teaching with AI teachers using four different approaches. Through them, AI teachers and human teachers can work together in classrooms to maximize the effectiveness of the teaching-learning process.
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