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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
This report focuses on the ongoing concern over the number of young people not in education, employment or training (NEET). The report concludes that there are clear challenges associated with education, employment and training for all young people across England, and certain fundamental issues that contribute to a young person not participating in education, training or work.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
This workbook is designed to help you improve your vocabulary. It includes 24 lessons with a variety of exercises to help you learn new words commonly used in the Canadian workplace.
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A school-to-work (STW) information base refers to a set of policies and practices for collecting information about the skills needed by employers and about the types of employment found by TVET graduates.
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Courses outlines of a TVET Integrated Training Programme.
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Workplace training is necessary to help employees develop and use the skills they need to adapt to changing workplace needs, to promote innovation and to help employers remain competitive in the global marketplace.
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This pioneering bridging program is designed specifically for internationally trained mental health professionals. Combining classroom instruction, supervised work experience, and job search support, this comprehensive program helps internationally trained professionals build the confidence and skills necessary for successful integration into the Canadian mental health workforce.
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An international comparative study on teacher education with a focus on the preparation of teachers of mathematics at the primary and lower-secondary levels.
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The report examines the feasibility of offering an on-line distance learning university program for academic credential assessors in the provinces and territories. It determined the numbers, characteristics, and attitudes of potential users of the educational program; it also sought input on course information from key stakeholders, including academic assessment agencies.
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This module has been designed to model the process of course construction in career studies. It is not intended to be treated prescriptively. The process of curriculum construction is a creative and imaginative activity that involves carefully selecting certain topics and not others. It is this process of creative judgement that the material below is designed to model and support.
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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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Instructional Design is defined as a systematic process that is employed to develop education and training programs in a consistent and reliable fashion. In addition, Instructional Design models or theories may be thought of as frameworks for developing modules or lessons that 1) increase and/or enhance the possibility of learning and 2) encourage the engagement of learners so that they learn faster and gain deeper levels of understanding.
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Mandate and Roles Document that articulates the roles and responsibilities of the Board and is confirmed annually or as otherwise required.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
With the rising clout of a number of emerging-market economies (like India and China), Canada will need to continuously develop new sources of comparative advantage, deeply rooted in the quality of its workforce.
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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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This curriculum guide serves three broad purposes
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The purpose of this report is threefold: (i) to describe the socioeconomic context and development of the country; (ii) to identify the challenges the [vocational education and training] VET system must overcome if it is to meet the current and future demands of a rapidly developing economy and labour market; and (iii) to identify actions that could be undertaken to support the development of the country's human resources.
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This note is intended to inspire further experimentation of the ECVET (European Credit System for Vocational Education and Training) for lifelong learning and to support the application of ECVET in the recognition of learning outcomes in different situations. It was written to illustrate the added value of ECVET technical specifications in creating flexible learning pathways in a lifelong learning perspective.
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Canada's 21st century workplace needs a workforce that's efficient, effective and adaptable, and Canadians need the skills required to be successful at work. All of which depends on workers having the appropriate combination of the nine essential skills.
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This study analyzes the effectiveness of early entrepreneurship education. To this end, we conduct a randomized field experiment to evaluate a leading entrepreneurship education program that is taught worldwide in the final grade of primary school. We focus on pupils' development of relevant skill sets for entrepreneurial activity, both cognitive and non-cognitive. The results indicate that cognitive entrepreneurial skills are unaffected by the program. However, the program has a robust positive effect on non-cognitive entrepreneurial skills. This is surprising since previous evaluations found zero or negative effects. Because these earlier studies all pertain to education for adolescents, our result tentatively suggests that non-cognitive entrepreneurial skills are best developed at an early age.
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A study on skill needs and training has wider lessons for successful transition to a green economy.
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This article explores and illuminates the meaning of nurses’ experiences with their work as a learning environment. Three core themes emerged from these informants’ descriptions of their work as a learning environment: ‘participation in the work community’, ‘to engage in interpersonal relations’ and ‘accessing important knowledge resources’.
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International Comparisons for Australia, Austria, England, France, Germany, Ireland, Sweden, Switzerland.
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A full career coaching course can set you back £4,500. We find out what you get for that – and whether it can make a difference.
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The objective of Erasmus for All is to improve people’s skills, personal development and employability. Investing in high quality education and training for all is essential to achieve our Europe 2020 goals for growth, jobs and innovation. Up to 5million people will receive EU grants to study, train or volunteer abroad in 2014-2020, which is nearly twice as many as today.
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Economic modelling which draws out the skills implications of a range of scenarios. The modelling examines both the demand for post-school qualifications (demand by industry) and the supply of new post-school qualifications (completions by domestic students and those provided through net migration). The modelling is conducted at both the national level and for each State/Territory with the focus of results in this report at the national level. The projections in this report are a reflection of the assumptions made for each of the scenarios. The data presented over the period 2010 to 2025 should not be considered forecasts. Rather, they should be viewed as projections and considered with regards to the assumptions described in this report.
http://www.awpa.gov.au/publications/documents/DAE-Economicmodellingofskillsdemandandsupply.pdf