This document provides an overview of vocational education in the Netherlands, focusing on the region of Twente. It discusses:
1) The Dutch educational system, which includes vocational education and training (VET). VET qualifications are divided into 4 levels.
2) Statistics on participation in VET, which shows that most students are in full-time level 2 or 3 programs. Engineering and technology programs have more male students, while health programs have more females.
3) ROC van Twente, the regional training center that provides VET and adult education across 11 locations in Twente. It has over 25,000 VET students and 12,496 adult education participants.
This newsletter provides information about the GI-VET project which aims to develop a methodology to guide students in selecting vocational or educational training opportunities. The kick-off meeting was held in Adana, Turkey where partners visited a technical high school and met with education officials. The second mobility took place in Badajoz, Spain where partners visited various vocational education centers and met with the VET General Director to learn about the education system in the region of Extremadura. The partners discussed comparing vocational education systems and guidance tools across countries.
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
This document summarizes a study of CEO succession events among the largest 100 U.S. corporations between 2005-2015. The study analyzed executives who were passed over for the CEO role ("succession losers") and their subsequent careers. It found that 74% of passed over executives left their companies, with 30% eventually becoming CEOs elsewhere. However, companies led by succession losers saw average stock price declines of 13% over 3 years, compared to gains for companies whose CEO selections remained unchanged. The findings suggest that boards generally identify the most qualified CEO candidates, though differences between internal and external hires complicate comparisons.
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
This newsletter provides information about the GI-VET project which aims to develop a methodology to guide students in selecting vocational or educational training opportunities. The kick-off meeting was held in Adana, Turkey where partners visited a technical high school and met with education officials. The second mobility took place in Badajoz, Spain where partners visited various vocational education centers and met with the VET General Director to learn about the education system in the region of Extremadura. The partners discussed comparing vocational education systems and guidance tools across countries.
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
This document summarizes a study of CEO succession events among the largest 100 U.S. corporations between 2005-2015. The study analyzed executives who were passed over for the CEO role ("succession losers") and their subsequent careers. It found that 74% of passed over executives left their companies, with 30% eventually becoming CEOs elsewhere. However, companies led by succession losers saw average stock price declines of 13% over 3 years, compared to gains for companies whose CEO selections remained unchanged. The findings suggest that boards generally identify the most qualified CEO candidates, though differences between internal and external hires complicate comparisons.
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
This document discusses inclusive vocational education in Finland. It outlines Finland's educational structure, which includes vocational teacher education programs at universities of applied sciences. One such program is located in Tampere and trains teachers and special needs educators. The document also discusses providing special needs education in basic education and vocational schools, with the goal of supporting all students' equal opportunities to complete their schooling. It emphasizes developing teachers' competencies in inclusive practices, as well as creating regional strategies between schools to better support students with special needs.
Techniki Ekpedeftiki is one of the largest private organizations for continuing vocational training and human resources development in Greece. It was founded in 1994 and has grown to include 6 fully equipped educational centers across Greece. It offers certification in many fields including environment, tourism, rural development, health, culture, economics and information technology. Over the past funding period from the European Union, Techniki Ekpedeftiki implemented over 110 projects co-financed by various Greek and EU organizations, working with private businesses and educational institutions across Europe. It employs over 2,000 instructors to deliver its training programs and works to continuously upgrade the skills of its instructor workforce.
This document discusses strategies to address teacher shortages in India using information and communication technologies (ICT). It notes that India faces a shortage of over 1 million teachers and high pupil-teacher ratios, especially in states like Bihar, Uttar Pradesh, Jharkhand, and West Bengal. The Right to Education Act aims to lower the pupil-teacher ratio to 30:1 but ICT can help increase this ratio. The document proposes using ICT to support distance education for teachers, create virtual classrooms, develop online teaching materials, and implement teacher tracking systems. Harnessing ICT has the potential to compensate for teacher shortages, improve quality of education, and help achieve the goals of the Right to Education Act.
Bringing e-assessment to a higher maturity on a national scaleAlfred Hartoog
can monitor progress
can adapt tests to level of student
- More effective learning
- Teachers: can monitor progress of whole class
- Early intervention possible
- National test database: reuse of tests, quality assurance
Educause october 2011 19
Impact so far:
- Reduced drop-out rates in first year bachelor programs
- Improved progression of students through formative testing
- Reduced teacher workload through computer-based marking
- Increased quality of testing through collaboration and expertise network
- Successful projects like adaptive testing in math and statistics are inspiring
other disciplines
- National infrastructure facilitates further scaling of e-assessment initiatives
- SURF program stimulates
This document is a teacher's guide for teaching the exploratory course on Beauty Care (Nail Care) Services as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It provides background information on the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE. It describes the structure of the TLE exploratory courses and learning modules. It explains how the courses are designed based on competencies from the Technical Education and Skills Development Authority to prepare students for certification. The guide describes the parts of each lesson in the learning modules and provides instructions for teachers and students.
Deltion College is an educational institution in Liepaja, Netherlands that offers various primary, secondary, and higher education programs. It has over 15,000 students and 1,100 employees, including 750 teachers. The document outlines the Dutch educational system and learning pathways students can take at Deltion College across its three sectors of technology and design, economy and service, and healthcare, welfare, and sports. It also discusses some of Deltion College's innovative projects to reduce dropout rates and improve student success.
Deltion College is an educational institution in Liepaja, Netherlands that offers various primary, secondary, and higher education programs. It has over 15,000 students and 1,100 employees, including 750 teachers. The document outlines the Dutch educational system and Deltion College's focus on practice-driven teaching and learning through innovative projects, narrowing dropout rates, and sectors in technology, economy, healthcare, and sports.
This document outlines a plan by The Mekong Team to effectively apply information and communication technologies (ICT) in schools in Vietnam and Thailand over the period of 2010-2020. It identifies key stakeholders and objectives, and proposes a blueprint for implementation with 8 stages. The plan aims to encourage government support, provide training for teachers, develop ICT infrastructure and materials, and assess progress to create educational opportunities through ICT.
This document provides a summary of the findings of a scenario study on e-learning conducted with 1022 lecturers from 58 Malaysian higher education institutions. The study aimed to identify lecturers' knowledge and skills regarding e-learning, issues in implementing e-learning, and training needs. It found that most lecturers were familiar with tools like PowerPoint and Facebook but less so with learning management systems and authoring tools. Respondents applied theories like behaviorism and learning styles more than andragogy or instructional design principles. The study provides insights that can help develop training to advance e-learning implementation in Malaysian higher education.
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.
The OECD’s Programme on Institutional Management in Higher Education (IMHE)EduSkills OECD
In higher education, greater emphasis is being placed on innovation, improving the quality of teaching and learning, the measurement of performance and learning outcomes, access and regional competitiveness. The OECD programme on Institutional Management in Higher Education (IMHE) brings together higher education institutions and governments to share best practices, ideas and potential models to meet these challenges through networks, studies and research.
The document discusses quality learning and teaching at Laurea University of Applied Sciences in Finland. It notes that Laurea has been appointed a Centre of Excellence in Education five times based on its Learning by Developing operating model. The model integrates education, regional development, and research and development. It fosters quality through approaches like raising teacher awareness, engaging students, and aligning policies. Laurea operates in the Helsinki metropolitan area and focuses on service innovations and regional development. Its strategy promotes student professional growth through its Learning by Developing model and quality assurance system. The summary discusses how higher education institutions can maintain quality teaching during mass higher education.
Education management information system nepalMero Campus
This document is the University Grants Commission's 2009/10 report on higher education in Nepal. It provides statistical data and analysis on key indicators of Nepal's higher education system such as the number of universities and campuses, student enrollment, gender parity, graduation rates, student-teacher ratios, and public financing. It aims to support effective planning and monitoring of higher education. New features in this year's report include maps showing campus distribution by district, ecological belt, and development region. The data is intended to benefit policymakers, researchers, and other education stakeholders.
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
1) The document analyzes data from the 2018 Teaching and Learning International Survey (TALIS) to provide insights into teacher and school preparedness for the COVID-19 pandemic from primary to upper secondary education.
2) It finds that teachers' access to information and communication technology (ICT) training varies significantly across countries and is generally lower for experienced versus novice teachers.
3) Collaboration and collegiality tend to decrease with higher education levels, though formal collaboration can boost teachers' self-efficacy in upper secondary.
4) Supporting student diversity and special needs is a priority in primary education, but teaching students with special needs is a relatively high stressor for these teachers.
The document discusses the importance of obtaining a good education in the modern world. It notes that the world is developing rapidly, skills are in high demand, and competition has increased. It then highlights ESSEC Business School as an institution that provides a well-rounded education through its various programs and extracurricular activities to prepare students for success. ESSEC has campuses in multiple locations, over 4,400 students from 90 countries, and distinguished faculty.
1) The document discusses entrepreneurship education in Latvian higher education institutions and acquisition of entrepreneurial skills by university graduates in Latvia.
2) It analyzes data from two surveys of Latvian university graduates that show graduates acquired theoretical knowledge at university but lacked entrepreneurial skills.
3) The conclusion is that Latvian university programs need to better integrate training in entrepreneurial skills and strengthen collaboration between universities and businesses to transfer these skills.
In Latvia, guidance was previously called "professional orientation" during the Soviet era and focused on directing students towards certain professions. Since 2005, the main concept is the "career development support system" consisting of information, career education, and counseling. A cooperation council was formed in 2010 to develop guidance.
In Turkey, the first guidance system started in the 1950s influenced by international events. It began in schools and universities with teachers providing guidance. Seminars in the 1950s helped establish the first official system.
In Romania, the beginnings of career counseling started in the 1920s with psychology institutions. After various developments, the 1990
Kennisnet is a public educational organization in the Netherlands that supports primary, secondary, and vocational schools in effectively using information and communication technology (ICT). The organization was founded in 2001 and is funded by the Dutch Ministry of Education. Kennisnet provides products, services, research, and networks to help teachers develop professional skills in using ICT. It also coordinates standards and agreements and operates several online portals and platforms. The document discusses trends in ICT use in Dutch education and makes recommendations, including adapting support to aims, formalizing professional ICT use, integrating digital learning environments, and knowing what works when incorporating ICT into teaching.
A Model For Systemic Change Management In EducationMonica Franklin
This document describes a model for systemic change management in education to support the transition from traditional lecture-based teaching to interactive eLearning. The model was developed based on an analysis of large-scale eLearning implementation projects at the Monterrey Institute of Technology and Higher Education (ITESM) in Mexico and the Virtual University of Applied Sciences (VFH) in Germany. The model depicts the inputs, constraints, and outputs involved in the change process with vision and leadership, infrastructure development, change management strategies, and evaluation and feedback as key components.
This document discusses inclusive vocational education in Finland. It outlines Finland's educational structure, which includes vocational teacher education programs at universities of applied sciences. One such program is located in Tampere and trains teachers and special needs educators. The document also discusses providing special needs education in basic education and vocational schools, with the goal of supporting all students' equal opportunities to complete their schooling. It emphasizes developing teachers' competencies in inclusive practices, as well as creating regional strategies between schools to better support students with special needs.
Techniki Ekpedeftiki is one of the largest private organizations for continuing vocational training and human resources development in Greece. It was founded in 1994 and has grown to include 6 fully equipped educational centers across Greece. It offers certification in many fields including environment, tourism, rural development, health, culture, economics and information technology. Over the past funding period from the European Union, Techniki Ekpedeftiki implemented over 110 projects co-financed by various Greek and EU organizations, working with private businesses and educational institutions across Europe. It employs over 2,000 instructors to deliver its training programs and works to continuously upgrade the skills of its instructor workforce.
This document discusses strategies to address teacher shortages in India using information and communication technologies (ICT). It notes that India faces a shortage of over 1 million teachers and high pupil-teacher ratios, especially in states like Bihar, Uttar Pradesh, Jharkhand, and West Bengal. The Right to Education Act aims to lower the pupil-teacher ratio to 30:1 but ICT can help increase this ratio. The document proposes using ICT to support distance education for teachers, create virtual classrooms, develop online teaching materials, and implement teacher tracking systems. Harnessing ICT has the potential to compensate for teacher shortages, improve quality of education, and help achieve the goals of the Right to Education Act.
Bringing e-assessment to a higher maturity on a national scaleAlfred Hartoog
can monitor progress
can adapt tests to level of student
- More effective learning
- Teachers: can monitor progress of whole class
- Early intervention possible
- National test database: reuse of tests, quality assurance
Educause october 2011 19
Impact so far:
- Reduced drop-out rates in first year bachelor programs
- Improved progression of students through formative testing
- Reduced teacher workload through computer-based marking
- Increased quality of testing through collaboration and expertise network
- Successful projects like adaptive testing in math and statistics are inspiring
other disciplines
- National infrastructure facilitates further scaling of e-assessment initiatives
- SURF program stimulates
This document is a teacher's guide for teaching the exploratory course on Beauty Care (Nail Care) Services as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It provides background information on the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE. It describes the structure of the TLE exploratory courses and learning modules. It explains how the courses are designed based on competencies from the Technical Education and Skills Development Authority to prepare students for certification. The guide describes the parts of each lesson in the learning modules and provides instructions for teachers and students.
Deltion College is an educational institution in Liepaja, Netherlands that offers various primary, secondary, and higher education programs. It has over 15,000 students and 1,100 employees, including 750 teachers. The document outlines the Dutch educational system and learning pathways students can take at Deltion College across its three sectors of technology and design, economy and service, and healthcare, welfare, and sports. It also discusses some of Deltion College's innovative projects to reduce dropout rates and improve student success.
Deltion College is an educational institution in Liepaja, Netherlands that offers various primary, secondary, and higher education programs. It has over 15,000 students and 1,100 employees, including 750 teachers. The document outlines the Dutch educational system and Deltion College's focus on practice-driven teaching and learning through innovative projects, narrowing dropout rates, and sectors in technology, economy, healthcare, and sports.
This document outlines a plan by The Mekong Team to effectively apply information and communication technologies (ICT) in schools in Vietnam and Thailand over the period of 2010-2020. It identifies key stakeholders and objectives, and proposes a blueprint for implementation with 8 stages. The plan aims to encourage government support, provide training for teachers, develop ICT infrastructure and materials, and assess progress to create educational opportunities through ICT.
This document provides a summary of the findings of a scenario study on e-learning conducted with 1022 lecturers from 58 Malaysian higher education institutions. The study aimed to identify lecturers' knowledge and skills regarding e-learning, issues in implementing e-learning, and training needs. It found that most lecturers were familiar with tools like PowerPoint and Facebook but less so with learning management systems and authoring tools. Respondents applied theories like behaviorism and learning styles more than andragogy or instructional design principles. The study provides insights that can help develop training to advance e-learning implementation in Malaysian higher education.
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.
The OECD’s Programme on Institutional Management in Higher Education (IMHE)EduSkills OECD
In higher education, greater emphasis is being placed on innovation, improving the quality of teaching and learning, the measurement of performance and learning outcomes, access and regional competitiveness. The OECD programme on Institutional Management in Higher Education (IMHE) brings together higher education institutions and governments to share best practices, ideas and potential models to meet these challenges through networks, studies and research.
The document discusses quality learning and teaching at Laurea University of Applied Sciences in Finland. It notes that Laurea has been appointed a Centre of Excellence in Education five times based on its Learning by Developing operating model. The model integrates education, regional development, and research and development. It fosters quality through approaches like raising teacher awareness, engaging students, and aligning policies. Laurea operates in the Helsinki metropolitan area and focuses on service innovations and regional development. Its strategy promotes student professional growth through its Learning by Developing model and quality assurance system. The summary discusses how higher education institutions can maintain quality teaching during mass higher education.
Education management information system nepalMero Campus
This document is the University Grants Commission's 2009/10 report on higher education in Nepal. It provides statistical data and analysis on key indicators of Nepal's higher education system such as the number of universities and campuses, student enrollment, gender parity, graduation rates, student-teacher ratios, and public financing. It aims to support effective planning and monitoring of higher education. New features in this year's report include maps showing campus distribution by district, ecological belt, and development region. The data is intended to benefit policymakers, researchers, and other education stakeholders.
How can teachers get the best out of their students? Insights from TALIS 2018EduSkills OECD
1) The document analyzes data from the 2018 Teaching and Learning International Survey (TALIS) to provide insights into teacher and school preparedness for the COVID-19 pandemic from primary to upper secondary education.
2) It finds that teachers' access to information and communication technology (ICT) training varies significantly across countries and is generally lower for experienced versus novice teachers.
3) Collaboration and collegiality tend to decrease with higher education levels, though formal collaboration can boost teachers' self-efficacy in upper secondary.
4) Supporting student diversity and special needs is a priority in primary education, but teaching students with special needs is a relatively high stressor for these teachers.
The document discusses the importance of obtaining a good education in the modern world. It notes that the world is developing rapidly, skills are in high demand, and competition has increased. It then highlights ESSEC Business School as an institution that provides a well-rounded education through its various programs and extracurricular activities to prepare students for success. ESSEC has campuses in multiple locations, over 4,400 students from 90 countries, and distinguished faculty.
1) The document discusses entrepreneurship education in Latvian higher education institutions and acquisition of entrepreneurial skills by university graduates in Latvia.
2) It analyzes data from two surveys of Latvian university graduates that show graduates acquired theoretical knowledge at university but lacked entrepreneurial skills.
3) The conclusion is that Latvian university programs need to better integrate training in entrepreneurial skills and strengthen collaboration between universities and businesses to transfer these skills.
In Latvia, guidance was previously called "professional orientation" during the Soviet era and focused on directing students towards certain professions. Since 2005, the main concept is the "career development support system" consisting of information, career education, and counseling. A cooperation council was formed in 2010 to develop guidance.
In Turkey, the first guidance system started in the 1950s influenced by international events. It began in schools and universities with teachers providing guidance. Seminars in the 1950s helped establish the first official system.
In Romania, the beginnings of career counseling started in the 1920s with psychology institutions. After various developments, the 1990
Kennisnet is a public educational organization in the Netherlands that supports primary, secondary, and vocational schools in effectively using information and communication technology (ICT). The organization was founded in 2001 and is funded by the Dutch Ministry of Education. Kennisnet provides products, services, research, and networks to help teachers develop professional skills in using ICT. It also coordinates standards and agreements and operates several online portals and platforms. The document discusses trends in ICT use in Dutch education and makes recommendations, including adapting support to aims, formalizing professional ICT use, integrating digital learning environments, and knowing what works when incorporating ICT into teaching.
A Model For Systemic Change Management In EducationMonica Franklin
This document describes a model for systemic change management in education to support the transition from traditional lecture-based teaching to interactive eLearning. The model was developed based on an analysis of large-scale eLearning implementation projects at the Monterrey Institute of Technology and Higher Education (ITESM) in Mexico and the Virtual University of Applied Sciences (VFH) in Germany. The model depicts the inputs, constraints, and outputs involved in the change process with vision and leadership, infrastructure development, change management strategies, and evaluation and feedback as key components.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
4. Europe
Where on Earth??
Thinking of Holland
Dutch Educational
System
The VET System
Region Twente
ROC van Twente
Prevention: Early
School Leaving
5. The Netherlands
Where on Earth??
Thinking of Holland
Dutch Educational
System Amsterdam
The VET System
Region Twente Almelo
The Hague
ROC van Twente
Hengelo
Prevention: Early
School Leaving Enschede
Rotterdam
8. Thinking of Holland (part one)
Where on Earth??
Thinking of Holland
Dutch Educational
System
The VET System
Region Twente
ROC van Twente
Prevention: Early
School Leaving
9. Thinking of Holland (part one)
Where on Earth??
Thinking of Holland
Dutch Educational
System
The VET System
Region Twente
ROC van Twente
Prevention: Early
School Leaving
10. Thinking of Holland (part one)
Where on Earth??
Thinking of Holland
Dutch Educational
System
The VET System
Region Twente
ROC van Twente
Prevention: Early
School Leaving
11. Thinking of Holland (part one)
Where on Earth??
Thinking of Holland
Dutch Educational
System
The VET System
Region Twente
ROC van Twente
Prevention: Early
School Leaving
12. Thinking of Holland (part two)
Where on Earth??
Thinking of Holland
Dutch Educational
System
The VET System
Region Twente
ROC van Twente
Prevention: Early
School Leaving
23. Levels of qualification
Level 3: full proffessional training
Level 2: basic vocational training
Level 1: assistant training
24. Levels of qualification
Level 4: middle-management and specialist training
Level 3: full proffessional training
Level 2: basic vocational training
Level 1: assistant training
25. The VET Sector in the Netherlands
46 regional vocational education & training
centres (roc's)
13 agricultural vocational education and
training centres (aoc's)
13 sector specific colleges
8 private institutions
26. Facts and figures 2009 - 2010
http://www.mboraad.nl/?category/4281/Fei
27.
28. Participation in VET
Total: VET and Adult Education 588.900
VET
Full Time Students : 351.500
Parttime Students : 172.000
Other : 13.500
Adult education
Adult Education: 51.900
9%
2%
29%
60%
(Source: The Ministry of Oc&W (Education, Culture and Welfare) key figures 2009 2010
Fulltime Parttime other Adult Edu
35. Region Twente
600.000 inhabitants
(approximately)
4 major cities
Increased unemployment
Decreasing industrial activities
Increasing tourism and leisure
Increasing service industries and
non-profit services
From rural to urban society
38. ROC van Twente
Over 1 800 faculty and staff
circa 25 000 VET-students
circa 12 496 participants Adult Education
0n 11 locations in
three major cities in Twente and
on several smaller sites in Twente
39. facilities and funds
operational support
services
personnel
students
policy, planning & strategy
concern control
organization chart
adult education
3 collegs
executive board
colleges
healthcare and welfare
4 colleges
co-determination councel Economics
4 colleges
Technology
3 colleges
40. Dutch Educational System
Actual developments:
ROC level: 3 main programmes
1 Competence-Based Learning: new qualifications
2010
2 Major – Minor Structure :
trainingstructure : major 80% professional training
minor 20 %additional (free)
3 Carreer Guidance (LLL)
The image foreigners have of the Netherlands (mainly the older people)
The four levels of qualification in vocational education and related courses Level 1: carrying out simple practical tasks. This objective relates to the training of assistants, it lasts between six months and one year, and does not require entrance qualifications. This training programme fulfils the labour market requirement for certificate holders at level one, and offers participants who are unable to obtain an initial qualification the opportunity of joining the labour market as a qualified employee. Progression routes: to basic vocational education. Level 2: carrying out practical tasks. This is the basic vocational qualification route that lasts between two and three years, and which does not require entrance requirements either. At this level, the minimum initial qualification must be achieved. Progression routes: to vocational education. Level 3: carrying out tasks, fully independently. This relates to a vocational programme which lasts between two and four years, and which according to law may be started by those who have a certificate of pre-vocational education, or a transition certificate to class 4 of senior general secondary education. Progression routes: to middle management training and specialist training. Level 4: carrying out tasks of a broad or specialist nature, fully independently Broad professional deployment requires middle management training, which lasts between three and four years. According to law this type of training is open to those who have a certificate of pre-vocational education, or a transition certificate to class 4 of senior general secondary education, or a vocational certificate. Progression routes: to higher education. Specialisation requires a specialist-training programme, which lasts between one and two years and which can be started by those who have of a vocational training certificate. Progression routes: sometimes to higher education (in certain sectors this level is the highest level that can be achieved).
The four levels of qualification in vocational education and related courses Level 1: carrying out simple practical tasks. This objective relates to the training of assistants, it lasts between six months and one year, and does not require entrance qualifications. This training programme fulfils the labour market requirement for certificate holders at level one, and offers participants who are unable to obtain an initial qualification the opportunity of joining the labour market as a qualified employee. Progression routes: to basic vocational education. Level 2: carrying out practical tasks. This is the basic vocational qualification route that lasts between two and three years, and which does not require entrance requirements either. At this level, the minimum initial qualification must be achieved. Progression routes: to vocational education. Level 3: carrying out tasks, fully independently. This relates to a vocational programme which lasts between two and four years, and which according to law may be started by those who have a certificate of pre-vocational education, or a transition certificate to class 4 of senior general secondary education. Progression routes: to middle management training and specialist training. Level 4: carrying out tasks of a broad or specialist nature, fully independently Broad professional deployment requires middle management training, which lasts between three and four years. According to law this type of training is open to those who have a certificate of pre-vocational education, or a transition certificate to class 4 of senior general secondary education, or a vocational certificate. Progression routes: to higher education. Specialisation requires a specialist-training programme, which lasts between one and two years and which can be started by those who have of a vocational training certificate. Progression routes: sometimes to higher education (in certain sectors this level is the highest level that can be achieved).
The four levels of qualification in vocational education and related courses Level 1: carrying out simple practical tasks. This objective relates to the training of assistants, it lasts between six months and one year, and does not require entrance qualifications. This training programme fulfils the labour market requirement for certificate holders at level one, and offers participants who are unable to obtain an initial qualification the opportunity of joining the labour market as a qualified employee. Progression routes: to basic vocational education. Level 2: carrying out practical tasks. This is the basic vocational qualification route that lasts between two and three years, and which does not require entrance requirements either. At this level, the minimum initial qualification must be achieved. Progression routes: to vocational education. Level 3: carrying out tasks, fully independently. This relates to a vocational programme which lasts between two and four years, and which according to law may be started by those who have a certificate of pre-vocational education, or a transition certificate to class 4 of senior general secondary education. Progression routes: to middle management training and specialist training. Level 4: carrying out tasks of a broad or specialist nature, fully independently Broad professional deployment requires middle management training, which lasts between three and four years. According to law this type of training is open to those who have a certificate of pre-vocational education, or a transition certificate to class 4 of senior general secondary education, or a vocational certificate. Progression routes: to higher education. Specialisation requires a specialist-training programme, which lasts between one and two years and which can be started by those who have of a vocational training certificate. Progression routes: sometimes to higher education (in certain sectors this level is the highest level that can be achieved).
The four levels of qualification in vocational education and related courses Level 1: carrying out simple practical tasks. This objective relates to the training of assistants, it lasts between six months and one year, and does not require entrance qualifications. This training programme fulfils the labour market requirement for certificate holders at level one, and offers participants who are unable to obtain an initial qualification the opportunity of joining the labour market as a qualified employee. Progression routes: to basic vocational education. Level 2: carrying out practical tasks. This is the basic vocational qualification route that lasts between two and three years, and which does not require entrance requirements either. At this level, the minimum initial qualification must be achieved. Progression routes: to vocational education. Level 3: carrying out tasks, fully independently. This relates to a vocational programme which lasts between two and four years, and which according to law may be started by those who have a certificate of pre-vocational education, or a transition certificate to class 4 of senior general secondary education. Progression routes: to middle management training and specialist training. Level 4: carrying out tasks of a broad or specialist nature, fully independently Broad professional deployment requires middle management training, which lasts between three and four years. According to law this type of training is open to those who have a certificate of pre-vocational education, or a transition certificate to class 4 of senior general secondary education, or a vocational certificate. Progression routes: to higher education. Specialisation requires a specialist-training programme, which lasts between one and two years and which can be started by those who have of a vocational training certificate. Progression routes: sometimes to higher education (in certain sectors this level is the highest level that can be achieved).
The Adult & Vocational Education Act (the WEB) provides the 46 regional vocational education & training centres (roc's) with the statutory duty to offer vocational education in three sectors: Engineering and Technology, Economics and Health & Social Care, and to offer adult education. In addition they carry out contract activities i.e. work for third parties which are not part of their statutory duties, and which are not financed by the Ministry of Education, Culture and Sciences (OC&W). The 18 agricultural vocational education & training centres (aoc's) and the three innovation and practical centres (ipc's) provide primary and secondary agricultural vocational education, in the sectors agriculture, natural environment and food technology. These institutions are also subject to the Adult & Vocational Education Act. They are financed by the Ministry of Agriculture, Environment and Fisheries. The 13 specialised colleges provide vocational courses for specific sectors. They are financed by the Ministry of OC&W, if they can demonstrate that their programmes cannot be efficiently provided within an roc. Examples of sectors with specialised colleges are the graphics industry, butchers, painting and decorating, train drivers, the fishing sector, shipping and transport, joinery and fine mechanical engineering. Private teaching institutions are commercial institutions, which provide courses in vocational education and training. They too must comply with the requirements laid down in the WEB Act; they have the same rights as other institutions, but are not funded by the government.
For years, the male-female ratio in vocational education and training has shown an imbalance in the sectors engineering & technology and health and social care. This imbalance is slowly improved upon. Five years previously, participation by men in health and social care was 10 percent, and participation by women in engineering & technology was also 10 percent. (Source: Ministry of OC&W (Ministry of Education, Culture and Sciences) key figures2007)
In the Netherlands, the Ministry of Education, Culture and Sciences (OC&W) spends more than 30 billion Dutch guilders a year, on education. This represents 17% of all gross government expenditure, and 5.1% of the Gross Domestic Product. At 5.1% of GDP the Netherlands is below the OECD average of 6 percent. More than 4 billion guilders from the OC&W budget are spent on the VET sector (vocational education and training and adult education). For each participant in vocational education, every VET institution receives 8,300 guilders for education and 900 guilders for accommodation. For adult education, OC&W provides 34 guilders per adult resident to the municipalities, in addition to 6,900 guilders per immigrant eligible for naturalisation into Dutch society, via an educational programme. (Figures for 1997; excluding agricultural education; source: OC&W key figures 1999)
In the Netherlands, the Ministry of Education, Culture and Sciences (OC&W) spends more than 30 billion Dutch guilders a year, on education. This represents 5.6% of the Gross Domestic Product. At 5.1% of GDP the Netherlands is below the OECD average of 6 percent.