In ERIAS Master Class 5 “Work-based learning”, the participants will be informed about the methodology of work-based learning and the opportunities provided in Greece.
The Industry-University Interface:An Academic Administrator’s ViewJAX Chamber IT Council
Improving the Academic-Industry Interface. A presentation by Dean Mark A. Tumeo, PhD, JD, PE of UNF's College of Computing, Engineering and Construction, August 2013 to the JAX Chamber IT Council.
A Skills Beyond SchooL Review of Costa RicaEduSkills OECD
This document summarizes a review of Costa Rica's postsecondary vocational education and training system conducted by the OECD. Some key points:
- Vocational education is seen as important for Costa Rica's economic development and social cohesion. Programs have work-based learning components which benefit students.
- Strengths include recognition of prior learning, adequate funding currently, and addressing equity issues. Vocational education also has relatively good status and reputation.
- Challenges include ensuring programs reflect labor market needs, developing an apprenticeship system, and strengthening teacher quality. Better coordination is also needed between different parts of the vocational system.
Many countries are seeking a radical transformation of the process and outputs of skill formation as solutions to the economic crisis are sought. One of the consequences of the reality of exponential technological change for the VET curriculum, which has been the cornerstone of skills formation, is that it is already outdated by the time students start their course as the pace and impact of technological change in the workplace removes the need for previously taught skills. Skills obsolescence therefore needs to become a factor in the planning and delivery of the VET curriculum so that it is reviewed and changed on a more regular and routine basis than hitherto. This means more than deploying digital technologies to the aims, objectives, content, activity and assessment of traditional skills formation but reframing skills education itself so that it is presented to the students as a ‘curriculum of problems’ around which resources become available as required. What we see emerging is a heuristics-based model defined by the skills of search, critiquing, collaboration and curation and the practice of real-time application of knowledge.
Over the course of the last year Cathy Ellis has been working with Professor Sugata Mitra and more recently with associates at Harvard School of Education, MIT Media Lab and EdX exploring the implications of this approach and planning a series of controlled curriculum experiments which will be conducted in a number of VET settings over the coming academic year. These experiments will seek to examine the following questions:
Have we reached the point where learning to learn has become a fundamental capability for the VET student and what does this mean in practice?
Can we take the concept of Self-Organised Learning as pioneered by Sugata Mitra in the primary sector and apply it to VET?
Will Self-Organised Learning better equip our students to manage the challenges of continual change in the workplace as previously sought after vocational competencies are rendered obsolete in a world characterised by ‘plug and play’?
In her demo Cathy will outline the work done to date and share the initial findings from the first round of experiments which are planned to take place in October 2012.
This document summarizes several articles from a faculty newsletter. It discusses how many college campuses have shifted their focus from higher education to employment training and placements. It notes that placement training has become a major part of the academic calendar, and that colleges now see themselves more as employment exchanges. It also discusses criticisms of dubious training companies that promise jobs without substance and exploit students. The document advocates for placement to be a value addition to higher education rather than a replacement of it.
This curriculum vitae summarizes the educational and professional experience of Ahmed Abd el Latif. He holds a BS in Industrial Education from Helwan University and diplomas in Education Technology from Ain Shams University. His work experience includes positions as a lecturer, curriculum developer, e-learning expert, and current roles as Head of the Theoretical Department and E-Learning Unit at the Staff Training Institute. Notable international experience includes projects in Germany, Jordan, Lebanon, and Finland related to e-learning, curriculum development, and capacity building in technical education.
Researcher observation observed on the enterprisesberhanu taye
- The Entoto TVET polytechnic college provides vocational training across various fields through both formal and short-term programs. Trainees gain practical skills through cooperative training placements in companies.
- While the workshops and facilities have sufficient space and equipment, some areas like automotive are cramped with outdated machinery. The training programs align with occupational standards and assess trainees' competencies.
- The TVET college aims to equip trainees with skills demanded by the job market and support self-employment through various training programs for migrants and others. Assessment of trainees is done through continuous evaluation and competency tests.
The main aim to choose technical education is that it specializes the students as skilled labours and technically fit in the industries.
Source<> http://www.edubilla.com/articles/student-career-tips/the-importance-of-technical-education/
The Industry-University Interface:An Academic Administrator’s ViewJAX Chamber IT Council
Improving the Academic-Industry Interface. A presentation by Dean Mark A. Tumeo, PhD, JD, PE of UNF's College of Computing, Engineering and Construction, August 2013 to the JAX Chamber IT Council.
A Skills Beyond SchooL Review of Costa RicaEduSkills OECD
This document summarizes a review of Costa Rica's postsecondary vocational education and training system conducted by the OECD. Some key points:
- Vocational education is seen as important for Costa Rica's economic development and social cohesion. Programs have work-based learning components which benefit students.
- Strengths include recognition of prior learning, adequate funding currently, and addressing equity issues. Vocational education also has relatively good status and reputation.
- Challenges include ensuring programs reflect labor market needs, developing an apprenticeship system, and strengthening teacher quality. Better coordination is also needed between different parts of the vocational system.
Many countries are seeking a radical transformation of the process and outputs of skill formation as solutions to the economic crisis are sought. One of the consequences of the reality of exponential technological change for the VET curriculum, which has been the cornerstone of skills formation, is that it is already outdated by the time students start their course as the pace and impact of technological change in the workplace removes the need for previously taught skills. Skills obsolescence therefore needs to become a factor in the planning and delivery of the VET curriculum so that it is reviewed and changed on a more regular and routine basis than hitherto. This means more than deploying digital technologies to the aims, objectives, content, activity and assessment of traditional skills formation but reframing skills education itself so that it is presented to the students as a ‘curriculum of problems’ around which resources become available as required. What we see emerging is a heuristics-based model defined by the skills of search, critiquing, collaboration and curation and the practice of real-time application of knowledge.
Over the course of the last year Cathy Ellis has been working with Professor Sugata Mitra and more recently with associates at Harvard School of Education, MIT Media Lab and EdX exploring the implications of this approach and planning a series of controlled curriculum experiments which will be conducted in a number of VET settings over the coming academic year. These experiments will seek to examine the following questions:
Have we reached the point where learning to learn has become a fundamental capability for the VET student and what does this mean in practice?
Can we take the concept of Self-Organised Learning as pioneered by Sugata Mitra in the primary sector and apply it to VET?
Will Self-Organised Learning better equip our students to manage the challenges of continual change in the workplace as previously sought after vocational competencies are rendered obsolete in a world characterised by ‘plug and play’?
In her demo Cathy will outline the work done to date and share the initial findings from the first round of experiments which are planned to take place in October 2012.
This document summarizes several articles from a faculty newsletter. It discusses how many college campuses have shifted their focus from higher education to employment training and placements. It notes that placement training has become a major part of the academic calendar, and that colleges now see themselves more as employment exchanges. It also discusses criticisms of dubious training companies that promise jobs without substance and exploit students. The document advocates for placement to be a value addition to higher education rather than a replacement of it.
This curriculum vitae summarizes the educational and professional experience of Ahmed Abd el Latif. He holds a BS in Industrial Education from Helwan University and diplomas in Education Technology from Ain Shams University. His work experience includes positions as a lecturer, curriculum developer, e-learning expert, and current roles as Head of the Theoretical Department and E-Learning Unit at the Staff Training Institute. Notable international experience includes projects in Germany, Jordan, Lebanon, and Finland related to e-learning, curriculum development, and capacity building in technical education.
Researcher observation observed on the enterprisesberhanu taye
- The Entoto TVET polytechnic college provides vocational training across various fields through both formal and short-term programs. Trainees gain practical skills through cooperative training placements in companies.
- While the workshops and facilities have sufficient space and equipment, some areas like automotive are cramped with outdated machinery. The training programs align with occupational standards and assess trainees' competencies.
- The TVET college aims to equip trainees with skills demanded by the job market and support self-employment through various training programs for migrants and others. Assessment of trainees is done through continuous evaluation and competency tests.
The main aim to choose technical education is that it specializes the students as skilled labours and technically fit in the industries.
Source<> http://www.edubilla.com/articles/student-career-tips/the-importance-of-technical-education/
Technical education provides students with skills needed for industries and plays an important role in social and economic development. It differs from vocational education in that technical schools teach the theory and science behind occupations, while vocational schools take a more hands-on approach. Technical skills include abilities and knowledge needed for mechanical, IT, mathematical or scientific tasks. Benefits of technical education include lower costs than four-year degrees, career focus, smaller class sizes, adaptability, and career advice. It imparts trade, craft or professional skills that are vital for reducing poverty and sustaining development. Popular technical education courses include computer science, biotechnology, mechanical, civil, aeronautical and electronics engineering.
The document discusses the impact of COVID-19 on India's education system. It led to the closure of schools and shift to online learning, which created difficulties for both teachers and students due to lack of resources and infrastructure. It impacted assessments, admissions, and the job prospects of recent graduates. While online learning helps improve digital skills, it is not as effective as traditional learning and has created greater disparities. Overall, the pandemic highlighted the need for greater investment in education to support online learning and better prepare for future crises.
On the Corporate MOOC conference held in Hong Kong, June 1, 2015, Professor T.C. Pong, of HKUST, gave this speech on how analytics contribute to the imporvement of the learning experience.
A model for evaluation of business education programmesAlexander Decker
This document discusses a model called the Kernel of Truth for evaluating business education programs. It begins with definitions of business education and evaluation. It then examines several existing models for program evaluation before advocating for the Kernel of Truth model. This model evaluates a program by assessing the areas of consensus, or "kernel of truth", among the different perceptions of those involved in the program like administrators, developers, teachers, and students. It aims to provide an objective evaluation based on what all stakeholders agree is an accurate representation of the program's effectiveness.
Assessment of teachers’ and principals’ opinion on causes of low Alexander Decker
This document discusses a study that assessed teachers' and principals' opinions on the causes of low enrollment in technical colleges in Delta State, Nigeria. The study aimed to determine the government, school, societal, and parental factors perceived to influence enrollment. A questionnaire was administered to 12 principals and 84 teachers across 6 technical colleges. Results showed that both principals and teachers perceived lack of qualified teachers, poor funding, dilapidated infrastructure, poor societal attitudes toward technical education, and parental perceptions that it is for less intelligent students as causes of low enrollment in Delta State technical colleges. The study concluded that governmental, school, societal, and parental factors are responsible for low enrollment. It recommended that the government revitalize technical
Education and Training Position Paper June 2013 EN (Final)Brian O'Reilly
This document discusses key issues in Vietnam's education system and provides recommendations to improve quality and relevance. It addresses: 1) Providing more autonomy to higher education institutions to improve quality. 2) Ensuring curriculum and teaching standards provide graduates with needed skills. 3) Improving vocational education programs to meet industry needs. 4) Clarifying management structures between foreign-owned schools and Vietnamese institutions. 5) Increasing quotas for Vietnamese students in international programs to expand opportunities. The recommendations aim to develop a high-quality, internationally-recognized education system to support Vietnam's economic growth and global competitiveness.
Career and Technical Education (CTE) programs provide education to prepare youth and adults for careers requiring varying levels of education. CTE became popular after the Industrial Revolution and has expanded to include middle schools, high schools, community colleges, and technical schools. CTE programs cover a wide range of career areas and receive federal and state funding totaling over $1 billion annually. The Houston Independent School District offers 165 CTE courses across 67 schools to equip students with skills for the workforce or further education.
Management of Distance Learning Systems in China - Evaluating investmentGiovanni Marconato
This document discusses the costs and cost-effectiveness of e-learning. It notes that while distance education can be cheaper than traditional education due to different cost structures, the cost-efficiency of e-learning depends greatly on the specific project design, size, and circumstances. Effectiveness is also difficult to determine and depends on the metrics and standards used. The document analyzes factors that influence the costs of developing, delivering, and supporting e-learning like method of development, media costs, teacher to student ratios, student numbers, and level of activities. It provides some examples of costs based on student learning hours for different media and notes economies of scale with larger class sizes.
Education System during Pandemic Situation of COVID 19 in Indiaijtsrd
This is on the transformation of education system during pandemic situation of COVID 19 in India .COVID 19 is an infectious disease caused by corona virus .The first case of COVID 19 in India was reported on 30th January 2020,originating from china .the virus not only affected the human life ,economy and other living factors but also disturbed education system. for purpose of social distancing and human safetly various strong decisions are taken by government of India was announced on 24th march midnight by prime minister Narendra Modi which was of 21 days .On 14th April the prime minister extended lockdown up to 3 May ,the rising in corona virus cases the lockdown again extended till 17th may and there are chances of extension depending upon cases. The extension of lockdown and closures of school, colleges affected the education learning, classes ,economy as well as the academic year of 2020. Shreyal Darole "Education System during Pandemic Situation of COVID-19 in India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31030.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/31030/education-system-during-pandemic-situation-of-covid19-in-india/shreyal-darole
The document discusses strategies to prevent dropouts in vocational education in Finland. It analyzes data from a national monitoring program that tracks dropout rates. Some key findings are that interruptions are most common in the first half year of studies, and the percentage of special needs students is higher among dropouts. Case studies from the Turku region show that increasing support and guidance can improve graduation rates and save costs by reducing the number of students who drop out of education and training. Using social media and new teaching methods can help keep students engaged and motivated to complete their studies.
Course Guide for Students - North Coast TAFENorthcoastNSW
Discover your future now with North Coast TAFE. The Institute provides various courses that can help to launch your career. Contact the Institute to know more in details.
PRE-SERVICE AND IN-SERVICE TRAINING OF TVET TEACHERSOECD CFE
Presentation by Dr. Nguyen Quang Viet, Viet Nam, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
CAJ 2020 Leading the Children in Sri Lanka to Right Choice of Education.pdfCINEC Campus
The document discusses challenges in Sri Lanka's tertiary education system. Only around 30,000 out of 300,000 students who pass the A/L exam annually are able to enter state universities. The remaining 150,000 students must pursue costly overseas education or degrees from private institutions. Additionally, graduate unemployment is high. The research aims to develop a mechanism to shift students' demand and enrollment towards academic disciplines with better employment prospects. It investigates factors influencing students' selection of majors and aims to guide them towards fields that will help them succeed in the future job market. The goal is to curb unemployment by steering enrollment away from oversupplied disciplines.
Industrial Attachment challenges: Lessons drawn from Gweru Polytechnic Colleg...inventionjournals
This document discusses challenges faced by students during industrial attachment programs in Zimbabwe. It finds that the main challenges are:
1) Shortage of attachment places, as there are not enough opportunities for the large number of students. This can result in students being placed in companies not relevant to their field of study.
2) Financial problems for students, as many do not have adequate resources to support themselves during the unpaid attachment period. This can lead to absenteeism and negatively impact motivation.
3) Issues of sexual harassment of female students by supervisors, according to some student responses. While most respondents saw this as a minor issue, some female students felt it negatively affected their experience.
The document recommends increasing
The document outlines Minnesota's new career and technical education (CTE) plan under the 2006 Carl D. Perkins Career and Technical Education Act. Key changes include establishing local consortia between secondary schools and colleges to administer CTE programs and funds jointly, developing programs of study that span secondary and postsecondary education, expanding accountability measures, and targeting underserved populations. The new plan aims to strengthen collaboration between secondary and postsecondary institutions and better align CTE programs with workforce needs.
Technical education provides students with practical and applied skills for careers in industries and technology. It focuses on subjects like applied sciences and modern technologies. The main purpose of technical education is to train students to become skilled workers that can contribute technically to industries. While it promotes independent learning and increases students' potential, technical education also faces challenges like increased instructional difficulties and reduced interest in traditional academic subjects. Overall, technical education can help regenerate society by preparing the next generation with both machine skills and technological knowledge.
The document discusses vocational and BTEC qualifications. It explains that BTEC qualifications focus on developing practical skills through work-related activities and assessments. BTEC qualifications range from entry level to level 5 and above and cover a wide range of subject areas. The document provides details about different BTEC qualifications, including what is learned, how students are assessed, and potential progression pathways. It emphasizes that BTEC qualifications open doors to careers, apprenticeships, and higher education.
Alternative learning system report [autosaved]Lilyvic Kalim
This document discusses alternative learning delivery modes and education programs in the Philippines. It describes the Radio-Based Instruction Program which delivers alternative learning system programs via radio broadcast. It also discusses the Accreditation and Equivalency Program and Expanded Tertiary Education Equivalency and Accreditation Program which allow out-of-school youth and adults as well as working professionals to complete their basic education and earn a bachelor's degree through work experience equivalencies and without attending traditional schooling. The document provides details on how professional experience can be evaluated and converted to academic credits to accelerate degree completion.
Work-Based Learning in High School: 13 Important Examples | Future Education ...Future Education Magazine
Students get work-related experience via a sequence of activities that are planned and organized in work-based learning, also known as WBL. It addresses the unifying goal of educational institutions and business organizations: to offer students with the knowledge and skills required for successful employment.
Further education (FE) is any education after secondary education that’s not part of higher education (not taken as an undergraduate or graduate degree).
If you’re a bit bewildered by it all, you are not alone!
It can be difficult to understand how things fit together.
This guide is your starting point
Technical education provides students with skills needed for industries and plays an important role in social and economic development. It differs from vocational education in that technical schools teach the theory and science behind occupations, while vocational schools take a more hands-on approach. Technical skills include abilities and knowledge needed for mechanical, IT, mathematical or scientific tasks. Benefits of technical education include lower costs than four-year degrees, career focus, smaller class sizes, adaptability, and career advice. It imparts trade, craft or professional skills that are vital for reducing poverty and sustaining development. Popular technical education courses include computer science, biotechnology, mechanical, civil, aeronautical and electronics engineering.
The document discusses the impact of COVID-19 on India's education system. It led to the closure of schools and shift to online learning, which created difficulties for both teachers and students due to lack of resources and infrastructure. It impacted assessments, admissions, and the job prospects of recent graduates. While online learning helps improve digital skills, it is not as effective as traditional learning and has created greater disparities. Overall, the pandemic highlighted the need for greater investment in education to support online learning and better prepare for future crises.
On the Corporate MOOC conference held in Hong Kong, June 1, 2015, Professor T.C. Pong, of HKUST, gave this speech on how analytics contribute to the imporvement of the learning experience.
A model for evaluation of business education programmesAlexander Decker
This document discusses a model called the Kernel of Truth for evaluating business education programs. It begins with definitions of business education and evaluation. It then examines several existing models for program evaluation before advocating for the Kernel of Truth model. This model evaluates a program by assessing the areas of consensus, or "kernel of truth", among the different perceptions of those involved in the program like administrators, developers, teachers, and students. It aims to provide an objective evaluation based on what all stakeholders agree is an accurate representation of the program's effectiveness.
Assessment of teachers’ and principals’ opinion on causes of low Alexander Decker
This document discusses a study that assessed teachers' and principals' opinions on the causes of low enrollment in technical colleges in Delta State, Nigeria. The study aimed to determine the government, school, societal, and parental factors perceived to influence enrollment. A questionnaire was administered to 12 principals and 84 teachers across 6 technical colleges. Results showed that both principals and teachers perceived lack of qualified teachers, poor funding, dilapidated infrastructure, poor societal attitudes toward technical education, and parental perceptions that it is for less intelligent students as causes of low enrollment in Delta State technical colleges. The study concluded that governmental, school, societal, and parental factors are responsible for low enrollment. It recommended that the government revitalize technical
Education and Training Position Paper June 2013 EN (Final)Brian O'Reilly
This document discusses key issues in Vietnam's education system and provides recommendations to improve quality and relevance. It addresses: 1) Providing more autonomy to higher education institutions to improve quality. 2) Ensuring curriculum and teaching standards provide graduates with needed skills. 3) Improving vocational education programs to meet industry needs. 4) Clarifying management structures between foreign-owned schools and Vietnamese institutions. 5) Increasing quotas for Vietnamese students in international programs to expand opportunities. The recommendations aim to develop a high-quality, internationally-recognized education system to support Vietnam's economic growth and global competitiveness.
Career and Technical Education (CTE) programs provide education to prepare youth and adults for careers requiring varying levels of education. CTE became popular after the Industrial Revolution and has expanded to include middle schools, high schools, community colleges, and technical schools. CTE programs cover a wide range of career areas and receive federal and state funding totaling over $1 billion annually. The Houston Independent School District offers 165 CTE courses across 67 schools to equip students with skills for the workforce or further education.
Management of Distance Learning Systems in China - Evaluating investmentGiovanni Marconato
This document discusses the costs and cost-effectiveness of e-learning. It notes that while distance education can be cheaper than traditional education due to different cost structures, the cost-efficiency of e-learning depends greatly on the specific project design, size, and circumstances. Effectiveness is also difficult to determine and depends on the metrics and standards used. The document analyzes factors that influence the costs of developing, delivering, and supporting e-learning like method of development, media costs, teacher to student ratios, student numbers, and level of activities. It provides some examples of costs based on student learning hours for different media and notes economies of scale with larger class sizes.
Education System during Pandemic Situation of COVID 19 in Indiaijtsrd
This is on the transformation of education system during pandemic situation of COVID 19 in India .COVID 19 is an infectious disease caused by corona virus .The first case of COVID 19 in India was reported on 30th January 2020,originating from china .the virus not only affected the human life ,economy and other living factors but also disturbed education system. for purpose of social distancing and human safetly various strong decisions are taken by government of India was announced on 24th march midnight by prime minister Narendra Modi which was of 21 days .On 14th April the prime minister extended lockdown up to 3 May ,the rising in corona virus cases the lockdown again extended till 17th may and there are chances of extension depending upon cases. The extension of lockdown and closures of school, colleges affected the education learning, classes ,economy as well as the academic year of 2020. Shreyal Darole "Education System during Pandemic Situation of COVID-19 in India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31030.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/31030/education-system-during-pandemic-situation-of-covid19-in-india/shreyal-darole
The document discusses strategies to prevent dropouts in vocational education in Finland. It analyzes data from a national monitoring program that tracks dropout rates. Some key findings are that interruptions are most common in the first half year of studies, and the percentage of special needs students is higher among dropouts. Case studies from the Turku region show that increasing support and guidance can improve graduation rates and save costs by reducing the number of students who drop out of education and training. Using social media and new teaching methods can help keep students engaged and motivated to complete their studies.
Course Guide for Students - North Coast TAFENorthcoastNSW
Discover your future now with North Coast TAFE. The Institute provides various courses that can help to launch your career. Contact the Institute to know more in details.
PRE-SERVICE AND IN-SERVICE TRAINING OF TVET TEACHERSOECD CFE
Presentation by Dr. Nguyen Quang Viet, Viet Nam, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
CAJ 2020 Leading the Children in Sri Lanka to Right Choice of Education.pdfCINEC Campus
The document discusses challenges in Sri Lanka's tertiary education system. Only around 30,000 out of 300,000 students who pass the A/L exam annually are able to enter state universities. The remaining 150,000 students must pursue costly overseas education or degrees from private institutions. Additionally, graduate unemployment is high. The research aims to develop a mechanism to shift students' demand and enrollment towards academic disciplines with better employment prospects. It investigates factors influencing students' selection of majors and aims to guide them towards fields that will help them succeed in the future job market. The goal is to curb unemployment by steering enrollment away from oversupplied disciplines.
Industrial Attachment challenges: Lessons drawn from Gweru Polytechnic Colleg...inventionjournals
This document discusses challenges faced by students during industrial attachment programs in Zimbabwe. It finds that the main challenges are:
1) Shortage of attachment places, as there are not enough opportunities for the large number of students. This can result in students being placed in companies not relevant to their field of study.
2) Financial problems for students, as many do not have adequate resources to support themselves during the unpaid attachment period. This can lead to absenteeism and negatively impact motivation.
3) Issues of sexual harassment of female students by supervisors, according to some student responses. While most respondents saw this as a minor issue, some female students felt it negatively affected their experience.
The document recommends increasing
The document outlines Minnesota's new career and technical education (CTE) plan under the 2006 Carl D. Perkins Career and Technical Education Act. Key changes include establishing local consortia between secondary schools and colleges to administer CTE programs and funds jointly, developing programs of study that span secondary and postsecondary education, expanding accountability measures, and targeting underserved populations. The new plan aims to strengthen collaboration between secondary and postsecondary institutions and better align CTE programs with workforce needs.
Technical education provides students with practical and applied skills for careers in industries and technology. It focuses on subjects like applied sciences and modern technologies. The main purpose of technical education is to train students to become skilled workers that can contribute technically to industries. While it promotes independent learning and increases students' potential, technical education also faces challenges like increased instructional difficulties and reduced interest in traditional academic subjects. Overall, technical education can help regenerate society by preparing the next generation with both machine skills and technological knowledge.
The document discusses vocational and BTEC qualifications. It explains that BTEC qualifications focus on developing practical skills through work-related activities and assessments. BTEC qualifications range from entry level to level 5 and above and cover a wide range of subject areas. The document provides details about different BTEC qualifications, including what is learned, how students are assessed, and potential progression pathways. It emphasizes that BTEC qualifications open doors to careers, apprenticeships, and higher education.
Alternative learning system report [autosaved]Lilyvic Kalim
This document discusses alternative learning delivery modes and education programs in the Philippines. It describes the Radio-Based Instruction Program which delivers alternative learning system programs via radio broadcast. It also discusses the Accreditation and Equivalency Program and Expanded Tertiary Education Equivalency and Accreditation Program which allow out-of-school youth and adults as well as working professionals to complete their basic education and earn a bachelor's degree through work experience equivalencies and without attending traditional schooling. The document provides details on how professional experience can be evaluated and converted to academic credits to accelerate degree completion.
Work-Based Learning in High School: 13 Important Examples | Future Education ...Future Education Magazine
Students get work-related experience via a sequence of activities that are planned and organized in work-based learning, also known as WBL. It addresses the unifying goal of educational institutions and business organizations: to offer students with the knowledge and skills required for successful employment.
Further education (FE) is any education after secondary education that’s not part of higher education (not taken as an undergraduate or graduate degree).
If you’re a bit bewildered by it all, you are not alone!
It can be difficult to understand how things fit together.
This guide is your starting point
The document summarizes the Greek education system, including primary, secondary, and tertiary levels. It specifically focuses on secondary vocational education (EPAL). EPAL combines general and vocational education over 3 years, and can be extended up to 4 years if an apprenticeship is included. Graduates receive a certificate equal to secondary school graduates and can pursue higher education, job training, or enter the workforce. The document also provides details about the 4th EPAL school in Kavala, which offers vocational programs in areas like art, healthcare, business administration, and provides both classroom and practical job skills training.
The document discusses guidelines for an internship program at a School of Water Technology. It defines internships as unpaid positions providing practical experience approved by the university. The objectives are for students to gain work experience, apply knowledge, and identify gaps to address in final projects. Benefits include improved skills and employability for students, and recruitment and innovation opportunities for companies. The guidelines outline responsibilities for students, mentors, and stakeholders to ensure effective implementation and monitoring of internships.
Improving the quality of Technology and Vocational Education (TVE) Work and S...iosrjce
National peace and security is a function of overall satisfaction of the citizenry of any nation in an
ideal situation. The satisfaction could be in the form of job-satisfaction, political stability, economic and social
stability or any combination of the above indicators and more. This paper studied the challenges facing the
Work and Study degree programme of the Technology and Vocational Education Department of Ebonyi State
University (EBSU) Abakaliki, with a view to enhancing or improving it for graduate employment and national
security. Survey design was used in the study. Two research questions that guided the study were administered
on a sample of forty (40) respondents and analyzed with frequency count and percentages. From the analysis,
six findings emerged, notable among which was the fact that the award of the WASP Degree Certificate gives
job satisfaction to the recipient. Based on the finding of the study, some recommendations were made to
enhance the WASP programme in Ebonyi State University, Abakaliki. These include; government and
management of the programme should ensure adequate funding of the programme by any means, staff should
also endeavour to update their competency through retraining, it is necessary that a monitoring or supervisory
committee be established to discourage several malpractices and corrupt practices. Where all these are not
attainable, the programme could be scrapped.
The Alternative Learning System (ALS) is a free education program in the Philippines implemented by the Department of Education that provides an alternative to formal schooling through module-based learning for those who cannot otherwise afford it or fit it into their schedule, with the aim of providing more educational opportunities and addressing the needs of marginalized groups. Students attend for 10 months, take quizzes after modules, and can earn a high school diploma by passing the Accreditation and Equivalency Test. Boxing champion Manny Pacquiao earned his high school diploma through the ALS program.
Scientix 9th SPWatFCL Brussels 6-8 November 2015: TES WorkshopBrussels, Belgium
This document summarizes a workshop on entrepreneurial education. It discusses defining entrepreneurship education and its key competencies according to the European framework. It promotes entrepreneurial learning at all ages and subjects, and emphasizes teacher training. Examples are given of best practices and strategies in different countries. The workshop encourages participants to evaluate their schools' entrepreneurship education using online tools and guides, and to develop plans to grow related programs. Participants are also urged to contribute to and review the online guide to help it become a key resource for teachers.
The reform of vocational education and training in Finland aims to create a competence-based and customer-oriented system that improves efficiency. Key goals are enhancing cooperation between vocational institutions and employers, integrating vocational employment education, and establishing one unified VET system for young people and adults based on lifelong learning. The reformed system will offer three types of vocational qualifications at different EQF levels and individual study paths tailored to each student's needs, skills, and life situation. It intends to provide employers with a skilled workforce and students quicker access to employment through flexible admission, recognition of prior learning, and guidance during and after studies.
Higher vocational education (HVE) in Sweden is designed to meet the labor market's demand for post-secondary qualified skills. HVE programs are offered at 236 education providers across a range of fields, last one to two years, and include workplace training. Graduates have high employment rates, with over 70% employed within a month and over 80% employed within six months, often in the same field as their study. HVE programs are developed in partnership with employers to define needs and influence content. The Swedish Council for Higher Vocational Education oversees and funds HVE.
The document provides information to assist with career planning and education pathways. It includes sections on personal attributes, education history, activities, employment history, job descriptions, personal requirements, tertiary education options, and resources for course information and industry skills shortages. Key points covered are the different certificate levels at TAFE, options for completing the VCE or VCAL at secondary school, pathways from TAFE to university, apprenticeship information, and support services available.
This document discusses different types of education including distance education, formal education, non-formal education, informal education, and continuing education.
Distance education refers to education that does not require students to be physically present, often involving online learning. Formal education takes place in schools and involves basic academic knowledge. Non-formal education occurs outside of schools and does not have a fixed curriculum or certification. Informal education is learned from daily life experiences. Continuing education aims to facilitate learning throughout one's entire life.
The document also discusses learning styles, components of an effective learning environment, and the role of technology in higher education. It emphasizes that higher education institutions should promote lifelong learning competencies to support continuing education.
1) The document discusses guidelines for internship programs in the Philippines' Department of Education Central Office.
2) It aims to standardize and professionalize internship processes to enhance trainees' work competencies and encourage young people to work for the government.
3) A key part of the discussion focuses on the importance of work immersion programs for senior high school students in developing job-related skills and experience to facilitate their transition from education to employment.
The OpenER project at the Open University of the Netherlands aimed to increase access to higher education through open educational resources. It exceeded targets with over 550,000 unique website visits and 4,400 registered learners. Evaluation found most visitors and learners were satisfied and many planned to pursue further study. Lessons learned included needing top management support and identifying champions. The university will likely continue the OpenER approach, and is considering making all its materials open resources or launching a new initiative, depending on funding and policy changes.
The document summarizes the Danish education system from primary education through higher education and lifelong learning. It outlines the structure and options within primary and lower secondary education, general and vocational upper secondary education programs, vocational education and training programs, higher education institutions and degrees, and opportunities for adult education and continuing training. The education system aims to provide students with both academic and practical skills to prepare them for further education or the workforce.
The document discusses vocational and BTEC qualifications. It explains that BTEC qualifications focus on developing practical skills through work-related activities and assessments. BTEC qualifications range from entry level to level 5 and above and cover a wide range of subject areas. The document provides details about different BTEC qualifications, including what is learned, how students are assessed, and potential progression routes after completion. It emphasizes that BTEC qualifications open doors to careers, apprenticeships, and higher education.
This document provides information about Outcomes-Based Education (OBE) for educators in the field of Information Technology. It discusses the speaker's training in OBE and benchmarking visits to other universities. Key points about OBE include that it is a learner-centered initiative requiring participation from all levels of an institution. OBE focuses on clearly defining learning outcomes for students to achieve by the end of their program. Reasons for adopting OBE in the Philippines include alignment with international standards and requirements of professional accreditation bodies. The document outlines the process of developing an OBE system, including defining institutional and program outcomes.
Similar to ERIAS Master Class 5: Work-based learning (20)
The document discusses social impact and social problems. It defines a social problem as any condition or behavior that has negative consequences for many people and is generally recognized as something that needs to be addressed. It notes that women often face disproportionate social problems, with limited access to things like healthcare, education, and economic opportunities. The document also defines social impact as significant positive changes that fully or partially address social injustices and challenges through intentional efforts by organizations through their operations. Social enterprises can create social impact through the UN's 17 Sustainable Development Goals, such as those related to reducing inequality, sustainable communities, and responsible consumption.
This document discusses social impact and social problems. It defines a social problem as any condition or behavior that has negative consequences for many people and is seen as something that needs to be addressed. It discusses how social groups can bring attention to social problems and try to convince governments to take action. It also outlines a theoretical framework involving four phases: emergence and claims-making, legitimacy, renewed claims-making, and developing alternative strategies. Specific social issues mentioned include health, children/youth, aging, disability, housing, education/employment and more. The document also discusses women and social problems, defining social impact, and ways to measure social impact.
Learnings from Successful Jobs SearchersBruce Bennett
Are you interested to know what actions help in a job search? This webinar is the summary of several individuals who discussed their job search journey for others to follow. You will learn there are common actions that helped them succeed in their quest for gainful employment.
Joyce M Sullivan, Founder & CEO of SocMediaFin, Inc. shares her "Five Questions - The Story of You", "Reflections - What Matters to You?" and "The Three Circle Exercise" to guide those evaluating what their next move may be in their careers.
Jill Pizzola's Tenure as Senior Talent Acquisition Partner at THOMSON REUTERS...dsnow9802
Jill Pizzola's tenure as Senior Talent Acquisition Partner at THOMSON REUTERS in Marlton, New Jersey, from 2018 to 2023, was marked by innovation and excellence.
Leadership Ambassador club Adventist modulekakomaeric00
Aims to equip people who aspire to become leaders with good qualities,and with Christian values and morals as per Biblical teachings.The you who aspire to be leaders should first read and understand what the ambassador module for leadership says about leadership and marry that to what the bible says.Christians sh
A Guide to a Winning Interview June 2024Bruce Bennett
This webinar is an in-depth review of the interview process. Preparation is a key element to acing an interview. Learn the best approaches from the initial phone screen to the face-to-face meeting with the hiring manager. You will hear great answers to several standard questions, including the dreaded “Tell Me About Yourself”.
Resumes, Cover Letters, and Applying OnlineBruce Bennett
This webinar showcases resume styles and the elements that go into building your resume. Every job application requires unique skills, and this session will show you how to improve your resume to match the jobs to which you are applying. Additionally, we will discuss cover letters and learn about ideas to include. Every job application requires unique skills so learn ways to give you the best chance of success when applying for a new position. Learn how to take advantage of all the features when uploading a job application to a company’s applicant tracking system.
Job Finding Apps Everything You Need to Know in 2024SnapJob
SnapJob is revolutionizing the way people connect with work opportunities and find talented professionals for their projects. Find your dream job with ease using the best job finding apps. Discover top-rated apps that connect you with employers, provide personalized job recommendations, and streamline the application process. Explore features, ratings, and reviews to find the app that suits your needs and helps you land your next opportunity.
3. Work-based learning
Definition
What is Work-Based Learning ?
«Work-based learning (WBL) is an educational strategy that provides
students with real-life work experiences where they can apply academic and
technical skills and develop their employability»
«Work-based learning deliberately merges theory with practice and
acknowledges the intersection of explicit and tacit forms of knowing»
Work-based learning encompasses a diversity of formal,nonformal and
informal arrangements including apprenticeships, work placement and
informal learning on the job. The key driver is the need for active policies to
secure learning that meets the need of workplace.
4. Work-based learning
Tools
Paid Internships
Practicum
Student-led Enterprises
Simulated Workplace Experience
Non-Paid Work Experience
Workplace Tours/Field Trips
Job Shadowing
Career Related Competitions
Informational Interviews
Non-paid Internships
Career Mentorship
Paid Work Experience
Service Learning
Volunteering
5. Work-based learning
Benefits
•Gain exposure to the world of work.
Participants in work-based learning programs develop skills that employer's value but
may be difficult to acquire in classroom settings. These include not only technical
skills but also professional skills, such as the ability to work as a member of a team,
an awareness of the need to be proactive, and an understanding of workplace
expectations.
• Get firsthand involvement in specific
occupations or industries.
Work-based learning gives people an opportunity
to immerse themselves in a particular field and
interact with professionals who have worked in it
for years. This type of experience can help people
make decisions about their long-term career goals.
• Gain experience
that reinforces academic instruction.
In work-based learning programs, participants
can apply the lessons they learn in the
classroom to real-world situations. As a result,
they are more likely to master and retain the
material, and they are able to demonstrate
their new skills in a concrete way.
•Get a paying job that may become permanent.
In some work-based learning programs, such as apprenticeships, participants work in paid jobs that last for
the duration of the program and may even lead to full-time positions at the organization. But whether they
result in permanent employment, all work-based learning experiences yield long-term career benefits
because participants acquire skills that they can add to their resumes.
8. Work-based learning
The case of Greece
Greece in one of the European Countries that focuses on
the Education. For Greece is very important the
educational sector.
Greece is one of those countries and we notice that more
and more people decide to turn towards these areas from
a young age. Entering high-school, children in Greece have
the opportunity to either continue in the Lyceum or choose
to finish their studies through Vocational
high-schools.
10. Work-based learning
Work-based learning options
Two subcategories of the work-based learning options
Public Sector Private Sector
University
Technological
Institutions
National
Manpower
Employment
Organization
Private I.E.K
(Vocational
Training
Institute)
K.E.K
(Vocational
Training
Center)
Private
Universities
Public I.E.K
(Vocational
Training
Institute)
11. Work-based learning
Public Sector
The most afordable sector is PUBLIC SECTOR.
In Public Sector you do not need to pay any money,
and if you need to pay some then it will be a very
small sum.
The best way to follow is the free of charge
education.
Note: The Public Sector is free of charge,
BUT not all options are easy to be
followed.
12. Work-based learning
Public Sector: University and Technological Institutions
Ιn order to be someone
admitted to the UNIVERSITY
and to Technological
Institutions it is necessary to
go through all the levels of
education the levels of
education are three in
Greece!
Someone who have
complete one of the levels of
education in other country,
he/she has the opportunity
to follow the next level of
education in Greece, but
always according the law of
Ministry of Education and
Religious Affairs.
13. Work-based learning
Public Sector: University and Technological Institutions
Ιn order to be accepted in the University or Technological
Institution you need to complete the 3 years Senior Highschool
and in the last year of it you need to give exams.
University and Technological Institutions combined the theoretical with
the practical part which is the aim of the Work-based learning.
If you be University Students, you will complete the theoretical part of
your studies in the first 3 or 4 or 5 years and then you will be in the
practice part.
The practical part takes place in a workplace that is relevant to your
studies so that you can put into practice what you have learned so far.
The internship usually lasts from 3 months to 4 years. Its duration
depends on the type of the study field you choose.
14. Work-based learning
Follow the link to find the study fields
in Greece and the study program.
https://www.sbs-studies.gr/panepistimia-aei
Public Sector: University and Technological Institutions
15. Work-based learning
Public Sector: National Manpower Employment Organization
Another way to have a Work-based
learning is National Manpower
Employment Organization. OAED is the
only organization which has a Pan-
Hellenic character and not only is
responsible for the unemployment but
also have studies which are based on
work-based learning model.
ΚΕΚ Μαθητεία - ΟΡΓΑΝΙΣΜΟΣ ΑΠΑΣΧΟΛΗΣΗΣ ΕΡΓΑΤΙΚΟΥ ΔΥΝΑΜΙΚΟΥ (oaed.gr)
Follow the link in order to be in
webpage of OAED. The webpage is in
Greek language, but you can also
translate the page in the language of
your choice.
16. Work-based learning
Public Sector: National Manpower Employment Organization
By clicking on one of the choices in the blue box you can find
different information which are interesting for you in order to
make the right choice.
What you need to do if you want to attend the K.E.K classes.
What kind of K.E.K Schools.
And where the K.E.K Schools are.
17. Work-based learning
Public Sector: National Manpower Employment Organization
Attendance in OAED KEK training programmes does
not have a fixed duration but this depends on the
educational subject. They usually range from 25 to
260 hours of theoretical and laboratory courses. The
necessary supporting documents as well as the way
in which candidates are selected are mentioned in a
circular issued by the Directorate of Vocational
Training and posted on the Agency's website.
OAED follows the work-based learning method as it
combines theoretical and practical part. OAED is
one of the best choices as the access in its training
courses, is easier. Also, one of the important
benefits is that the theoretical and practical part are
carried out simultaneously.
18. Work-based learning
Public Sector: Public I.E.K (Vocational Training Institute)
Public I.E.K (Vocational Training Institute) is another
educational sector that follows the work-based learning.
Institute of Vocational Training
• Vocational Training Institutes (I.E.K.) are institutions providing initial vocational training.
• You can enroll in IEK if you are a graduate
• Secondary Education (GEL, EPAL)
• Tec
• IEK
• Department of Higher Education
• There is no age limit for registration and attendance at IEK.
• There are the Public IEKs of the Ministry of Education and Religious Affairs (DEK), the IEK of the
Sivitanidi School, the IEK of the OAED, the IEK of the Ministry of Tourism, the IEK of the National
Centre for Direct Assistance (ECAB) of the Ministry of Health and Social Solidarity as well as many
private IEKs, which are licensed by the Ministry of Education and Religious Affairs.
19. Work-based learning
Public Sector: Public I.E.K (Vocational Training Institute)
What is the duration of studies in IEK?
•Attendance at the Vocational Training Institutes
(I.E.K.)
• has a duration of 5 semesters
• 4 semesters of theoretical and laboratory
training (1200 hours)
• 1 semester of Practical Exercise or
Apprenticeship (1050 hours)
• may start during the winter or spring semester
In the Public Institutes of Vocational Training of the
Ministry of Education and Religious Affairs (D.I.E.K.)
the attendance is provided free of charge.
Public I.E.K
are FREE OF
CHARGE
always.
20. Work-based learning
Public Sector: Public I.E.K (Vocational Training Institute)
In an I.E.K there are also different
specialities.
Click on the follow link for further
information about the specialities, finding
also answers in some questions.
Θέλω να πάω σε Ινστιτούτο Επαγγελματικής Κατάρτισης
(eoppep.gr)
Here are some questions that you
need to find the answer:
What degree do I get after
attending IEK?
What should I know about IEK
graduate Vocational Training
Certification?
What professional rights do IEK
graduates have?
21. Work-based learning
Private education
Private education provided by a private
individual or organization, rather than by
the state or a public body.
Private education is not an option for most
people as the first thing which represent
the private education is “MONEY”
Note: The access in private education is not easy
as the amount of money that someone needs is
big enough.
22. Work-based learning
Private Sector: Private I.E.K (Vocational Training Institute)
In order to be a student in a private I.E.K you
need to make a registration in the study
program of your choice.
The private I.E.K are a supporter of the Work-
based learning as according to the study
programm the internship is mandatory in order
to complete the study and for the acquisition of
the Vocational Training Certificate.
23. Work-based learning
Private Sector: Private I.E.K (Vocational Training Institute)
In order to register in a Private, I.E.K you need
the Following resgistration documents:
• Application for registration on a form provided
by IEK
• Photocopy of the diploma/high school degree or
equivalent Greek degree
• Photocopy of both sides of the ID
• Certificate of AMKA student (from JEP)
• 4 color photos
For TCNs the registration need and
some more documents, but you need
to communicate with the I.E.K of your
choice.
24. Work-based learning
Private Sector: K.E.K (Vocational Training Center)
K.E.K. are private
bodies that offer a
variety of
vocational training
programs and
more.
To participate
in K.E.K
programs you
need to pay.
Also, the
programs od
K.E.K are
temporary.
It lasts only for a
specific period of
time.
25. Work-based learning
Private Sector: Private University
Access to private universities
is easier as candidates do not
have to pass exams.
The disadvantage of private
universities is the payment of
tuition.
Payment of
tuition
needs a lot
of money.
For the registration to private
universities there aren’t any
specific requirements.
But you always need to come
in touch with someone from
the university for any
specifications.
26. Work-based learning
Public and Private sector
Either in the Public University or in the Private
University, the work-based learning has a
dominant position.
The only difference is that generally in the PUBLIC
SECTOR the education is FREE of charge, instead
of PRIVATE SECTOR in which the education is
chargeable.
27. REFERENCES:
• Minnesota State: What is Work-Based Learning? | Minnesota State CAREERwise (minnstate.edu)
• Work-Based Learning: Work-based learning - Wikipedia
• WINTAC: Work-based learning experiences | WINTAC
• JFF: Benefits of Work-Based Learning | JFF
• IED: Work-based learning models in Greece | IED | Project Updates
• Study in Greece: BSc/MSc/PhD - Study in Greece
• SBS: https://www.sbs-studies.gr/panepistimia-aei
• OAED: ΚΕΚ Μαθητεία – ΟΡΓΑΝΙΣΜΟΣ ΑΠΑΣΧΟΛΗΣΗΣ ΕΡΓΑΤΙΚΟΥ ΔΥΝΑΜΙΚΟΥ (oaed.gr)
28. REFERENCES:
• KEK: Κρατικό Δίπλωμα Επαγγελματικής Κατάρτισης - ΙΕΚ ΔΕΛΤΑ (iekdelta360.gr)
• UNHCR: Πρόσβαση στην Εκπαίδευση - UNHCR Ελλάδα
• IEK: Θέλω να πάω σε Ινστιτούτο Επαγγελματικής Κατάρτισης (eoppep.gr)