This document provides information about an upcoming training event on the Essentials of Occupational Safety and Health (EOSH) training package. The event will take place from July 18-20, 2016 in Bangkok, Thailand. It will provide an opportunity for EOSH accredited trainers to share their experiences in promoting EOSH courses and discuss how to effectively use the materials in the second edition of the EOSH package, including two new modules. The objectives of the event are to identify best practices in promoting the EOSH package, learn new ideas from peers on delivering training using EOSH materials, and get familiarized with the new features and modules in the second edition.
1. The University of Bergamo has developed a successful internship system that places over 1500 students per year in internships.
2. The system is centralized and coordinated through an internship office and board. It involves a continuous dialogue with companies to design specific personal projects that match student skills with company needs.
3. The internship process is well-defined, involving the design of a personal project approved by the student, company tutor, and academic tutor. It includes supervision, reporting, and evaluations during the internship placement.
This newsletter provides a summary of the second project meeting for the IT-Shape project, which took place in Pontedera, Italy from April 1-3, 2014. The meeting evaluated progress on project activities over the past six months. A survey of 500 Hungarian vocational students found they are open to obtaining a European-level IT certificate but lack strong English skills. Hungarian teachers piloted the EUCIP Core certification exams but found translation issues. The meeting covered the EUCIP Core certification process and modules. Introducing the certification at an Italian school required adapting curricula and using new teaching methodologies like CLIL. Critical challenges included maintaining teacher motivation and the extra time needed for English exams.
Interview with:Carlos Gómez PlazaDirector Tripartite Foundation for Trai...network_trainers
The Tripartite Foundation for Training in Employment comprises public administration organizations and trade unions. It provides technical support for training and employment to Spain's Public Employment Service. Its funding comes from vocational training levies, the European Social Fund, and contributions from the Public Employment Service. The Foundation's goals include supporting lifelong learning, improving workers' skills and competitiveness, and increasing employability. It finances both demand-driven and supply-driven training initiatives. The Foundation prioritizes innovation in training methodologies and tools through research and forums. Studies have looked at topics like online training and using ICT like digital media, video games, social networks and more in training.
Open Polytechnic financial advisor training combines the best of distance learning and technological innovation to deliver high quality education outcomes
EUCIP - European Certification of Informatics Professionals - is a professional certification and competency development scheme, aimed at informatics professionals and practitioners.
It consists of a Core certification as well as 21 Specialised certifications for a range of competences which are set out in an array of job-specific profiles. In addition, there is a standalone certification for IT Administrators.
The document provides an overview of Pearson Lanka (Pvt) Ltd's existing knowledge management practices and infrastructure. It describes the company's culture, tools used, and methods for knowledge sharing such as onboarding sessions. The summary identifies a gap in not having a formal knowledge management system and proposes developing a framework to better capture and share tacit knowledge across the organization. This would help employees more easily access needed information and accelerate business outcomes.
- Pearson is a British-owned educational company with 40,000 employees worldwide that focuses on building learning applications and programs for students, teachers, and researchers.
- Their vision is to help people progress in their lives through learning by combining content, assessment, services, and technology to enable more effective teaching and personalized learning at a large scale.
- Pearson provides various collaborative tools like Gmail, Google Calendar, Google Drive, and Google Hangouts to connect its 40,000 employees globally.
1. The University of Bergamo has developed a successful internship system that places over 1500 students per year in internships.
2. The system is centralized and coordinated through an internship office and board. It involves a continuous dialogue with companies to design specific personal projects that match student skills with company needs.
3. The internship process is well-defined, involving the design of a personal project approved by the student, company tutor, and academic tutor. It includes supervision, reporting, and evaluations during the internship placement.
This newsletter provides a summary of the second project meeting for the IT-Shape project, which took place in Pontedera, Italy from April 1-3, 2014. The meeting evaluated progress on project activities over the past six months. A survey of 500 Hungarian vocational students found they are open to obtaining a European-level IT certificate but lack strong English skills. Hungarian teachers piloted the EUCIP Core certification exams but found translation issues. The meeting covered the EUCIP Core certification process and modules. Introducing the certification at an Italian school required adapting curricula and using new teaching methodologies like CLIL. Critical challenges included maintaining teacher motivation and the extra time needed for English exams.
Interview with:Carlos Gómez PlazaDirector Tripartite Foundation for Trai...network_trainers
The Tripartite Foundation for Training in Employment comprises public administration organizations and trade unions. It provides technical support for training and employment to Spain's Public Employment Service. Its funding comes from vocational training levies, the European Social Fund, and contributions from the Public Employment Service. The Foundation's goals include supporting lifelong learning, improving workers' skills and competitiveness, and increasing employability. It finances both demand-driven and supply-driven training initiatives. The Foundation prioritizes innovation in training methodologies and tools through research and forums. Studies have looked at topics like online training and using ICT like digital media, video games, social networks and more in training.
Open Polytechnic financial advisor training combines the best of distance learning and technological innovation to deliver high quality education outcomes
EUCIP - European Certification of Informatics Professionals - is a professional certification and competency development scheme, aimed at informatics professionals and practitioners.
It consists of a Core certification as well as 21 Specialised certifications for a range of competences which are set out in an array of job-specific profiles. In addition, there is a standalone certification for IT Administrators.
The document provides an overview of Pearson Lanka (Pvt) Ltd's existing knowledge management practices and infrastructure. It describes the company's culture, tools used, and methods for knowledge sharing such as onboarding sessions. The summary identifies a gap in not having a formal knowledge management system and proposes developing a framework to better capture and share tacit knowledge across the organization. This would help employees more easily access needed information and accelerate business outcomes.
- Pearson is a British-owned educational company with 40,000 employees worldwide that focuses on building learning applications and programs for students, teachers, and researchers.
- Their vision is to help people progress in their lives through learning by combining content, assessment, services, and technology to enable more effective teaching and personalized learning at a large scale.
- Pearson provides various collaborative tools like Gmail, Google Calendar, Google Drive, and Google Hangouts to connect its 40,000 employees globally.
This document discusses forming a community of practice for training among various European research infrastructures and initiatives. It proposes that a training CoP could help practitioners share experiences and best practices for developing and delivering training. Forming such a CoP could provide advantages like reusing existing training materials, adapting to different audiences, and learning from each other's approaches. Open questions are raised about how to motivate trainers, what contributions and benefits members might have, what goals the CoP should have, and how the group would communicate and manage materials. The document aims to gauge interest in developing a training CoP among research infrastructure representatives.
The WoLLNET and CELiNE projects aimed to raise awareness of workplace literacy issues among trainers and employers. WoLLNET developed an evaluation toolkit to assess the impact of literacy training programs. CELiNE designed training materials to help teachers embed literacy skills into vocational training. Both projects engaged stakeholders to inform the design and testing of project outputs with the goal of supporting workers' employability and lifelong learning.
In 2015 the OECD launched a study on work-based learning in vocational education and training that aims to deliver policy messages about how to use work-based learning to achieve better economic and social outcomes.
This document provides training guidelines for facilitating virtual learning professions across Europe. It is divided into three sections. Section 1 discusses basic principles of facilitating learning events, including entry behavior, the learning event, and assessment. Section 2 provides detailed training guidelines for six virtual learning role profiles, outlining learning units with objectives and recommendations for training methods. Section 3 introduces several European frameworks related to qualifications and quality assurance in vocational education and training. The guidelines are intended to help harmonize training for virtual learning professions according to standards at the European level.
This document describes the CP-CARE project, which aims to establish standardized training for caregivers of people with cerebral palsy. The 3-year project has a budget of €298,653 and involves partners from Turkey, Spain, Belgium, and Bulgaria. It will develop a curriculum and mobile platform to train caregivers to better provide physiotherapy and care for people with cerebral palsy. The project will pilot the training program in the partner countries and produce reports evaluating its effectiveness.
Analyzing Innovation related Risks and ImpactsPiotrNowak97
The document describes a training module on analyzing innovation risks and impacts. It includes 4 chapters that will cover: why innovation is important; risks of innovation; innovation strategies; and how to analyze innovation. It aims to teach retailers and youth to identify innovation opportunities and barriers, understand innovation risk, and analyze the impact of innovation. The training will also include a practical activity and references for further learning. It is part of an EU-funded project called RETAIL that creates collaborations between entrepreneurs and youth to introduce sustainable changes to retail businesses.
The document presents a compilation of good practices related to professional development opportunities for in-company trainers in Europe. It describes 13 case studies from different countries that focus on establishing competence standards, certification processes, training academies, validation of non-formal learning, networks of trainers, and online resources. The case studies aim to improve the status, skills and recognition of in-company trainers to enhance the quality of continuing training provided within companies.
The Expero4care project aims to create the first standard to assess the quality of learning outcomes in healthcare training. It will develop a model and tools to evaluate training based on indicators like competencies gained, transferability to colleagues, and applicability on the job. The model assesses quality from the perspective of leadership, decision-makers, teachers, learners, and external stakeholders. It provides questionnaires, interviews, focus groups, and a database to analyze training processes, competencies, satisfaction, and culture. The goal is to certify the Expero4care model as an international standard for evaluating learning outcomes in healthcare sector training.
John is an avatar designed to improve safety training by making it more engaging and interactive. Researchers developed John to address issues with traditional safety training such as low interest and boredom. John aims to act as a guide that facilitates access to safety knowledge in an optimized way. He is part of a new model of safety learning that incorporates user feedback to continuously improve training through interactivity and a hands-on approach.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
Teacher's handbook for multimedia TMA coursesAlba Agulló
This document provides an overview of the structure and content of the Telecentre Multimedia Academy training programme. The training consists of basic and advanced levels, each comprising three modules. The document outlines the background research and analysis that informed the curriculum design, including a review of existing media literacy standards, curricula and needs assessments. It discusses principles of adult education and the role of the teacher, emphasizing that teachers should respect learners' experiences, provide practical solutions, and support learners in developing at their own pace. A variety of teaching methods are recommended to accommodate different learner styles and needs.
Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
This Teacher's handbook will provide you with the information and guidance you need to act as a tutor/facilitator of the multimedia courses available in the Telecentre Multimedia Academy (TMA) project website.
These courses have the objective to give citizens with a combination of key competencies, including media, information and digital literacy, required for active participation in the modern society.
Policies and technologies for Life Long Learning at the University of PatrasNikolaos Avouris
The document discusses lifelong learning policies and initiatives at the University of Patras in Greece. It provides background on lifelong learning in Greece, noting participation rates are below the European average. It then outlines several initiatives at the University of Patras to support lifelong learning, including the Center for Vocational Training, Career Office, Innovation and Technology Transfer Office, and OpenCourseWare Program. However, these initiatives are not well coordinated and do not adhere to a common lifelong learning policy. The document raises key issues such as how to better coordinate initiatives and establish an overarching lifelong learning policy and school at the University of Patras.
GEYC offers internship programs for young people aged 18 to 25 to gain practical skills and support the organization. Internships follow the principles of the European Quality Charter of Internships and Apprenticeships, including learning objectives, certified supervision, and evaluation. GEYC ensures a fair recruitment process through transparent promotion and selection based on skills and motivation. Benefits of GEYC internships include the opportunity to participate in European training programs, intern abroad through Erasmus+, and develop key competencies such as communication, leadership, and digital skills.
The document summarizes the facilities and campus environment provided by the ILO Turin Centre for participants in its training programs. It states that the Centre is located in an attractive park on the banks of the River Po, providing a congenial environment to live and study. The campus has modern classrooms, conference halls, 287 study bedrooms with private bathrooms and internet access. Amenities on campus include a reception desk, restaurant, bank, travel agency, laundry, post office, medical services, recreation facilities, and spaces for indoor and outdoor sports. Social events are regularly held on and off campus to foster international interaction among participants from different cultures.
The aim of the meeting was to evaluate and discuss the activities carried out so far and to examine the activities to perform before the next meeting, which will take place in Ireland at the end of October. The second IT-Shape meeting, attended by representatives of the 10 project partners, took place on 1st, 2nd and 3rd April 2014 at ITCG E. Fermi in Pontedera. The Pontedera meeting followed the kick-off meeting that took place in November in Budapest (Hungary). Between the two meetings, six months of hard work on the project.
This document discusses a project proposal for Youth Work TVET College in Addis Ababa, Ethiopia. The objectives are to identify income generating activities at TVET colleges and examine how income is collected and utilized. It will assess departments and solve problems related to income generation. It aims to eventually stop receiving capital budgets from the government.
The project will benefit students, teachers, and the community. It outlines the organizational structure, three-year budget and strategic plan, and implementation process. Challenges like lack of experts are addressed with solutions like training. Monitoring and evaluation will oversee the project's execution.
This document discusses forming a community of practice for training among various European research infrastructures and initiatives. It proposes that a training CoP could help practitioners share experiences and best practices for developing and delivering training. Forming such a CoP could provide advantages like reusing existing training materials, adapting to different audiences, and learning from each other's approaches. Open questions are raised about how to motivate trainers, what contributions and benefits members might have, what goals the CoP should have, and how the group would communicate and manage materials. The document aims to gauge interest in developing a training CoP among research infrastructure representatives.
The WoLLNET and CELiNE projects aimed to raise awareness of workplace literacy issues among trainers and employers. WoLLNET developed an evaluation toolkit to assess the impact of literacy training programs. CELiNE designed training materials to help teachers embed literacy skills into vocational training. Both projects engaged stakeholders to inform the design and testing of project outputs with the goal of supporting workers' employability and lifelong learning.
In 2015 the OECD launched a study on work-based learning in vocational education and training that aims to deliver policy messages about how to use work-based learning to achieve better economic and social outcomes.
This document provides training guidelines for facilitating virtual learning professions across Europe. It is divided into three sections. Section 1 discusses basic principles of facilitating learning events, including entry behavior, the learning event, and assessment. Section 2 provides detailed training guidelines for six virtual learning role profiles, outlining learning units with objectives and recommendations for training methods. Section 3 introduces several European frameworks related to qualifications and quality assurance in vocational education and training. The guidelines are intended to help harmonize training for virtual learning professions according to standards at the European level.
This document describes the CP-CARE project, which aims to establish standardized training for caregivers of people with cerebral palsy. The 3-year project has a budget of €298,653 and involves partners from Turkey, Spain, Belgium, and Bulgaria. It will develop a curriculum and mobile platform to train caregivers to better provide physiotherapy and care for people with cerebral palsy. The project will pilot the training program in the partner countries and produce reports evaluating its effectiveness.
Analyzing Innovation related Risks and ImpactsPiotrNowak97
The document describes a training module on analyzing innovation risks and impacts. It includes 4 chapters that will cover: why innovation is important; risks of innovation; innovation strategies; and how to analyze innovation. It aims to teach retailers and youth to identify innovation opportunities and barriers, understand innovation risk, and analyze the impact of innovation. The training will also include a practical activity and references for further learning. It is part of an EU-funded project called RETAIL that creates collaborations between entrepreneurs and youth to introduce sustainable changes to retail businesses.
The document presents a compilation of good practices related to professional development opportunities for in-company trainers in Europe. It describes 13 case studies from different countries that focus on establishing competence standards, certification processes, training academies, validation of non-formal learning, networks of trainers, and online resources. The case studies aim to improve the status, skills and recognition of in-company trainers to enhance the quality of continuing training provided within companies.
The Expero4care project aims to create the first standard to assess the quality of learning outcomes in healthcare training. It will develop a model and tools to evaluate training based on indicators like competencies gained, transferability to colleagues, and applicability on the job. The model assesses quality from the perspective of leadership, decision-makers, teachers, learners, and external stakeholders. It provides questionnaires, interviews, focus groups, and a database to analyze training processes, competencies, satisfaction, and culture. The goal is to certify the Expero4care model as an international standard for evaluating learning outcomes in healthcare sector training.
John is an avatar designed to improve safety training by making it more engaging and interactive. Researchers developed John to address issues with traditional safety training such as low interest and boredom. John aims to act as a guide that facilitates access to safety knowledge in an optimized way. He is part of a new model of safety learning that incorporates user feedback to continuously improve training through interactivity and a hands-on approach.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
Teacher's handbook for multimedia TMA coursesAlba Agulló
This document provides an overview of the structure and content of the Telecentre Multimedia Academy training programme. The training consists of basic and advanced levels, each comprising three modules. The document outlines the background research and analysis that informed the curriculum design, including a review of existing media literacy standards, curricula and needs assessments. It discusses principles of adult education and the role of the teacher, emphasizing that teachers should respect learners' experiences, provide practical solutions, and support learners in developing at their own pace. A variety of teaching methods are recommended to accommodate different learner styles and needs.
Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
This Teacher's handbook will provide you with the information and guidance you need to act as a tutor/facilitator of the multimedia courses available in the Telecentre Multimedia Academy (TMA) project website.
These courses have the objective to give citizens with a combination of key competencies, including media, information and digital literacy, required for active participation in the modern society.
Policies and technologies for Life Long Learning at the University of PatrasNikolaos Avouris
The document discusses lifelong learning policies and initiatives at the University of Patras in Greece. It provides background on lifelong learning in Greece, noting participation rates are below the European average. It then outlines several initiatives at the University of Patras to support lifelong learning, including the Center for Vocational Training, Career Office, Innovation and Technology Transfer Office, and OpenCourseWare Program. However, these initiatives are not well coordinated and do not adhere to a common lifelong learning policy. The document raises key issues such as how to better coordinate initiatives and establish an overarching lifelong learning policy and school at the University of Patras.
GEYC offers internship programs for young people aged 18 to 25 to gain practical skills and support the organization. Internships follow the principles of the European Quality Charter of Internships and Apprenticeships, including learning objectives, certified supervision, and evaluation. GEYC ensures a fair recruitment process through transparent promotion and selection based on skills and motivation. Benefits of GEYC internships include the opportunity to participate in European training programs, intern abroad through Erasmus+, and develop key competencies such as communication, leadership, and digital skills.
The document summarizes the facilities and campus environment provided by the ILO Turin Centre for participants in its training programs. It states that the Centre is located in an attractive park on the banks of the River Po, providing a congenial environment to live and study. The campus has modern classrooms, conference halls, 287 study bedrooms with private bathrooms and internet access. Amenities on campus include a reception desk, restaurant, bank, travel agency, laundry, post office, medical services, recreation facilities, and spaces for indoor and outdoor sports. Social events are regularly held on and off campus to foster international interaction among participants from different cultures.
The aim of the meeting was to evaluate and discuss the activities carried out so far and to examine the activities to perform before the next meeting, which will take place in Ireland at the end of October. The second IT-Shape meeting, attended by representatives of the 10 project partners, took place on 1st, 2nd and 3rd April 2014 at ITCG E. Fermi in Pontedera. The Pontedera meeting followed the kick-off meeting that took place in November in Budapest (Hungary). Between the two meetings, six months of hard work on the project.
This document discusses a project proposal for Youth Work TVET College in Addis Ababa, Ethiopia. The objectives are to identify income generating activities at TVET colleges and examine how income is collected and utilized. It will assess departments and solve problems related to income generation. It aims to eventually stop receiving capital budgets from the government.
The project will benefit students, teachers, and the community. It outlines the organizational structure, three-year budget and strategic plan, and implementation process. Challenges like lack of experts are addressed with solutions like training. Monitoring and evaluation will oversee the project's execution.
2. Essentials of Occupational Safety and Hea
A959277
Context
The package on the Essentials of Occupational Safety
and Health (EOSH) was launched by the Programme
for Employers’ Activities of the International Training
Centre of the ILO in 2013.
Since then, through a number of capacity building
projects supported by ITC ILO with slightly different
scope and duration, 20 employers’ organizations in
Africa, Latin America, Asia and Eastern Europe have
reinforced their training offer on OSH or have built up
new OSH training services using or partially using the
EOSH package.
In the years 2014-15 more than 400 courses have
been autonomously organized by the 20 employers’
organizations involved in the project reaching out
to at least 8000 mid-level managers (supervisors)
and workers. The package has been translated into
a number of languages Chinese, Bengali, French,
Arabic, Russian, Urdu, Vietnamese and Spanish,
gaining the interest of employers’ organizations and
affiliated companies across four continents.
The strategy used to promote the EOSH courses
and identify the key target group and the choice
on the training paths varied to great extent from
country to country. Also the use of the package was
quite different ranging from duly following ITC ILO
guidelines to a “pick and choose” approach taking
out from EOSH package selected materials. But this
is exactly the nature of the EOSH package, which
want to be a kind of open library with flexible training
aids, easy access and possibility of customizations to
meet the needs of affiliated company members in the
most effective way.
On top of it since the end of 2015, the ITC ILO
has been investing for the development of a second
edition of the EOSH package, including:
• a brand new, much more user-friendly trainer’s
guide;
• two new modules on “Muscle Skeletal
Disorders” and “Effective functioning of OSH
Committee at enterprise level”; these two topics
were identified as relevant by accredited EOSH
trainers (and still missing in the first version of
the package);
• new cartoons, videos and case studies;
• enhanced technological offer - with possibility
to run the animations previously contained
in “SAFE COMPANY DVD” in a much more
effective way for face to face courses.
It is now the right time to launch with selected
employers’ organizations the second edition of the
EOSH package. In this context we are organizing the
event in Bangkok which will be a unique opportunity
to exchange with peers on one side on the strategy
used to market the courses including promotional
material, pricing, segmentation of the audience,
design of the training path, and on the other side to
discuss how and which components of the EOSH
package were introduced in the training delivery
/ methodology and which is the feedback of the
companies which attended the training.
Additionally the new modules of the second edition
will be presented together with some suggestions and
guidance on how to make best use of EOSH package
in the framework of experimented modern training
techniques.
Main objective of the EOSH project
• Provide further support to employers’
organizations using the EOSH package to
reinforce their training services on the Essentials
of Occupational Safety and Health, targeting
member-companies so as to increase their
reputation as service providers in the OSH area
and help generate stable income.
• Improve safety and health conditions for
supervisors and workers through access to a
top quality, practical and easy to- use training
package.
Objectives of the event in Bangkok
• Identify best practices for promotion of EOSH
package at national level
• Gaining new ideas from peers/ trainers on how to
use EOSH material in training delivery
• Know the new features of the second edition of
the EOSH package
• Get acquainted with new EOSH modules on
“Muscle Skeletal Disorders” and “Effective
functioning of OSH Committee at enterprise
level”
alth • Experience sharing and launch of the second edition
The EOSH Training package
Main features:
• 27 learning modules covering the essential
aspects of Occupational Safety and Health for
workers and supervisors (on average 1.5 hours
per module).
• Modular and customizable approach with
the possibility of selecting the most relevant
modules and training path.
• Each module composed of the following: Top
quality Tutorial Films; Animations; Cartoons;
useful brief printable documents, for example
Checklist for daily use, ILO Documentation,
Interactive Exercises, End-of-Module Self-
Assessment.
• New facilitator Guide with suggested training
methodology for each module and for different
target groups
Contents
• Introduction to safety and health at work
• Management of prevention
• OSH Committee in the companies
• Hazards identification
• Prevention and Reporting
• Leadership and supervision
• Motivating Workers
• Work permits
• Internal emergency plan
• Hazardous substances
• Fire and explosion
• Confined spaces
• Tools, machines and appliance
• Hoist, lift and bear
• Trip, slip and fall
• Work at height
• Electricity
• Radiation
• Asbestos
• Noise and vibrations
• Ergonomics
• Muscle Skeletal Disorders
• Personal Protective
• Equipment
• Safety and Health signalization
• Emergency responses
• Drug and alcohol awareness
• Harassment and violence at work
NEW
NEW