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Central management
of training
Program
development
Local implementation of
programs
Government
orientations, policies
and structures
Components of the Engineering of Vocational
and Technical Training
Managing
and organizing
training
Managing human
resources
Managing the
development of
the educational
institution
Management
structure of
educational
institutions
Establishment
of an
administrative
apparatus
Role of the State
Social project
Political commitments
Social groups
Political
will
Financial backers
Implementing agencies
Bilateral and multilateral
agencies
International organizations
International
partnerships
Establishment of priorities
and sociopolitical
commitments
Definition of
the roles,
powers and
responsibilities
of local and
regional
authorities
Revision of the legislative
and regulatory framework
Laws respecting
vocational and
technical training
Diagnostic analysis of existing laws
Enactment or amendment of the
legislative framework
Content of the legislative framework
Regulations:
Initial and
continuing training
Content of the regulations
Regulatory orientations with respect to studies
Relationships between initial and continuing
vocational and technical training
Statutes governing
the working conditions
of VTT staff
Teachers
Management staff
Support staff
Partner ministries
Continuing
vocational and
technical training
Management
structure
of partner
ministries
and agencies
Design and
orientation of
the system
Funding of
the system
Programming
of activities
Continuing
evaluation of
the system
Management
structure
of the architect
Strategic planning
Participation of
political partners
Local and
Regional
socioeconomic
Development
priorities
Participation
of the informal
sector, the
community and
associations
Relationships
between the
informal and
formal sectors
Development of
cooperative efforts
and partnerships
Determination of
work force needs
Participation
of businesses
and employers
Definition of
conditions for
participation
Participation in
the orientation
and management
of institutions
Government
orientations,
policies
and structures
The Central
management of
training
National
partnerships
Principles and dimensions
of partnership
Regional and local needs
Areas of partnership
Partners
Performance
indicators
Training costs
Indicators
illustrating
The
effectiveness
and efficiency
of the system
Surveys of
graduates
Surveys of
employers
Indicators used
to measure the
degree of
training-
employment
correlation
The system’s
ability to meet
needs
The system’s
adaptability and
flexibility
Indicators
illustrating
the development
and evolution
of VTT
Monitoring
and
evaluation
of the VTT
system
Organization of training
at the national level
Physical and material
organization
Instructional
and material
Organization guide
Funding methods
Funding of VTT
Participation
of partners
(businesses and
local communities)
Human resources
development at the
national level
Training and recruitment of teachers
Professional development
related to the implementation
of a program of study
Recruitment and training of managers
Labour market
analysis
Labour market
observation
Sector-based
or regional
approach
Training sector
Informal economy
Determination
of training needs
Occupational classification
Assessment of quantitative
needs and determination
of their geographic
distribution
Training-employment
correlation
Nature, complexity
and recurrence
of training needs
Development
priorities
Establishment
of priorities
Relationships
between social
and economic
development
Planning
of program
offerings
Pedagogical
intervention
strategies
for program
implementation
Training in the
Educational
institution
Training in
the workplace
Work-study
programs
coordinated by
the educational
Institution
Vocational
and technical
training practicums
Resources
needed
for program
implementation
Preliminary
impact analyses
Impact analyses
Rules governing
access to
programs
of study
Geographic
Access
Financial
access
The central
management of
training
Program
development
Program
implementation
at the local level
Government
orientations,
polices and
structures
Recognition of
prior scholastic
and experiential
learning
Evaluation
of learning and
competencies
Support for
the evaluation
of competencies
Physical and
material
organization
Instructional
organization
Support for
teaching
and learning
Production of
instructional
support
documents
Design of the
proposed
training plan
Determination
of the
competencies
associated
with the trade or
occupation
Nature and
scope of the
competencies
Correspondence
between the
competencies
and the job
Organization of
the proposed
training plan
Organization
of competencies
Training scenario
Harmonization
of programs and
the creation
of bridges
Validation of
competencies
and the
proposed
training plan
Relevance,
coherence and
feasibility of the
proposed
training plan
Analysis of qualitative
training needs
Study of training
needs by sector
Definition of
training sectors
Training sector
profiles
Orientations
and the program
development plan
Program development
priorities
Development plan
Job
analysis
Purpose of the job
analysis
Content of the job analysis
Information gathering
methods
Development of the
program of study
Indicators
of proficiency
Conditions for
the evaluation of
competencies
Performance criteria
Organization of
the program of study
Order of training
objectives
Grid of competencies
Training
objectives
Formulation of
competencies
as objectives
Specifications on the
scope of the objectives
The central
management of
training
Methodological
framework
Program
development
Recognition of
prior learning
Missing
components
of training
Service
agreements
Continuing
training
Practicums
Work-study
programs
Sharing of
resources
Strategic
alliances
with businesses
and the
community
School-business
committees
External
committees
Employability
development
agencies
Education watch
Cooperation
between the
educational
institution and
the community
Greater management
autonomy
Strategic
planning
Governing board
Internal and external
committees
Guidance and
accountability
Human resources
management
Evaluation of the institution
Performance indicators
and trend chart
Annual report
A learner-based
approach to
educational
organization
Instructional
organization
Educational
planning
Evaluation
planning
New
competencies
for teachers
Pedagogical and
administrative
training
Institutional
organization
Optimizing
capacity
Optimizing
individualized
training paths
Placement
of graduates Recruitment
and admission
Employment
assistance
and student
services
Equipment and facilities
resembling those found
in the workplace
Material
organization
Instructional cost-control
strategies
Purchasing and inventory
management strategies
Diversification of funding sources
Physical
organization
Equipment selection,
acquisition and installation
Equipment
maintenance
and replacement
Upgrading
of facilities
Construction
Renovation
Constraints
Specifications
Teaching/learning
scenarios
Site development plan
The central
management of
training
Program
implementation
at the local level
Operational
planning
Annual action plan
Promotion and
communications plan
Determination and
allocation of resources
Educational projet
Success plan
Instructional
management
framework
Emphasis on
partnership
And continuing
training
The following five slides can be used to
enrich the presentation with comments or
supplementary explanations
ingenierieFPTangenginneringancientera.ppt
ingenierieFPTangenginneringancientera.ppt
ingenierieFPTangenginneringancientera.ppt
ingenierieFPTangenginneringancientera.ppt

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ingenierieFPTangenginneringancientera.ppt

  • 1.
  • 2. Central management of training Program development Local implementation of programs Government orientations, policies and structures Components of the Engineering of Vocational and Technical Training
  • 3.
  • 4. Managing and organizing training Managing human resources Managing the development of the educational institution Management structure of educational institutions Establishment of an administrative apparatus Role of the State Social project Political commitments Social groups Political will Financial backers Implementing agencies Bilateral and multilateral agencies International organizations International partnerships Establishment of priorities and sociopolitical commitments Definition of the roles, powers and responsibilities of local and regional authorities Revision of the legislative and regulatory framework Laws respecting vocational and technical training Diagnostic analysis of existing laws Enactment or amendment of the legislative framework Content of the legislative framework Regulations: Initial and continuing training Content of the regulations Regulatory orientations with respect to studies Relationships between initial and continuing vocational and technical training Statutes governing the working conditions of VTT staff Teachers Management staff Support staff Partner ministries Continuing vocational and technical training Management structure of partner ministries and agencies Design and orientation of the system Funding of the system Programming of activities Continuing evaluation of the system Management structure of the architect Strategic planning Participation of political partners Local and Regional socioeconomic Development priorities Participation of the informal sector, the community and associations Relationships between the informal and formal sectors Development of cooperative efforts and partnerships Determination of work force needs Participation of businesses and employers Definition of conditions for participation Participation in the orientation and management of institutions Government orientations, policies and structures The Central management of training National partnerships Principles and dimensions of partnership Regional and local needs Areas of partnership Partners
  • 5.
  • 6. Performance indicators Training costs Indicators illustrating The effectiveness and efficiency of the system Surveys of graduates Surveys of employers Indicators used to measure the degree of training- employment correlation The system’s ability to meet needs The system’s adaptability and flexibility Indicators illustrating the development and evolution of VTT Monitoring and evaluation of the VTT system Organization of training at the national level Physical and material organization Instructional and material Organization guide Funding methods Funding of VTT Participation of partners (businesses and local communities) Human resources development at the national level Training and recruitment of teachers Professional development related to the implementation of a program of study Recruitment and training of managers Labour market analysis Labour market observation Sector-based or regional approach Training sector Informal economy Determination of training needs Occupational classification Assessment of quantitative needs and determination of their geographic distribution Training-employment correlation Nature, complexity and recurrence of training needs Development priorities Establishment of priorities Relationships between social and economic development Planning of program offerings Pedagogical intervention strategies for program implementation Training in the Educational institution Training in the workplace Work-study programs coordinated by the educational Institution Vocational and technical training practicums Resources needed for program implementation Preliminary impact analyses Impact analyses Rules governing access to programs of study Geographic Access Financial access The central management of training Program development Program implementation at the local level Government orientations, polices and structures
  • 7.
  • 8. Recognition of prior scholastic and experiential learning Evaluation of learning and competencies Support for the evaluation of competencies Physical and material organization Instructional organization Support for teaching and learning Production of instructional support documents Design of the proposed training plan Determination of the competencies associated with the trade or occupation Nature and scope of the competencies Correspondence between the competencies and the job Organization of the proposed training plan Organization of competencies Training scenario Harmonization of programs and the creation of bridges Validation of competencies and the proposed training plan Relevance, coherence and feasibility of the proposed training plan Analysis of qualitative training needs Study of training needs by sector Definition of training sectors Training sector profiles Orientations and the program development plan Program development priorities Development plan Job analysis Purpose of the job analysis Content of the job analysis Information gathering methods Development of the program of study Indicators of proficiency Conditions for the evaluation of competencies Performance criteria Organization of the program of study Order of training objectives Grid of competencies Training objectives Formulation of competencies as objectives Specifications on the scope of the objectives The central management of training Methodological framework Program development
  • 9.
  • 10. Recognition of prior learning Missing components of training Service agreements Continuing training Practicums Work-study programs Sharing of resources Strategic alliances with businesses and the community School-business committees External committees Employability development agencies Education watch Cooperation between the educational institution and the community Greater management autonomy Strategic planning Governing board Internal and external committees Guidance and accountability Human resources management Evaluation of the institution Performance indicators and trend chart Annual report A learner-based approach to educational organization Instructional organization Educational planning Evaluation planning New competencies for teachers Pedagogical and administrative training Institutional organization Optimizing capacity Optimizing individualized training paths Placement of graduates Recruitment and admission Employment assistance and student services Equipment and facilities resembling those found in the workplace Material organization Instructional cost-control strategies Purchasing and inventory management strategies Diversification of funding sources Physical organization Equipment selection, acquisition and installation Equipment maintenance and replacement Upgrading of facilities Construction Renovation Constraints Specifications Teaching/learning scenarios Site development plan The central management of training Program implementation at the local level Operational planning Annual action plan Promotion and communications plan Determination and allocation of resources Educational projet Success plan Instructional management framework Emphasis on partnership And continuing training
  • 11. The following five slides can be used to enrich the presentation with comments or supplementary explanations