Apprenticeship in TVET: to minimize the skill gap
•Download as PPTX, PDF•
2 likes•771 views
This presentation highlights the importance of apprenticeship programme in TVET sector. Some best global examples along with national experiences are showcased here.
Report
Share
Report
Share
Recommended
Session II: Palaporn Ratanaparichon - Strengthening the quality and relevance...
This document summarizes a session on strengthening work-based learning. It discusses:
1. The vision of the Department of Skill Development in Thailand to enhance workforce potential through developing skills quantitatively and qualitatively to meet national and international standards.
2. Key details about Thailand's labor market and workforce, including population size, number of employed and unemployed, and numbers in formal vs informal sectors.
3. The roles and responsibilities of the Department of Skill Development in vocational training, skills standards, and networking to promote skills development. This includes training programs for new labor entrants, current workers, unemployed individuals, and special target groups.
4. The Skill Development Promotion Act of 2002 which provides tax
Session III: Yoon Ho-Kim - Youth Employment challenges and Korean Government'...
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Sdi Mumbai
Free Training and Certification for school dropouts and existing worker by Government of India through ITIs of all over western India with the scheme name as SDI on MES
Session II: Tep Ouen - TVET Total Quality Journey in Cambodia 2010-2015
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Engaging Employers in TVET in SouthEast Asia
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
ToT Workshop -- Training the trainer programme in India: Government Initiati...
ToT Workshop -- Training the trainer programme in India: Government Initiati...4th_Global_Skills_Summit
A presentation on Training the Trainer programme in India: Government Initiatives by Mr RL Singh
in a Special Workshop on
‘Training of Trainers: Models & Case Studies from UK’
On the occasion of the
4th FICCI Global Skills Summit 2011
The role of the private sector in Skills Development and Employment to Thaila...
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
The Experience of malaysia through the Human Resources Development Fund
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Recommended
Session II: Palaporn Ratanaparichon - Strengthening the quality and relevance...
This document summarizes a session on strengthening work-based learning. It discusses:
1. The vision of the Department of Skill Development in Thailand to enhance workforce potential through developing skills quantitatively and qualitatively to meet national and international standards.
2. Key details about Thailand's labor market and workforce, including population size, number of employed and unemployed, and numbers in formal vs informal sectors.
3. The roles and responsibilities of the Department of Skill Development in vocational training, skills standards, and networking to promote skills development. This includes training programs for new labor entrants, current workers, unemployed individuals, and special target groups.
4. The Skill Development Promotion Act of 2002 which provides tax
Session III: Yoon Ho-Kim - Youth Employment challenges and Korean Government'...
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Sdi Mumbai
Free Training and Certification for school dropouts and existing worker by Government of India through ITIs of all over western India with the scheme name as SDI on MES
Session II: Tep Ouen - TVET Total Quality Journey in Cambodia 2010-2015
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Engaging Employers in TVET in SouthEast Asia
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
ToT Workshop -- Training the trainer programme in India: Government Initiati...
ToT Workshop -- Training the trainer programme in India: Government Initiati...4th_Global_Skills_Summit
A presentation on Training the Trainer programme in India: Government Initiatives by Mr RL Singh
in a Special Workshop on
‘Training of Trainers: Models & Case Studies from UK’
On the occasion of the
4th FICCI Global Skills Summit 2011
The role of the private sector in Skills Development and Employment to Thaila...
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
The Experience of malaysia through the Human Resources Development Fund
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Session V: Regional Standards for TVET Personnel and Australian Perspective
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Private Sector engagement in TEVT - Malaysian experience
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Affordable Travel Services
The document provides information about the orientation session for the National Freelancing Training Program (NFTP) Batch-II at the University of Education in Lahore. It outlines the domains and timings covered in the program, including technical training, content marketing and advertising, and creative design. Course outlines are also provided for each domain, covering topics like HTML, CSS, PHP, graphic design software, and content writing. The document encourages attendees to learn new skills to become financially independent freelancers and work anywhere in the world.
Malaysia presentation - Standardisation in TVET and the role of the Private s...
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Vocational Training Providers (VTPs)
Ministry of labor and employment in pursuance of excellence in vocational training has developed Skill Development initiative (SDI) scheme based on Modular Employable Skills (MES) framework in close consultation with industry, state governments and experts. SDI scheme is a five year project during which one million persons would be trained for their existing skills, tested and certified under Modular Employable Skills (MES) framework. Under this scheme.
More than 1400 courses listed under MES scheme
550 crores allotted for the scheme .
1 Million students will be trained per year
Final case by saurabh jawade
The document discusses integration of vocational and skill development courses in India. It provides background on vocational education and training in India since 1945. It identifies the key issue as reforming existing vocational education programs by addressing drawbacks and integrating government skill development schemes. Issues with vocational courses include lack of coordination, outdated courses, shortage of trainers, and inadequate funding. Possible solutions proposed are increasing the number of training institutes, establishing regulations and standards, improving teacher quality, and focusing training on emerging technologies. Current government schemes and spending on skill development are also outlined, with a recommendation to increase annual budgetary support to ₹10,000 crore to revamp institutions and skill one crore youth.
A regional approach to industry defined occupational standards
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Skilling Sri Lanka for 2020- P. Sivananthan
The Sector Skills Development Programme (SSDP) is a new $310 million endeavor funded by the Asian Development Bank and World Bank to reform Sri Lanka's Technical and Vocational Education and Training (TVET) sector through 2020. SSDP aims to improve quality, access, relevance, policies and social marketing of skills training. Key initiatives include establishing 25 University Colleges, an Employment Linked Training Programme to increase private sector involvement, Industry Sector Skills Councils to improve quality, and reforms to make training more demand-driven and reduce skills mismatches. The overall goals are increasing enrollment to 250,000 students, accrediting 80% of courses, and a 70% graduate employment rate to strengthen TVET and support Sri
Standard for In-Company-Trainers in Asean Countries
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Skill Development Zone at block level
The document outlines 12 steps to create effective skills training programs at the block level in India:
1. Set up Skill Development Zones on government land through public-private partnerships to identify in-demand skills.
2. Develop labor market information portals and conduct awareness campaigns to connect workers to training opportunities.
3. Design demand-driven training programs aligned with industry needs, focusing on school dropouts, existing workers, unemployed individuals, and women.
4. Establish learning objectives, outcomes, content and instructional methods to transfer skills to workplaces.
5. Evaluate programs and gather feedback to ensure goals are met and continuous improvements are made.
The document recommends organizing a workshop to
Session II: Albert Basa - Stregthening the quality and relevance of work-base...
The document discusses work-based learning in the Philippines. It provides an overview of the Philippine educational system and the governance structure of the Technical Education and Skills Development Authority (TESDA). It then discusses TESDA's partnerships with industry to link training to employment, providing case studies of successful programs in various industries. Finally, it synthesizes that effective TVET requires a national authority, adequate resources, and strong partnerships between training providers and industry.
Nttf corporate training presentation
Nettur Technical Training Foundation (NTTF) is a premier technical educational institution established in 1959 that provides corporate training services. It has over 20 training centers across India and over 100 experienced trainers. NTTF offers both on-campus and off-campus customized technical, functional, and soft skills training programs to over 100 corporate clients across various sectors such as automotive, aerospace, construction, food processing, and more. Some of NTTF's major clients include Maruti Suzuki, Ashok Leyland, Tata Motors, and MRF.
NETTUR TECHNICAL TRAINING FOUNDATION
NTTF is governed by a Board of leading Industrialists. The foundation implements its programs of technical training through its various centres located all over the country. NTTF today operates in more than 20 training centres pan India and employs over six hundred faculty members and has delivered core training programs for over 40,000 students who are readily employable and well qualified trainees. All the courses and related curriculum are updated and revamped by a council of eminent personalities representing Academics and industry.
NTTF objective is to promote Technical training in India particularly in the core areas of:
• Tool & Die Making
• Technical Skills
• Manufacturing Technology
• Tool Design
• Tool Engineering
• Product Design & Engineering
• Electronics
• Electrical & Electronics
• Computer Engineering
• Information Technology
• Mechatronics
• Quality Engineering & Management
• Plant Engineering
NTTF offers technical programs at Diploma, Certificate, Post Diploma, Postgraduate Degree and PG Diploma levels.“Corporate training” programs for the employees of industries offering tailor-made skill development modules in Behavioural skills, Functional skills and Technical skills.Excellent learning facilities are provided across its training centres with a focus on hands-on training for the students.
Asdp ii presentation atvi
The Afghanistan Technical Vocational Institute (ATVI) is requesting funding from the Afghanistan Second Skill Development Project (ASDP-II) to continue its technical and vocational training programs. ATVI has graduated nearly 4,000 students since 2007, with an employment rate between 68-70%. With ASDP-II funding, ATVI plans to expand its academic programs, upgrade facilities, improve quality assurance systems, and increase the number of students served to over 1,400 by 2017. The funding would allow ATVI to better prepare graduates for jobs in priority sectors and further develop as a leading technical and vocational education provider in Afghanistan.
amitians2020
This document proposes establishing Skills Development Centers (SDCs) across India to address issues with the country's employment market. SDCs would be managed by the University Grants Commission and overseen by the Human Resource Development Ministry. They would offer vocational skills training to students and working professionals on weekends and evenings. Courses would include both technical and non-technical skills to make students more employable. SDCs aim to improve the quality of the workforce and better integrate skills training with formal education to help resolve India's employment problems. However, challenges include securing adequate funding and integration with existing education systems.
Nttf corp presentation 15 jan2015
NTTF Started in 1959 with Swiss Assistance and Created as a Trust in 1963 No Financial Equity from any one and no Dividend payout to any one Under Section 8, Company act and Not for Profit Organisation Fully Self Sustaining Model Any Surplus in Ploughed back to set up more training facility Focussed towards nation building through Human Resource Development
Mes Mod
The document summarizes India's Skill Development Initiative (SDI) scheme, which aims to provide vocational training to various target groups to address the shortage of skilled labor. Key aspects include identifying skills needed by industry, developing curriculum and training programs, certifying skills through independent assessing bodies, and reimbursing training and testing costs. The goal is to train one million people over five years across 349 identified skills.
4th FICCI GLOBAL SKILLS SUMMIT Session VI Mr. Subhadeep Choudhary
The document summarizes West Bengal's efforts to develop vocational skills training programs. It notes that West Bengal aims to train 30 million people by 2022 to meet India's overall goal of training 500 million skilled workers. It outlines West Bengal's demographic information and current education and skills training programs. It also discusses the government's plans to expand polytechnics, ITIs, and vocational programs in partnership with industries to develop a skilled workforce and improve employment outcomes.
GSS Session VI Mr A K Sacheti
The document discusses Rajasthan Mission on Skill and Livelihoods (RMoL), a government initiative in Rajasthan, India. It provides details on RMoL's skill training programs, including sectors covered, number of trainees, budget, best practices, and new initiatives. Some key points include:
- RMoL has trained over 72,000 youth across 32 districts since 2005 through programs offered by 340 partner institutions.
- 192 skill training courses of varying durations are offered in 34 sectors with high employment potential. Measures like on-the-job training and tool kits are included.
- Best practices involve incorporating entrepreneurship and soft skills modules, ensuring infrastructure, and conducting employment follow-ups
The role of the private sector in Skills Development and Employment
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
BSDI (Bangladesh Skill Development Institute)
This document provides an introduction and overview of the Bangladesh Skill Development Institute (BSDI). It summarizes BSDI's mission to develop skills and job readiness for underprivileged youth. It outlines BSDI's vision, objectives, and the courses it offers in areas like engineering, hotel management, IT, and business. It highlights BSDI's emphasis on hands-on training, affordable fees, and internship opportunities to help students gain skills for the job market.
Bangladesh Quality Assurance in TVET
The document summarizes a seminar on quality assurance in technical and vocational education and training (TVET). It discusses the concept and approaches to quality assurance, practices in Asia, and Bangladesh's national practices. It outlines challenges like outdated teaching methods and preparing students for the 21st century. Strategies proposed include developing institutional and staff plans, industry partnerships, monitoring and evaluation, and continual research. The way forward involves cooperation between policymakers and institutes to improve TVET quality assurance.
More Related Content
What's hot
Session V: Regional Standards for TVET Personnel and Australian Perspective
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Private Sector engagement in TEVT - Malaysian experience
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Affordable Travel Services
The document provides information about the orientation session for the National Freelancing Training Program (NFTP) Batch-II at the University of Education in Lahore. It outlines the domains and timings covered in the program, including technical training, content marketing and advertising, and creative design. Course outlines are also provided for each domain, covering topics like HTML, CSS, PHP, graphic design software, and content writing. The document encourages attendees to learn new skills to become financially independent freelancers and work anywhere in the world.
Malaysia presentation - Standardisation in TVET and the role of the Private s...
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Vocational Training Providers (VTPs)
Ministry of labor and employment in pursuance of excellence in vocational training has developed Skill Development initiative (SDI) scheme based on Modular Employable Skills (MES) framework in close consultation with industry, state governments and experts. SDI scheme is a five year project during which one million persons would be trained for their existing skills, tested and certified under Modular Employable Skills (MES) framework. Under this scheme.
More than 1400 courses listed under MES scheme
550 crores allotted for the scheme .
1 Million students will be trained per year
Final case by saurabh jawade
The document discusses integration of vocational and skill development courses in India. It provides background on vocational education and training in India since 1945. It identifies the key issue as reforming existing vocational education programs by addressing drawbacks and integrating government skill development schemes. Issues with vocational courses include lack of coordination, outdated courses, shortage of trainers, and inadequate funding. Possible solutions proposed are increasing the number of training institutes, establishing regulations and standards, improving teacher quality, and focusing training on emerging technologies. Current government schemes and spending on skill development are also outlined, with a recommendation to increase annual budgetary support to ₹10,000 crore to revamp institutions and skill one crore youth.
A regional approach to industry defined occupational standards
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Skilling Sri Lanka for 2020- P. Sivananthan
The Sector Skills Development Programme (SSDP) is a new $310 million endeavor funded by the Asian Development Bank and World Bank to reform Sri Lanka's Technical and Vocational Education and Training (TVET) sector through 2020. SSDP aims to improve quality, access, relevance, policies and social marketing of skills training. Key initiatives include establishing 25 University Colleges, an Employment Linked Training Programme to increase private sector involvement, Industry Sector Skills Councils to improve quality, and reforms to make training more demand-driven and reduce skills mismatches. The overall goals are increasing enrollment to 250,000 students, accrediting 80% of courses, and a 70% graduate employment rate to strengthen TVET and support Sri
Standard for In-Company-Trainers in Asean Countries
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Skill Development Zone at block level
The document outlines 12 steps to create effective skills training programs at the block level in India:
1. Set up Skill Development Zones on government land through public-private partnerships to identify in-demand skills.
2. Develop labor market information portals and conduct awareness campaigns to connect workers to training opportunities.
3. Design demand-driven training programs aligned with industry needs, focusing on school dropouts, existing workers, unemployed individuals, and women.
4. Establish learning objectives, outcomes, content and instructional methods to transfer skills to workplaces.
5. Evaluate programs and gather feedback to ensure goals are met and continuous improvements are made.
The document recommends organizing a workshop to
Session II: Albert Basa - Stregthening the quality and relevance of work-base...
The document discusses work-based learning in the Philippines. It provides an overview of the Philippine educational system and the governance structure of the Technical Education and Skills Development Authority (TESDA). It then discusses TESDA's partnerships with industry to link training to employment, providing case studies of successful programs in various industries. Finally, it synthesizes that effective TVET requires a national authority, adequate resources, and strong partnerships between training providers and industry.
Nttf corporate training presentation
Nettur Technical Training Foundation (NTTF) is a premier technical educational institution established in 1959 that provides corporate training services. It has over 20 training centers across India and over 100 experienced trainers. NTTF offers both on-campus and off-campus customized technical, functional, and soft skills training programs to over 100 corporate clients across various sectors such as automotive, aerospace, construction, food processing, and more. Some of NTTF's major clients include Maruti Suzuki, Ashok Leyland, Tata Motors, and MRF.
NETTUR TECHNICAL TRAINING FOUNDATION
NTTF is governed by a Board of leading Industrialists. The foundation implements its programs of technical training through its various centres located all over the country. NTTF today operates in more than 20 training centres pan India and employs over six hundred faculty members and has delivered core training programs for over 40,000 students who are readily employable and well qualified trainees. All the courses and related curriculum are updated and revamped by a council of eminent personalities representing Academics and industry.
NTTF objective is to promote Technical training in India particularly in the core areas of:
• Tool & Die Making
• Technical Skills
• Manufacturing Technology
• Tool Design
• Tool Engineering
• Product Design & Engineering
• Electronics
• Electrical & Electronics
• Computer Engineering
• Information Technology
• Mechatronics
• Quality Engineering & Management
• Plant Engineering
NTTF offers technical programs at Diploma, Certificate, Post Diploma, Postgraduate Degree and PG Diploma levels.“Corporate training” programs for the employees of industries offering tailor-made skill development modules in Behavioural skills, Functional skills and Technical skills.Excellent learning facilities are provided across its training centres with a focus on hands-on training for the students.
Asdp ii presentation atvi
The Afghanistan Technical Vocational Institute (ATVI) is requesting funding from the Afghanistan Second Skill Development Project (ASDP-II) to continue its technical and vocational training programs. ATVI has graduated nearly 4,000 students since 2007, with an employment rate between 68-70%. With ASDP-II funding, ATVI plans to expand its academic programs, upgrade facilities, improve quality assurance systems, and increase the number of students served to over 1,400 by 2017. The funding would allow ATVI to better prepare graduates for jobs in priority sectors and further develop as a leading technical and vocational education provider in Afghanistan.
amitians2020
This document proposes establishing Skills Development Centers (SDCs) across India to address issues with the country's employment market. SDCs would be managed by the University Grants Commission and overseen by the Human Resource Development Ministry. They would offer vocational skills training to students and working professionals on weekends and evenings. Courses would include both technical and non-technical skills to make students more employable. SDCs aim to improve the quality of the workforce and better integrate skills training with formal education to help resolve India's employment problems. However, challenges include securing adequate funding and integration with existing education systems.
Nttf corp presentation 15 jan2015
NTTF Started in 1959 with Swiss Assistance and Created as a Trust in 1963 No Financial Equity from any one and no Dividend payout to any one Under Section 8, Company act and Not for Profit Organisation Fully Self Sustaining Model Any Surplus in Ploughed back to set up more training facility Focussed towards nation building through Human Resource Development
Mes Mod
The document summarizes India's Skill Development Initiative (SDI) scheme, which aims to provide vocational training to various target groups to address the shortage of skilled labor. Key aspects include identifying skills needed by industry, developing curriculum and training programs, certifying skills through independent assessing bodies, and reimbursing training and testing costs. The goal is to train one million people over five years across 349 identified skills.
4th FICCI GLOBAL SKILLS SUMMIT Session VI Mr. Subhadeep Choudhary
The document summarizes West Bengal's efforts to develop vocational skills training programs. It notes that West Bengal aims to train 30 million people by 2022 to meet India's overall goal of training 500 million skilled workers. It outlines West Bengal's demographic information and current education and skills training programs. It also discusses the government's plans to expand polytechnics, ITIs, and vocational programs in partnership with industries to develop a skilled workforce and improve employment outcomes.
GSS Session VI Mr A K Sacheti
The document discusses Rajasthan Mission on Skill and Livelihoods (RMoL), a government initiative in Rajasthan, India. It provides details on RMoL's skill training programs, including sectors covered, number of trainees, budget, best practices, and new initiatives. Some key points include:
- RMoL has trained over 72,000 youth across 32 districts since 2005 through programs offered by 340 partner institutions.
- 192 skill training courses of varying durations are offered in 34 sectors with high employment potential. Measures like on-the-job training and tool kits are included.
- Best practices involve incorporating entrepreneurship and soft skills modules, ensuring infrastructure, and conducting employment follow-ups
The role of the private sector in Skills Development and Employment
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
What's hot (20)
Session V: Regional Standards for TVET Personnel and Australian Perspective
Session V: Regional Standards for TVET Personnel and Australian Perspective
Private Sector engagement in TEVT - Malaysian experience
Private Sector engagement in TEVT - Malaysian experience
Malaysia presentation - Standardisation in TVET and the role of the Private s...
Malaysia presentation - Standardisation in TVET and the role of the Private s...
A regional approach to industry defined occupational standards
A regional approach to industry defined occupational standards
Standard for In-Company-Trainers in Asean Countries
Standard for In-Company-Trainers in Asean Countries
Session II: Albert Basa - Stregthening the quality and relevance of work-base...
Session II: Albert Basa - Stregthening the quality and relevance of work-base...
4th FICCI GLOBAL SKILLS SUMMIT Session VI Mr. Subhadeep Choudhary
4th FICCI GLOBAL SKILLS SUMMIT Session VI Mr. Subhadeep Choudhary
The role of the private sector in Skills Development and Employment
The role of the private sector in Skills Development and Employment
Viewers also liked
BSDI (Bangladesh Skill Development Institute)
This document provides an introduction and overview of the Bangladesh Skill Development Institute (BSDI). It summarizes BSDI's mission to develop skills and job readiness for underprivileged youth. It outlines BSDI's vision, objectives, and the courses it offers in areas like engineering, hotel management, IT, and business. It highlights BSDI's emphasis on hands-on training, affordable fees, and internship opportunities to help students gain skills for the job market.
Bangladesh Quality Assurance in TVET
The document summarizes a seminar on quality assurance in technical and vocational education and training (TVET). It discusses the concept and approaches to quality assurance, practices in Asia, and Bangladesh's national practices. It outlines challenges like outdated teaching methods and preparing students for the 21st century. Strategies proposed include developing institutional and staff plans, industry partnerships, monitoring and evaluation, and continual research. The way forward involves cooperation between policymakers and institutes to improve TVET quality assurance.
National skill development
It is regarding National Skill Development and the need for providing skills and setting up National skill development with state and district and village level. India have the benefit of Human Resources and we need to better utilised by improving our skill at all level. The idea is to make them employable, creating opportunity, competitiveness, ensure affordable and accessible goods and services at all level when we increase service, manufacturing and agriculture sector. Youngsters have huge opportunity in abroad if they have skills developed. To make India, made in India, make them skill scale and speed govt. and corporate sector need to provide skills based training and know how including improving their soft skill to ensure that they get employment anywhere, anytime.
Technical and Vocational Education (TVE) for Skill Development of Unskilled L...
Islam, S. M. N., & Hossain, M. M. (2006). Technical and Vocational Education (TVE) for Skill Development of Unskilled Labor Force in Bangladesh. Bangladesh Education Journal, 5(2), 49-59. PDF File Available Online at: http://bafed.net/Files/2006_December.pdf#page=49
Nobider kahini part-2
This document provides a summary of chapters 14-16 from the book "NOBIDER KAHINI-2 (The lives of the prophets-2)" which discusses the lives of prophets Gumus (AS), Dawud (AS), and Ibrahim (AS) based on authentic Hadith sources. It summarizes their prophethood, miracles, trials and lessons that can be learned from their lives. The author aims to give readers a better understanding of Islamic beliefs and values through recounting these prophets' stories. The summaries are concise while capturing the essential information about the personalities and messages of the prophets discussed in the selected chapters.
National skill development corporation (nsdc) by vvr ias
The National Skill Development Corporation (NSDC) was established as a public-private partnership to address the growing demand for skilled workers in India. [1] It aims to boost private sector participation in skill development programs and provide funding support. [2] NSDC is a non-profit company with 51% private sector ownership and 49% government ownership. It is managed by a board of directors and professionals. [3] Key functions include funding skill development initiatives and providing support services to sectors such as automobiles, textiles, electronics, construction, food processing, IT, media, and healthcare.
Present Status, Policy and Management of Biodiversity in Bangladesh
The document provides an overview of biodiversity in Bangladesh, including:
1) Bangladesh has a rich biodiversity due to its unique geographic location, including over 5,700 plant species and hundreds of animal species.
2) However, biodiversity in Bangladesh is diminishing due to threats like habitat loss, poaching, and overexploitation. Many species are now extinct or endangered.
3) Bangladesh's ecosystems include mangrove forests, hill forests, wetlands, and floodplains, but many of these ecosystems are degraded due to issues like encroachment, poor management, and lack of protection.
Limitations in education system in bangladesh
1. The document presents on the limitations in Bangladesh's education system from the perspective of ensuring people's emancipation and security.
2. It discusses how education is a constitutional obligation in Bangladesh and outlines the national education policy and structure of the education system.
3. The presentation identifies limitations in primary, secondary, and tertiary education including issues of relevance, quality, access, equity, and how education can contribute to religious extremism and unemployment.
Policy for skill development and entrepreneurship 2015
This document outlines India's National Policy for Skill Development and Entrepreneurship from 2015. It provides background on India's large young population and need to equip workers with skills to leverage the demographic dividend. The policy aims to meet the challenge of large-scale skilling with quality and sustainability. It establishes an institutional framework and identifies stakeholders responsible for skill development and entrepreneurship promotion, including government, corporations, training providers and organizations. The policy links skills to employment and productivity growth.
Skill india
1) The document discusses skills and jobs for young India through the government's Skill India initiative.
2) It notes that 65% of India's population is under 35 years old, but only 3.5% of the workforce is skilled, compared to 40-50% globally.
3) The Skill India program aims to provide skills training to over 40 crore people by 2022 to develop India's workforce and support other initiatives like Make in India.
Skill india-PMKVY
Presentation on Skill India - PMKVY
This Presentation is all about the schemes of P.M. Narendra Modi
Pradhan Mantri Kaushal Vikas Yojana and Skill India
Viewers also liked (11)
Technical and Vocational Education (TVE) for Skill Development of Unskilled L...
Technical and Vocational Education (TVE) for Skill Development of Unskilled L...
National skill development corporation (nsdc) by vvr ias
National skill development corporation (nsdc) by vvr ias
Present Status, Policy and Management of Biodiversity in Bangladesh
Present Status, Policy and Management of Biodiversity in Bangladesh
Policy for skill development and entrepreneurship 2015
Policy for skill development and entrepreneurship 2015
Similar to Apprenticeship in TVET: to minimize the skill gap
FCUKZALA
This document outlines a proposed skill development program called Vision 2020 aimed at increasing employability of youth in India. It discusses challenges like lack of training infrastructure and high dropout rates that have led to a shortage of skilled workforce. The program would establish training centers in various districts and tehsils of Uttar Pradesh to provide vocational courses relevant to local industry needs. It presents an operating model and costing structure, and seeks government support to help establish links with industries for internships and placements and promote the program.
Vocational university concept note
The document discusses the need to reform and improve vocational education in India. It notes that currently, vocational education makes up a small percentage of the education system and is not aligned well with industry needs. The document outlines several problems with the current system, including a lack of private sector involvement, rigid regulations, and few opportunities for career progression or skill upgrading. It also discusses government initiatives to establish a National Vocational Qualification Framework and compares vocational education frameworks in other countries like the UK, Australia, and China. The goal is to make recommendations to help introduce higher-quality vocational education programs in India.
Pradhan Mantri Kaushal Vikas Yojana PMKVY Scheme
Muskan is the leading training partner of PMKVY(Pradhan Mantri Kaushal Vikas Yojana) in all over India.
http://www.skillindiamission.com/pmkvy-pradhan-mantri-kaushal-vikas-yojana-training-centre-franchise-scheme.php
PMKVY Franchise | Pradhan Mantri Kuashal Vikas Yojana Franchise
PMKVY stands for Pradhan Mantri Kaushal Vikas Yojana. Which is basically a scheme launched by the honorable Prime Minister of India Mr. Narendra Modi on 15th July 2015 with the aim to skill the Indian Youths and make them skilled for the several of job courses.
TVET & Socio-Economic Development in Bangladesh Steps Challenges & Ways Forward
TVET & Socio-Economic Development in Bangladesh Steps Challenges & Ways ForwardKhan Mohammad Mahmud Hasan
(1) TVET is crucial for Bangladesh to fully benefit from its demographic dividend and growing economy. However, the TVET system faces several challenges including a lack of coordination, disconnect between training and market demands, and few employers involved in curriculum development.
(2) Ways to strengthen TVET include ensuring coherent policies, conducting market research to understand demand, making institutions more flexible, and changing perceptions about technical jobs. If improved, TVET can both equip youth with skills and supply workers for Bangladesh's growing industries.VICTORIOUSsecret-01
The document discusses India's unemployment problem and lack of job-ready skills among graduates. It notes that unemployment has risen from 8.8% to 9.9% from 2002 to 2012. Only 25% of graduates are considered work-ready for technology jobs and 75-85% of technical and general graduates respectively are unemployable. This is due to lack of proper training and specialized skills development. The document proposes a model for industry-based training of students throughout their college education to bridge this skills gap. It details how the government can collaborate with industries and institutions to provide different types of training to over 6 million students and professionals annually at low cost.
Ipsaep biz concept_3
The document presents a concept overview for the IPSAEP (ICT Professionals Skills Assessment and Enhancement Program). It outlines that the program aims to address issues like unemployment of ICT graduates and declining university enrollment by assessing skills and providing training. It details IPSAEP's mission to meet industry needs for professionals and improve graduate quality. The concept proposes a 5-year plan to assess and train over 15,000 professionals and become self-sufficient through fees. It outlines services, modules, operations, and securing commitments from stakeholders like industry, academia and government.
6009
Skill development training is important for economic development and poverty alleviation in Bangladesh. There are 19 ministries and 18 organizations that provide technical and vocational education and training (TVET) programs. The Bureau of Manpower, Employment and Training (BMET) operates 37 technical training centers that provide 2-year certificate courses and 4-year diploma programs in trades like engineering, electronics, and construction. BMET also partners with industries to provide apprenticeship training. Their training programs help place graduates in local jobs (30%) as well as overseas employment (40%), self-employment (15%), and higher education (15%). Expanding TVET is important to meet the growing demand for skilled workers both domestically and abroad, especially
boosting skillsets
This document proposes establishing Skills Development Centers (SDCs) across India to address issues with the country's employment market. SDCs would be managed by the University Grants Commission and overseen by the Human Resource Development Ministry. They would offer vocational skills training to students and working professionals on weekends and evenings. Courses would include both technical and non-technical skills to make students more employable. SDCs aim to improve the quality of the workforce and better integrate skills training with formal education to help resolve India's employment problems. However, their success would depend on factors like adequate funding, integration with education, and increasing awareness of the program.
GSS Session-I Mr. Sharda Prasad -- Strategy for Skill Development: Government...
GSS Session-I Mr. Sharda Prasad -- Strategy for Skill Development: Government...4th_Global_Skills_Summit
The document discusses India's large and young workforce and need to skill its population. It outlines the government's skills training programs including the Craftsmen Training Scheme which provides vocational training through Industrial Training Institutes. Over 9,000 such institutes exist with the capacity to train 1.3 million students across 120 trades annually. The government also aims to address skills training at scale to equip 500 million people by 2022 and overcome challenges of expanding access, increasing quality and relevance, and developing a robust labor market information system. Reforms underway include increasing training capacity, modernizing institutes, strengthening industry partnerships, and establishing a national vocational framework.Mukul Make in India
Skill development is a key part of India's "Make in India" initiative to boost manufacturing. The program aims to develop skills to meet industry needs and create job opportunities. However, India faces several challenges in skill development including a large skill gap, inadequate training capacity compared to demand, and a mismatch between education and industry needs. The government has launched reforms and initiatives through programs like NSDC and expanding ITIs, but much remains to be done to reform education, enhance training capacity, and develop industry-specific skills to fully capitalize on India's demographic dividend for manufacturing growth under "Make in India".
mumbai (1).pdf
The document discusses India's National Apprenticeship Promotion scheme. It outlines that the Apprentices Act of 1961 regulates apprenticeship training programs in industry. There are five categories of apprentices and the scheme aims to create skilled workers. Benefits include quality training, employment opportunities, and experience in a real work environment. Apprenticeships have basic training and on-the-job components. While the scheme has potential, many establishments are not optimally using it due to lack of government support. There is opportunity to engage over 1 million apprentices if public sectors hire at minimum levels.
Banking service chronicle
This document discusses opening a new research and training center in Bihar, India. It notes that there is a lack of quality training centers in Bihar to develop skills and employability for young professionals. The document outlines the opportunities for a new training center, including a growing market, lack of existing quality options, and demand from students, graduates, and working professionals who need regular skills training. It recommends strategies like comparative analysis of other centers, building partnerships, transparency, and a focus on developing trainers and curriculum to create a sustainable training option that meets the needs of the local job market.
Pp tx for trades in demand final.pptx-1
The document summarizes the Benazir Bhutto Shaheed Youth Development Program (BBSYDP) in Sindh, Pakistan. The program aims to address poverty and unemployment by providing skill development training to 50,000 unemployed youth aged 18-35. Trainees receive a stipend and allowance. Over 83,000 youth have completed BBSYDP training so far. The program is administered through a management information system website and involves selection of trainees and training partners, monitoring and evaluation, and facilitating employment opportunities for graduates. International donors like the Japan Social Development Fund also support BBSYDP projects.
Start a skill development training centre
Start a Skill Development Training Centre. Best Education and Training Sector Business Ideas.
India has one in every of the biggest technical work force within the world. However, compared to its population it's not significant and there's a tremendous scope of improvement during this area. In India, the emphasis has been on general education, with vocational education at the receiving end. This has resulted in large number of educated folks remaining unemployed. This phenomenon has currently been recognized by the planners and therefore there's a larger thrust on vocationalization of education. Another shortcoming within the area of technical and education is that until currently, the number of engineers graduating is more than the diploma holders. This is often creating an imbalance, as additional workforces are required at the lower level.
For More Details, Click Here: - https://bit.ly/2WjReB3
Contact us
Niir Project Consultancy Services
An ISO 9001:2015 Company
106-E, Kamla Nagar, Opp. Spark Mall,
New Delhi-110007, India.
Email: npcs.ei@gmail.com , info@entrepreneurindia.co
Tel: +91-11-23843955, 23845654, 23845886
Mobile: +91-9097075054, 8800733955
Website: www.entrepreneurindia.co , www.niir.org
Pmkvy 2.0 guidelines (2016 2020)
The document provides guidelines for the Pradhan Mantri Kaushal Vikas Yojana (PMKVY) skills development program for 2016-2020. Key points include:
1. PMKVY will provide short-term skills training to unemployed youth through training centers, focusing on job roles up to NSQF Level 5. Training partners will facilitate placements.
2. Recognition of Prior Learning will assess and certify individuals with existing skills and experience. Project partners can offer "bridge courses" to address skills gaps.
3. Special projects allow customized training programs for specific sectors, roles, or target groups.
4. Kaushal and Rozgar Melas will promote community mobilization
Skill Development Sector
Highlighting the government’s focus on Skill Development to achieve economic & social development through the country’s huge active population (between 15-45 years), the presentation details the changing scenario of the skill development sector in India and the state of Gujarat.
Session 4 Youth Unemployment China Presentation
The document summarizes challenges around youth unemployment in China and proposes a 4E strategy to address it: Employment Creation, Entrepreneurship, Employability, and Equal Opportunity. It outlines specific government programs and policies to promote each element of the strategy. Priority groups are college graduates and rural migrant youth. The All-China Youth Federation plays a key role in coordinating efforts through its large network across China. Future plans include advocating for a national youth employment policy and expanding programs to promote entrepreneurship and international cooperation.
A sumpsimus approach to Skill India
Government of India’s ambitious Skill India program created National Skill development council (NSDC) to create a powerful network of training ecosystem to address employment skills and support gainful entrepreneurship. Despite the best efforts of the government, partners and other agencies involved in the outcomes of Skill India program have fallen short of objectives. The problem of skilling India can’t be solved by increasing expenditure and bringing in more training partners alone. We present here the reasons for the shortfall and approaches to overcome each pain area.
Unavocationers
This document discusses strategies to increase employability of youth in India. It provides statistics showing high unemployment rates among youth and those with higher education. The document proposes several approaches:
1. Improving recruitment practices through internships, training programs, and making promotions based on performance rather than connections.
2. Establishing a professional education and training council to provide short-term vocational courses through local institutions.
3. Increasing specialization in higher education so students can choose a job-oriented or research track based on their goals.
The document includes analyses of implementing these approaches, estimating costs and targets over a 6-year period. It finds the strategies could potentially train over 3.5 crore youth
Similar to Apprenticeship in TVET: to minimize the skill gap (20)
PMKVY Franchise | Pradhan Mantri Kuashal Vikas Yojana Franchise
PMKVY Franchise | Pradhan Mantri Kuashal Vikas Yojana Franchise
TVET & Socio-Economic Development in Bangladesh Steps Challenges & Ways Forward
TVET & Socio-Economic Development in Bangladesh Steps Challenges & Ways Forward
GSS Session-I Mr. Sharda Prasad -- Strategy for Skill Development: Government...
GSS Session-I Mr. Sharda Prasad -- Strategy for Skill Development: Government...
Recently uploaded
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER JEE PYQ
NIPER JEE QUESTIONS
MOST FREQUENTLY ASK QUESTIONS
NIPER MEMORY BASED QUWSTIONS
How to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...Nguyen Thanh Tu Collection
https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzpBossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Recently uploaded (20)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
220711130088 Sumi Basak Virtual University EPC 3.pptx
220711130088 Sumi Basak Virtual University EPC 3.pptx
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Apprenticeship in TVET: to minimize the skill gap
- 1. Apprenticeship in TVET Programme to minimize the skill gap Mohammed Rafiqul Islam Capacity Development Associate Access to Information (a2i) Programme Prime Minister’s Office, Bangladesh Email: sujonanu@gmail.com 20 December 2015
- 2. Labour market scenery of Bangladesh • Labour force: 80M, growth 2.2% (1.7M) • Unemployment: 4.3% (3.4M) • Underemployment:18.7% (15M) Untrained 80% Trained but not qualified 18% NTVQF 2% 18.4M People Need Decent Work! Only 2% Trained and Qualified!
- 3. TVET system mainly focuses on skills and soon will become the main driving force of growth….But, there is a gap!!!
- 4. Apprenticeship/Internship/Job Placement Apprenticeship: • on-the-job training and classroom instruction • practical and theoretical aspects of a highly skilled occupation.
- 6. Experience of Austria • About 40% -Austrian teenagers enter apprenticeship training upon completion of compulsory education (at age 15). [stable since the 1950s] The five most popular trades are: - Retail Salesperson (5,000/year), - Clerk (3,500 / year), - Car Mechanic (2,000 / year), - Hairdresser (1,700 / year), - Cook (1,600 / year) • Apprenticeship training in Austria: Dual Education System
- 7. Experience of Australia • 470,000 Australian Apprentices in-training as at 31 March 2012 • an increase of 2.4% from the previous year • 60+ industries: equipped with apprenticeship occupation. • Group Training Organisations (GTO): offers safety nets to demand & supply
- 8. Experience of France • 4,25,000 Apprentices in France in 2013. • 17/1000 employed person.
- 9. Experience of Germany • Employment without apprenticeship is almost impossible • Dual Education System: 50-70% time in company and rest in formal education • In 2011, 570,000 new voc apprenticeships, compared 520,000 university enrolments.
- 10. Experience of China Year Total enrollment Tech&Voc enrollment Year Upper Secondary schools (USS) 16 million 7.5 million 2013 Graduates from USS 14.8 million 6.7 million 2014 Source: MoE of China, 2014 • Above 20 Million people work as apprentices right now.
- 11. Experience of Malaysia • TVET enrolment: 1,64,000 (2013) 2,25,000 (2020) 650,000 (2025) • Apprenticeship Scheme for dropouts: RM500.00 per month (by HRDF) Apprenticeship at Lotus Car Apprenticeship at Mercedes-Benz
- 12. Experience of India • Under APY 2.8 lakh apprentices (One lakh more by March, 2017) BREAKING NEWS- JULY 2015: ‘’CHINA HAS 2 CRORE PEOPLE WORKING AS APPRENTICES, IN JAPAN 1 CRORE. BUT IN INDIA ONLY 30 LAKHS. DISAPPOINTING’’ - PM MODI
- 13. Institutionalize Apprent in India Separate board for apprenticeship programme 1. Board of Apprenticeship Training (BOAT) Western Region http://www.apprentice- engineer.com/ 2. BOAT -Northern Region www.boatsr- apprentice.tn.nic.in 3. BOAT –Southern Region http://boatnr.org/ 4. BOAT –Eastern Region http://www.bopter.gov.in
- 14. What about Bangladesh…? • TVET enrollment- 6,89,663 [<8% of secondary and HS enrollment] • Formal Apprenticeship: 8377 (Approx) • Informal apprenticeship: 10,000+ • 64 TSC get approval to start delivering contract training to industry • BMET, COEL, ILO, EU and BRAC running apprent. Prog. (very small scale) Its not ENOUGH!!!
- 15. What to Do…??? Major 5 (PMCMB): • Change Policy: TVET & Industry for better Apprenticeship. • Innovate Apprenticeship Model for developing countries. • Collaboration between Education and Industry • Develop a National Apprenticeship Monitoring System (NAMS) • Develop Business model/sustainable plan 4 Apprenticeship
- 16. Thank You
Editor's Notes
- https://en.wikipedia.org/wiki/Apprenticeship
- https://en.wikipedia.org/wiki/Apprenticeship
- http://cep.lse.ac.uk/pubs/download/special/cepsp22.pdf
- http://cep.lse.ac.uk/pubs/download/special/cepsp22.pdf
- http://www.oecd.org/els/emp/C_WANG-Apprenticeships%20in%20China%20Update.pdf
- http://www.oecd.org/els/emp/C_WANG-Apprenticeships%20in%20China%20Update.pdf
- http://cep.lse.ac.uk/pubs/download/special/cepsp22.pdf
- http://cep.lse.ac.uk/pubs/download/special/cepsp22.pdf