The document summarizes an IMF report on reforming Portugal's public sector. It focuses on inefficiencies in the education system identified in the report. Specifically, it notes that the system lacks process innovation, has overstaffing issues where teacher hiring is based solely on seniority rather than competence, and fails to help many students reach higher education due to failing to grasp basic concepts in earlier grades. The document advocates for reforms like making teacher hiring and funding dependent on competence rather than seniority to address these issues.
Why Become an NVQ Assessor? How to become an NVQ Assessor The Pathway Group
Why Become an NVQ and Apprenticeship Assessor
Why Assessing is the career for the future?
How to become an NVQ Assessor
NVQ Assessor Training providers
NVQ QCF Assessor training providers and NVQ Assessor courses,
There is a national shortage of qualified Assessors across all subject areas and therefore the job market is very buoyant. There are positions in further education
colleges, Private Colleges, Universities, private training companies and recruitment companies.
Young people are also a high priority, with rising unemployment among people under 25, the present UK Government has pledged a increase in Apprenticeship places over the next 10 years.
Background:
In 2004, Lord Leitch was tasked with considering the UK’s long-term skills needs. His Final Report was published in December 2006 and concluded:”In the 21st century,
our natural resource is our people - and their potential is both untapped and vast. Skills will unlock that potential. The prize for our country will be enormous - higher productivity, the creation of wealth and social justice.’’
Wider context: In his Executive Summary, Lord Leitch explains the importance of developing the nation’s skills:
The global economy is changing rapidly with emerging economies such as India and China growing dramatically, altering UK competitiveness. The population is ageing,
technological change and global migration flows are increasing. There is a direct correlation between skills, productivity and employment. Unless the UK can build
on reforms to schools, colleges and universities and make its skills base one of its strengths, UK business will find it increasingly difficult to compete. As a result of low
skills, the UK risks increasing inequality, deprivation and child poverty, and risks a generation cut off from labour market opportunity. A compelling vision for the UK
The Review recommends that the UK becomes a world leader in skills by 2020. This means doubling the attainment at most levels. Stretching objectives for 2010 include: 95% of adults achieve the basic skills of functional literacy and numeracy - an increase from levels of 85% literacy and 79% literacy in 2005; exceeding 90% of adults qualified to at least Level 2 - an increase from 69% in 2005. A commitment to go further and achieve 95% as soon as possible; shifting the balance of intermediate skills from Level 2 to Level 3. Improving
the esteem, quantity and quality of intermediate skills. This means 1.9 million additional Level 3 attainments over the period and boosting the number of Apprentices to 500,000 a year; exceeding 40% of adults qualified to Level 4 and above, up from 29% in 2005, with a commitment to continue progression.
A career in assessing will help you to keep ahead and make sure that you are ready, with the right qualifications for the future.
Presentación del especialista senior en educación del banco mundial, Michael Crawford, en el marco del seminario "Innovar para crecer: El gran desafío de la década que se incia" organizado por el Consejo Nacional de Innovación para la competitividad.
This trade skills gap infographic from Bosch Power Tools NA gives an excellent overview of the deficit in skilled workers that are available to US construction industry firms. The infographic explores the causes of the lack of skilled workers for the construction industry as well as which sectors are most at risk. The infographic also goes into detail on how Bosch and SkillsUSA have been working together to address this shortage and how the construction industry can begin to rebuild for the future.
Visit http://www.BoschTools.com for more.
Why Become an NVQ Assessor? How to become an NVQ Assessor The Pathway Group
Why Become an NVQ and Apprenticeship Assessor
Why Assessing is the career for the future?
How to become an NVQ Assessor
NVQ Assessor Training providers
NVQ QCF Assessor training providers and NVQ Assessor courses,
There is a national shortage of qualified Assessors across all subject areas and therefore the job market is very buoyant. There are positions in further education
colleges, Private Colleges, Universities, private training companies and recruitment companies.
Young people are also a high priority, with rising unemployment among people under 25, the present UK Government has pledged a increase in Apprenticeship places over the next 10 years.
Background:
In 2004, Lord Leitch was tasked with considering the UK’s long-term skills needs. His Final Report was published in December 2006 and concluded:”In the 21st century,
our natural resource is our people - and their potential is both untapped and vast. Skills will unlock that potential. The prize for our country will be enormous - higher productivity, the creation of wealth and social justice.’’
Wider context: In his Executive Summary, Lord Leitch explains the importance of developing the nation’s skills:
The global economy is changing rapidly with emerging economies such as India and China growing dramatically, altering UK competitiveness. The population is ageing,
technological change and global migration flows are increasing. There is a direct correlation between skills, productivity and employment. Unless the UK can build
on reforms to schools, colleges and universities and make its skills base one of its strengths, UK business will find it increasingly difficult to compete. As a result of low
skills, the UK risks increasing inequality, deprivation and child poverty, and risks a generation cut off from labour market opportunity. A compelling vision for the UK
The Review recommends that the UK becomes a world leader in skills by 2020. This means doubling the attainment at most levels. Stretching objectives for 2010 include: 95% of adults achieve the basic skills of functional literacy and numeracy - an increase from levels of 85% literacy and 79% literacy in 2005; exceeding 90% of adults qualified to at least Level 2 - an increase from 69% in 2005. A commitment to go further and achieve 95% as soon as possible; shifting the balance of intermediate skills from Level 2 to Level 3. Improving
the esteem, quantity and quality of intermediate skills. This means 1.9 million additional Level 3 attainments over the period and boosting the number of Apprentices to 500,000 a year; exceeding 40% of adults qualified to Level 4 and above, up from 29% in 2005, with a commitment to continue progression.
A career in assessing will help you to keep ahead and make sure that you are ready, with the right qualifications for the future.
Presentación del especialista senior en educación del banco mundial, Michael Crawford, en el marco del seminario "Innovar para crecer: El gran desafío de la década que se incia" organizado por el Consejo Nacional de Innovación para la competitividad.
This trade skills gap infographic from Bosch Power Tools NA gives an excellent overview of the deficit in skilled workers that are available to US construction industry firms. The infographic explores the causes of the lack of skilled workers for the construction industry as well as which sectors are most at risk. The infographic also goes into detail on how Bosch and SkillsUSA have been working together to address this shortage and how the construction industry can begin to rebuild for the future.
Visit http://www.BoschTools.com for more.
'ePortfolios for Employability- Promoting Career Learning through Business Engagement' (Kirstie Coolin, CIePD, University of Nottingham)
Abstract accepted for paper number 40 ALT-C 2012
Skills for Southeast Asia - How to address challenges and seize opportunities?OECD Centre for Skills
Presentation by Mr. Ingo Imhoff Programme Director, Regional Cooperation in TVET/RECOTVET – Deutsche Gesellschaft für international Zusammenarbeit (GIZ) for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Ingo Imhoff, Programme Director of the Regional Cooperation in TVET/RECOTVET project implemented by the Deutsche Gesellschaft für international Zusammenarbeit (GIZ), explained how technical, vocational and educational training (TVET) balances skills supply and demand, thereby helping reduce skills mismatches. He outlined the challenges faced by TVET systems in Southeast Asia, especially with the onset of the COVID-19 pandemic.
How do Skills Opportunities and Challenges Manifest Themselves in Different L...OECD Centre for Skills
Presentation by Kristine Langenbucher, Head of Unit Employment and Skills at the OECD Centre for Entrepreneurship, SMEs, Cities and Regions, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Kristine Langenbucher, Head of the Employment and Skills Unit at the OECD Centre for Entrepreneurship, SMEs, Regions and Cities, emphasised the need for local, tailored skills analyses, interventions and policies. She provided concrete country-level and sector-specific examples of various skills opportunities and challenges in Southeast Asia.
Graduate employability and industry partnershipRéda ALLAL
The role of university-industry partnership for enhancing graduate employability
Mr Reda Allal
EMMAG ERASMUS Final Conference
Valencia University, 2016
International Monetary Fund (IMF) - International Business - Manu Melwin Joymanumelwin
The International Monetary Fund (IMF) is an international organization that was initiated in 1944 at the Bretton Wodds Conference and formally created in 1945 by 29 member countries.
'ePortfolios for Employability- Promoting Career Learning through Business Engagement' (Kirstie Coolin, CIePD, University of Nottingham)
Abstract accepted for paper number 40 ALT-C 2012
Skills for Southeast Asia - How to address challenges and seize opportunities?OECD Centre for Skills
Presentation by Mr. Ingo Imhoff Programme Director, Regional Cooperation in TVET/RECOTVET – Deutsche Gesellschaft für international Zusammenarbeit (GIZ) for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Ingo Imhoff, Programme Director of the Regional Cooperation in TVET/RECOTVET project implemented by the Deutsche Gesellschaft für international Zusammenarbeit (GIZ), explained how technical, vocational and educational training (TVET) balances skills supply and demand, thereby helping reduce skills mismatches. He outlined the challenges faced by TVET systems in Southeast Asia, especially with the onset of the COVID-19 pandemic.
How do Skills Opportunities and Challenges Manifest Themselves in Different L...OECD Centre for Skills
Presentation by Kristine Langenbucher, Head of Unit Employment and Skills at the OECD Centre for Entrepreneurship, SMEs, Cities and Regions, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Kristine Langenbucher, Head of the Employment and Skills Unit at the OECD Centre for Entrepreneurship, SMEs, Regions and Cities, emphasised the need for local, tailored skills analyses, interventions and policies. She provided concrete country-level and sector-specific examples of various skills opportunities and challenges in Southeast Asia.
Graduate employability and industry partnershipRéda ALLAL
The role of university-industry partnership for enhancing graduate employability
Mr Reda Allal
EMMAG ERASMUS Final Conference
Valencia University, 2016
International Monetary Fund (IMF) - International Business - Manu Melwin Joymanumelwin
The International Monetary Fund (IMF) is an international organization that was initiated in 1944 at the Bretton Wodds Conference and formally created in 1945 by 29 member countries.
Role of IMF & World Bank & New Development BankAshwani Singh
This presentation talks about major functions of IMF, World Bank and the latest addition in International Banking 'NDB' (BRICS bank). Criticism faced by IMF and WB, Areas these banks basically work in.
-GLOBALIZATION
-ECONOMIC ISSUE ON GLOBALIZATION
-POLITICAL ISSUE ON GLOBALIZATION
-CONFLICT AND CONSENSUS IN THE EDUCATION
IMPACTS OF EDUCATION IN GLOBALIZATION
Role of vocational education training (vet) policy in creating high skill soc...Awais e Siraj
Dr. Awais e Siraj Managing Director Genzee Solutions, A Strategy, Balanced Scorecard, Scenario Planning, Competency Based Human Resource Management Consulting Company
Full Text Introduction In increasingly competitive en.docxbudbarber38650
Full Text:
Introduction
In increasingly competitive environments organizations are turning to their people as a means of creating or
sustaining competitive advantage. This trend is placing a greater focus on the role of human resource development
(HRD) within organizations. In addition, the increasing internationalization of markets has meant organizations are
no longer operating within the confines of one national context. The aim of this article is to examine how the French
and UK contexts, with their very different traditions of management training and education, have shaped
organizational approaches to HRD.
National context and training and development
There is a large body of evidence that suggests that organizational differences in human resource (HR) practices,
including training and development, are related to variations in national legislation and cultural frameworks of a
country[1-5]. For example, Shaw et al.[4] found that the Singapore Government takes a very interventionist
approach to HR, and training and development issues in particular. The existence of professional HR associations
and other pressure groups can also influence HR practices [6,7]. As such, the national context is a primary factor
which must not be ignored in the examination of determinants of training and development activity.
Perhaps one of the biggest factors influencing training and development is the labour market in which organizations
operate and the level of training and skills available in that market. In this respect France and the UK differ
markedly[8]. Different educational systems play an important role in the shape of training and development systems
in different countries[9]. It is argued that educational systems shape the skills and knowledge of the workforce, who
in turn shape the training systems as a result of their requirements for training and their career aspirations[10]. The
following sections examine how the UK and France differ in terms of educational infrastructure, particularly with
respect to management, and government action on workforce training.
The UK context
In the UK the lack of training has been well documented[11,12]. Indeed, the UK's poor competitiveness abroad has
frequently been linked with a low level of national training and the need for a more progressive attitude towards
training and development[13,14]. The level of formal qualifications held in the UK is significantly lower than that
of other advanced economies[15-17]. In a well documented report by the British Institute of Management entitled
The Making of British Managers[18] the discrepancies in qualification levels are highlighted. This low level of
formal qualifications and skill shortages has been blamed on a number of institutional constraints, in particular the
low levels of management education and training activity[19,20]. This has been coupled with the fact that
employers fail to see benefits or, in some cases, the relevance o.
Abstract
Technical and vocational Education and Training TVET has important role in imparting skills training for employment, self employment and enterprises. The main purpose of this study is to investigate the Practice of Income Generating Activities (IGAs) in selected government run five Technical and Vocational Education and Training Colleges in Addis Ababa city administration exploring the existing and emerging challenges in the areas of self-generated financial sustainability and utilization of this generated income. In view of this, the basic questions of the study are formulated and descriptive survey method will be employed to assess the current condition and overall performance of IGAs. The study will be undertaken in Addis Ababa TVET Colleges involving a non-random sampling technique preferred to be appropriate and to serve the desired ends in the study. The sample population will include department heads, deans of the colleges and Addis Ababa TVET Agency officers. The data collecting instrument will include questioner which consist of little open ended questioner ended and more on close-ended question, structured interview questions document analysis and observation; the data will be analyzed and using descriptive statistical method.
The research proposal hold tentative work plan that will be changed after identifying constraint, budget requirement to run this study also well prepared, it hold time schedule to carry out the entire parts of the study. Last but not least the researcher will make use of descriptive analysis and the methodology combines qualitative methods using document review, services and production observation and structured interview.
Understanding of human capital development and change in workplace in turkeyAnıl TUNCAY
to see solution of Turkey in terms of adaptation of education into a future's workplace in Turkey, and finally to deal with these problems in optimal level.
Article upgrade yourself or stay unemployedBogdan Negru
Academic paper on the connections between the skills gap and rising unemployment among young people. A study carried out in Romania confirming Consulting Firm McKinsey's global study.
Discussion on economic aspects of education has acquired great significance in education research during the new millennium earmarked as Knowledge Economy. Education for the Knowledge Economy (EKE) refers to efforts at production of the highly skilled and flexible human capital needed to compete effectively in today’s dynamic global markets. Experiences of last one decade in the IT enabled BPO sector has proved India’s ability to produce and use knowledge as a major factor in economic development and has proved to be critical to India’s comparative advantage. Economists have recognized importance of EKE to develop a workforce that is well-trained and capable of generating knowledge-driven economic growth.
Economics of Education analyzes both what determines or creates education and what impact education has on individuals and the societies and economies in which they live. Historically a great deal of emphasis has been placed on determining outcomes to educational investment and the creation of human capital. The primary mission of the economics of education group is to identify opportunities for improved efficiency, equity, and quality of education and promote effective education reform processes, to enhance knowledge of what drives education outcomes and results; to better understanding how to strengthen the links of education systems with the labour market; and to build and support a network of education economists for education policy planning and evolve structures and mechanisms for implementation.
A Skills beyond School Review of Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
Entrepreneurship in Malaysia Polytechnicsalihamzahali
The Malaysia polytechnics is expected to lead the field of thrust programs (niche area) and specific technology that can produce quality graduates with entrepreneurship abilities. The paper seeks answers how current entrepreneurship education in Malaysia polytechnics encourages the development of entrepreneurship education in the institutions. In this study, data were collected from Higher Learning Institutions Tracer Study Report from 2012 until 2015 and Key Performance Index (KPI) 2016 and 2017 for Entrepreneurship in Malaysian Polytechnic. A finding shows that entrepreneurship has inclined in Malaysia Polytechnics according to industrial needs and based-on the development of the country. The establishments of Malaysian Polytechnic Entrepreneurship Centre (MPEC) become a great achievement for polytechnic education system in Malaysia. The findings will draw a clearer understanding and better picture of the common features exist in what seems to be a fragmented field of study.
Running head EDUCATION1EDUCATION 3Educati.docxsusanschei
Running head: EDUCATION 1
EDUCATION 3
Education
Name
Institution
The US education system has come under a lot of criticisms because of the gap that exists between the curriculum and the expectations of employers in the market (America Institutes for Research, 2013). As a business owner, I support an increased focus on professional and technical training. The current economy demands complex knowledge, which means the current workforce should be highly trained workers (America Institutes for Research, 2013). The demands of the current economy cannot be compared to what was required in the past. There is a necessity for change in the education system to ensure that the suitable graduates churned out every year. Document Set 2 shows that there are 3.3 million job opportunities in the United States. Most of these jobs go for over month without being filled. It is a confirmation that the problem is the gap between what is taught and what is needed in the market. The information has been obtained from White House Job Council, which is a government controlled site. The information is backed by extensive research.
Research has discredited the myth that there is a job shortage in the country. There are many industries that have created jobs that require individuals with the appropriate training and education. Therefore, the problem is the lack of a strong connection between what is taught in school and the economy. There is a need to increase focus on the current curriculum to ensure that students are taught what exists in the market. A collaboration between higher learning institutions and employers is necessary to ensure that new graduates possess skills relevant to the demands of the current economy.
Technology has become an essential part of many industries, which explains the increased demand for professional and technical skills (Edmonson, 2005). Change is necessary to ensure that increased focus is given to technical education (Clagett & Nguyen, 2014). There is the option of creating a curriculum that instills the values obtained from liberal arts and technical education to help train versatile graduates.
As a business owner, I will take the following steps to clarify this information:
· Conduct an extensive research to determine what is required in the current job market.
· Discuss the issue with my employees and colleagues to get their views on the issue.
· Develop a recommendation paper that can be used by institutions of higher learning to show what is needed in the current job market.
Response to Discussion
The views presented by the author are supported by facts, which makes it difficult to dispute his/her position. The current economy is in demand for professional and technical skills, which warrants a special focus on technical education. However, many factors that should be considered to explain why there are many job openings that go for months without being filled. Experience, location, and compensat ...
October 2011 - Corporate Distance EducationFGV Brazil
FGV Online Magazine - October 2011
Corporate Distance Education - Converging professional growth and company goals
FGV Online website: http://www.fgv.br/fgvonline
How ready are our workplaces for these changes? Are L&D and HR professionals pro-actively contemplating innovation in the way learning is conceptualised and delivered?
Will 2020 look drastically different from how L&D is deliveredin 2015? This report provides insights into learning & development (L&D) priorities, future trends and aspirations. It also provides benchmarks into prevalent practices from organisations across the GCC region and beyond.
Similar to Innovation and the imf recommendations (20)
Chapter 4 focuses on describing how to estimate and calculate Weighted Average Cost of Capital, answering the following questions:
How is the WACC calculated?
What is the Cost of Debt, Cost of Equity and Beta?
What is the Market Risk Premium and Country Risk Premium?
What is the periodicity of WACC calculation?
Presentation on the investment of sovereign funds for an interview with Hugo Mendes Domingos in ETV (Portuguese Economic TV) in 5 October 2010. In Portuguese
Presentation on the Clinton Initiative in the US for an interview with Hugo Mendes Domingos in ETV (Portuguese Economic TV) in 27 September 2010. In Portuguese
Presentation on the price of medicine in Portugal for an interview with Hugo Mendes Domingos in ETV (Portuguese Economic TV) in 20 September 2010. In Portuguese
Post published in the Innovation Models Blog following the interview of Hugo Mendes Domingos in ETV's (Portuguese Economic TV) Closing Bell in October 2 2012 about the current increase in company insolvencies in Portugal.
ETV - Portugal’s austerity measures and the impact on business innovationHugo Mendes Domingos
Post published in the Innovation Models Blog following the interview of Hugo Mendes Domingos in ETV's (Portuguese Economic TV) Closing Bell in September 19 2012 about the austerity measures announced by the portuguese government.
ETV - Bad loans, ECB intervention and competitive advantagesHugo Mendes Domingos
Post published in the Innovation Models Blog following the interview of Hugo Mendes Domingos in ETV's (Portuguese Economic TV) Closing Bell in August 8 2012 about the current increase bad credit loans by households in Portugal.
1. Innovation, nonconsumption and the Portuguese education system
The recently published IMF report on Portuguese public sector reform (“Portugal: Rethinking
the State—Selected Expenditure Reform Options”) lists several reform options and advice based
on country data and comparisons to international standards. The comparison is drawn mainly
with EU15 countries, which is a sub-group of countries in the EU comparable to Portugal.
While innovation is not directly mentioned in the report, some of the measures suggested are
really about process innovation. In the private sector, process innovation is constantly used to
gain a competitive advantage in the marketplace and to create wealth. In the public sector,
process innovation should be used as a tool for creating efficiencies in government
organisations, which lead to better services for the public.
In his article “Why Innovation Matters In Politics And The Public Sector”, Faisal Hoque
approaches innovation in the public sector with business and financial concerns that are basic
and widespread in the private sector. Return on investment, risk management, technological
innovations and efficiency are essential for the success of any company and should also be a
concern of Government officials and managers when investing public funds in critical sectors
such as health and education.
In the education sector, the IMF identifies a serious inefficiency in the management of schools.
The IMF’s analysis reveals that there is over staffing and that career progress for teachers is
based solely on seniority. Schools have very limited management leeway and in fact cannot
choose whom to hire. Can you imagine a company being managed without the ability to choose
its own staff? This is what happens in this case: every year, a number of teacher positions
become vacant nationwide. Teachers apply and the choice is made based on seniority.
Taking a step back, a useful concept to describe the failures of the Portuguese education system
is nonconsumption, which describes an area which appears unattractive to the companies or
institutions that offer a service and where at the same time, some people would like to do
something but are unable to get access to the available offering. At first sight, there are no
obvious areas of nonconsumption in education: everyone is required to attend school up to a
certain age. However, if you look deeper, you will probably find that a large proportion of
Portuguese students simply do not manage to reach higher education, although they would like
to, because they failed to grasp the more basic concepts between ages 12-18. This is the crucial
problem that needs to be addressed. The first step towards solving this problem is to place
motivated and capable teachers in front of those students that aspire to attend university but do
not have the means or the background to do so. This is simply not achievable if the schools
cannot differentiate between teachers based on their competences.
These problems have plagued the education system and seem to have flown under the radar
screen of previous (and numerous) reforms of the education system in the past. The IMF
suggests a better appointment system for teachers (not only based on seniority but on
competence) and a framework whereby money would “follow the student”, which would allow
better teacher hiring practices and a more efficient provision of education services.
2. While some other measures proposed by the IMF in the report are painful, involving loss of jobs
or the reduction of income for civil servants, this type of reform is really about the
implementation of important and sometimes long overdue structural reforms.