The Training System Session 1
•Download as PPT, PDF•
0 likes•347 views
The document provides an overview of the Australian vocational education and training (VET) system. It describes VET as industry-led education and training for work. The key elements of the VET system include national training frameworks, qualifications, and policies that are designed to provide high-quality skills training and nationally recognized qualifications to support industry and economic growth. It also outlines the major organizations and stakeholders that are involved in developing and delivering VET programs across Australia.
Report
Share
Report
Share
![The Training System ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](https://image.slidesharecdn.com/the-training-system-session-12288/85/The-Training-System-Session-1-1-320.jpg)
![What is VET? Cont… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Overview - The Training System
The document provides an overview of Australia's national vocational education and training (VET) system, including its key components, governance structures, and national strategies. It describes the VET system as industry-led, nationally consistent, and focused on delivering high-quality skills training. Key elements of the system include training packages, accredited courses, the Australian Quality Training Framework, and Industry Skills Councils.
Session V: Regional Standards for TVET Personnel and Australian Perspective
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
GSS Session III Ms Madalinka Sulic -- Structuring Sector Skill Council: Exper...
GSS Session III Ms Madalinka Sulic -- Structuring Sector Skill Council: Exper...4th_Global_Skills_Summit
The document discusses Australia's vocational education and training (VET) system. It provides an overview of how the system is led by the Australian government and works with state/territory governments and training providers. It also describes the Australian Qualifications Framework (AQF) which links different qualifications between schools, VET providers, and universities. The document then focuses on a specific case study of a partnership between Telstra, TAFE NSW, and Industry Business Skills Australia to develop qualifications and skills for Telstra employees through the ICT10 initiative.Private Sector engagement in TEVT - Malaysian experience
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Session II: Palaporn Ratanaparichon - Strengthening the quality and relevance...
This document summarizes a session on strengthening work-based learning. It discusses:
1. The vision of the Department of Skill Development in Thailand to enhance workforce potential through developing skills quantitatively and qualitatively to meet national and international standards.
2. Key details about Thailand's labor market and workforce, including population size, number of employed and unemployed, and numbers in formal vs informal sectors.
3. The roles and responsibilities of the Department of Skill Development in vocational training, skills standards, and networking to promote skills development. This includes training programs for new labor entrants, current workers, unemployed individuals, and special target groups.
4. The Skill Development Promotion Act of 2002 which provides tax
Session II: Tep Ouen - TVET Total Quality Journey in Cambodia 2010-2015
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Engaging Employers in TVET in SouthEast Asia
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Session II: Dr. Mohd bin abu bakar - Employers insolvent in the design and de...
This document discusses Malaysia's approach to developing skilled workforces through employer involvement and harmonization of skills and employment policies. It outlines three models (A, B, C) for coordinating training needs based on National Occupational Skills Standards between the government, training providers and industry. Model B involves establishing Industry Lead Bodies to represent industries and drive skills development, training programs and workforce qualifications. The document lists 21 Industry Lead Bodies in Malaysia and their representative industries. It quotes Malaysia's philosophy of partnering closely with industry leaders to understand skills needs as "the industry knows better".
Recommended
Overview - The Training System
The document provides an overview of Australia's national vocational education and training (VET) system, including its key components, governance structures, and national strategies. It describes the VET system as industry-led, nationally consistent, and focused on delivering high-quality skills training. Key elements of the system include training packages, accredited courses, the Australian Quality Training Framework, and Industry Skills Councils.
Session V: Regional Standards for TVET Personnel and Australian Perspective
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
GSS Session III Ms Madalinka Sulic -- Structuring Sector Skill Council: Exper...
GSS Session III Ms Madalinka Sulic -- Structuring Sector Skill Council: Exper...4th_Global_Skills_Summit
The document discusses Australia's vocational education and training (VET) system. It provides an overview of how the system is led by the Australian government and works with state/territory governments and training providers. It also describes the Australian Qualifications Framework (AQF) which links different qualifications between schools, VET providers, and universities. The document then focuses on a specific case study of a partnership between Telstra, TAFE NSW, and Industry Business Skills Australia to develop qualifications and skills for Telstra employees through the ICT10 initiative.Private Sector engagement in TEVT - Malaysian experience
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Session II: Palaporn Ratanaparichon - Strengthening the quality and relevance...
This document summarizes a session on strengthening work-based learning. It discusses:
1. The vision of the Department of Skill Development in Thailand to enhance workforce potential through developing skills quantitatively and qualitatively to meet national and international standards.
2. Key details about Thailand's labor market and workforce, including population size, number of employed and unemployed, and numbers in formal vs informal sectors.
3. The roles and responsibilities of the Department of Skill Development in vocational training, skills standards, and networking to promote skills development. This includes training programs for new labor entrants, current workers, unemployed individuals, and special target groups.
4. The Skill Development Promotion Act of 2002 which provides tax
Session II: Tep Ouen - TVET Total Quality Journey in Cambodia 2010-2015
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Engaging Employers in TVET in SouthEast Asia
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Session II: Dr. Mohd bin abu bakar - Employers insolvent in the design and de...
This document discusses Malaysia's approach to developing skilled workforces through employer involvement and harmonization of skills and employment policies. It outlines three models (A, B, C) for coordinating training needs based on National Occupational Skills Standards between the government, training providers and industry. Model B involves establishing Industry Lead Bodies to represent industries and drive skills development, training programs and workforce qualifications. The document lists 21 Industry Lead Bodies in Malaysia and their representative industries. It quotes Malaysia's philosophy of partnering closely with industry leaders to understand skills needs as "the industry knows better".
Session III: Yoon Ho-Kim - Youth Employment challenges and Korean Government'...
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
110503 ps-skills prosperity roadmap report
This document provides a roadmap for reforming Australia's vocational education and training (VET) sector to meet future skills needs and support economic growth. It recommends comprehensive changes to how the VET sector is developed, organized and financed. The key proposals include:
1) Establishing an individual entitlement system and Enterprise Skills Investment Fund to stimulate demand for skills development.
2) Improving industry leadership and use of skills in enterprises through programs like apprenticeships.
3) Integrating employment and training services across jurisdictions and supporting regional development.
4) Reforming regulation, quality assurance and data collection to improve teaching standards and transparency.
The goal is to position the VET sector as
Malaysia presentation - Standardisation in TVET and the role of the Private s...
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The role of the private sector in Skills Development and Employment
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
A regional approach to industry defined occupational standards
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Snapshot of tevet in zambia
Gabriel S. Konayuma presented on recent developments and challenges in technical education and vocational training (TEVET) in Zambia. Key points included: TEVET is governed by policies from 1996 and 1998 and regulated by the Technical Education, Vocational and Entrepreneurship Training Authority; the structure includes the Ministry of Education and training institutions; recent developments include a merged ministry, increased online learning, and new training facilities; challenges are increasing access and ensuring quality and equity; and opportunities lie in meeting skills needs in key sectors like manufacturing, mining, and agriculture.
Session I: Piyapa su-angavatin - SEAMO's Priorities on Education for Southeas...
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Quality and Outreach of TVET- Zambian Case Study
The document discusses TVET (technical and vocational education and training) in Zambia. It notes that the Ministry of Science, Technology & Vocational Training oversees TVET and enrolls 30,000 trainees annually, though distance learning opportunities are limited. It describes quality assurance systems used to regulate institutions and common challenges around quality. Examples of distance learning programs through TVTC and ZACODE are provided, as are recommendations to enhance quality and outreach, such as increasing use of ICT and partnerships between TVET providers and industry.
Session I: wolfgang kubitzki - What is the right TVET system?
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session II: Jorn Skovsgaard - Strengthening the quality and relevance of work...
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Ppt report on current issues (reforms on tech-voc education and training)
Technical-Vocational Education and Training Reforms
The Technical Vocational Education and Training reforms consists of four (4) major components, namely:
1. Quality Assured Philippine TESD System
2 .TESDA Occupational Qualification and Certification System
3. Unified Program Registration and Accreditation System
4. TVET Quality Awards
The Experience of malaysia through the Human Resources Development Fund
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Effective job matching strategies and how best for employment services to eng...
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Technical and Vocational Education and Training, 10th Global RCE Conference
This document discusses home-based TVET (technical and vocational education and training). It outlines the vision and objectives of home-based TVET, which aims to link TVET with education for sustainable development (ESD) in order to make TVET more attractive to young people. The methodology involves building a global TVET network through existing RCE (Regional Centres of Expertise on Education for Sustainable Development) networks. Applications for funding for the home-based TVET project were submitted to USAID and EuropeAid. Lessons learned include emphasizing the economic, social, cultural, and environmental returns on investment of integrating ESD into TVET.
Innovation through people – Enterprise Europe Network Event - Karen Moses Iae...
Innovation through people – Enterprise Europe Network Event - Karen Moses Iae...Invest Northern Ireland
The document summarizes the International Association for the Exchange of Students for Technical Experience (IAESTE), which provides international internships for students in science, engineering, and other fields. It offers employers access to highly skilled international students who can gain work experience. Employers in the UK receive top candidates and benefit from their skills, cultural perspectives, and marketing opportunities in other countries. Feedback from Northern Irish employers highlights the program's benefits, including gaining new techniques, cultural learning, and reducing business costs.Vocational education
This document discusses vocational education in India. It defines vocational education as education that prepares people for specific trades through developing technical skills. It outlines the need for vocational education in India to reduce unemployment and boost the economy. It lists the various vocational subjects available at secondary level and the agencies involved in technical and vocational education. It also discusses the advantages, disadvantages, and challenges of vocational education in India.
Asdp ii presentation atvi
The Afghanistan Technical Vocational Institute (ATVI) is requesting funding from the Afghanistan Second Skill Development Project (ASDP-II) to continue its technical and vocational training programs. ATVI has graduated nearly 4,000 students since 2007, with an employment rate between 68-70%. With ASDP-II funding, ATVI plans to expand its academic programs, upgrade facilities, improve quality assurance systems, and increase the number of students served to over 1,400 by 2017. The funding would allow ATVI to better prepare graduates for jobs in priority sectors and further develop as a leading technical and vocational education provider in Afghanistan.
Ctevt brief introduction
CTEVT was constituted in 1989 as the national autonomous apex body for technical and vocational education and training (TVET) in Nepal. It aims to skill Nepal's workforce through quality TVET programs. CTEVT coordinates and facilitates TVET through curriculum development, instructor training, program implementation, and quality control. However, it faces challenges in reaching its target groups and maintaining quality as secondary education is extended to class 12. CTEVT has made progress expanding TVET programs nationwide but moving forward needs to focus more on quality control and reducing gaps between training and labor market needs.
Work-based learning System
The document discusses Korea's Work-based Learning System (Dual System).
The Dual System was introduced in 2014 to link job training, certification, and competency-based learning. Under the system, workers receive both on-the-job and off-the-job training from company trainers based on National Competency Standards, lasting 6 months to 4 years.
The Dual System aims to provide benefits like addressing skills gaps, increasing youth employment, and strengthening ties between education and industry. It involves legal and financial support from the government to encourage private sector participation.
The VET training system
The document discusses Australia's vocational education and training (VET) system. It outlines that VET provides education and training for work and is part of Australia's broader education network. The VET system includes three sectors - higher education, vocational education and training, and schools. It also discusses the national training framework, training packages, qualifications framework, and government strategies and investments to support skills development and training.
The VET environment
A training package is a set of nationally endorsed standards and qualifications that describe the skills and knowledge required to perform effectively in a specific industry or sector. Training packages ensure consistency and relevance to industry needs but do not describe how training should be delivered. There are currently 86 training packages covering most industries and over 80% of the workforce. Accredited courses can be developed for skills needs not covered by existing training packages.
Vet Environment Session 2
A training package is a set of nationally endorsed standards and qualifications that describe the skills and knowledge required to perform effectively in a specific industry or sector. Training packages ensure consistency and relevance to industry needs but do not describe how training should be delivered. There are currently 86 training packages covering most industries and over 80% of the workforce. Accredited courses can be developed for skills needs not covered by existing training packages.
More Related Content
What's hot
Session III: Yoon Ho-Kim - Youth Employment challenges and Korean Government'...
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
110503 ps-skills prosperity roadmap report
This document provides a roadmap for reforming Australia's vocational education and training (VET) sector to meet future skills needs and support economic growth. It recommends comprehensive changes to how the VET sector is developed, organized and financed. The key proposals include:
1) Establishing an individual entitlement system and Enterprise Skills Investment Fund to stimulate demand for skills development.
2) Improving industry leadership and use of skills in enterprises through programs like apprenticeships.
3) Integrating employment and training services across jurisdictions and supporting regional development.
4) Reforming regulation, quality assurance and data collection to improve teaching standards and transparency.
The goal is to position the VET sector as
Malaysia presentation - Standardisation in TVET and the role of the Private s...
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The role of the private sector in Skills Development and Employment
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
A regional approach to industry defined occupational standards
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Snapshot of tevet in zambia
Gabriel S. Konayuma presented on recent developments and challenges in technical education and vocational training (TEVET) in Zambia. Key points included: TEVET is governed by policies from 1996 and 1998 and regulated by the Technical Education, Vocational and Entrepreneurship Training Authority; the structure includes the Ministry of Education and training institutions; recent developments include a merged ministry, increased online learning, and new training facilities; challenges are increasing access and ensuring quality and equity; and opportunities lie in meeting skills needs in key sectors like manufacturing, mining, and agriculture.
Session I: Piyapa su-angavatin - SEAMO's Priorities on Education for Southeas...
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Quality and Outreach of TVET- Zambian Case Study
The document discusses TVET (technical and vocational education and training) in Zambia. It notes that the Ministry of Science, Technology & Vocational Training oversees TVET and enrolls 30,000 trainees annually, though distance learning opportunities are limited. It describes quality assurance systems used to regulate institutions and common challenges around quality. Examples of distance learning programs through TVTC and ZACODE are provided, as are recommendations to enhance quality and outreach, such as increasing use of ICT and partnerships between TVET providers and industry.
Session I: wolfgang kubitzki - What is the right TVET system?
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Session II: Jorn Skovsgaard - Strengthening the quality and relevance of work...
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Ppt report on current issues (reforms on tech-voc education and training)
Technical-Vocational Education and Training Reforms
The Technical Vocational Education and Training reforms consists of four (4) major components, namely:
1. Quality Assured Philippine TESD System
2 .TESDA Occupational Qualification and Certification System
3. Unified Program Registration and Accreditation System
4. TVET Quality Awards
The Experience of malaysia through the Human Resources Development Fund
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Effective job matching strategies and how best for employment services to eng...
The 2016 Education and Skills Network meeting is jointly organised by the Department of Labour and Employment, Philippines, ADB, OECD and GIZ and the latter’s regional programme RECOTVET (“Regional Cooperation Programme to Improve the Training of TVET Personnel”), which aims at supporting and creating personnel, institutional and thematic preconditions for quality improvement and regional harmonisation of the education and training of training personnel in South East Asia over the next years.
Technical and Vocational Education and Training, 10th Global RCE Conference
This document discusses home-based TVET (technical and vocational education and training). It outlines the vision and objectives of home-based TVET, which aims to link TVET with education for sustainable development (ESD) in order to make TVET more attractive to young people. The methodology involves building a global TVET network through existing RCE (Regional Centres of Expertise on Education for Sustainable Development) networks. Applications for funding for the home-based TVET project were submitted to USAID and EuropeAid. Lessons learned include emphasizing the economic, social, cultural, and environmental returns on investment of integrating ESD into TVET.
Innovation through people – Enterprise Europe Network Event - Karen Moses Iae...
Innovation through people – Enterprise Europe Network Event - Karen Moses Iae...Invest Northern Ireland
The document summarizes the International Association for the Exchange of Students for Technical Experience (IAESTE), which provides international internships for students in science, engineering, and other fields. It offers employers access to highly skilled international students who can gain work experience. Employers in the UK receive top candidates and benefit from their skills, cultural perspectives, and marketing opportunities in other countries. Feedback from Northern Irish employers highlights the program's benefits, including gaining new techniques, cultural learning, and reducing business costs.Vocational education
This document discusses vocational education in India. It defines vocational education as education that prepares people for specific trades through developing technical skills. It outlines the need for vocational education in India to reduce unemployment and boost the economy. It lists the various vocational subjects available at secondary level and the agencies involved in technical and vocational education. It also discusses the advantages, disadvantages, and challenges of vocational education in India.
Asdp ii presentation atvi
The Afghanistan Technical Vocational Institute (ATVI) is requesting funding from the Afghanistan Second Skill Development Project (ASDP-II) to continue its technical and vocational training programs. ATVI has graduated nearly 4,000 students since 2007, with an employment rate between 68-70%. With ASDP-II funding, ATVI plans to expand its academic programs, upgrade facilities, improve quality assurance systems, and increase the number of students served to over 1,400 by 2017. The funding would allow ATVI to better prepare graduates for jobs in priority sectors and further develop as a leading technical and vocational education provider in Afghanistan.
Ctevt brief introduction
CTEVT was constituted in 1989 as the national autonomous apex body for technical and vocational education and training (TVET) in Nepal. It aims to skill Nepal's workforce through quality TVET programs. CTEVT coordinates and facilitates TVET through curriculum development, instructor training, program implementation, and quality control. However, it faces challenges in reaching its target groups and maintaining quality as secondary education is extended to class 12. CTEVT has made progress expanding TVET programs nationwide but moving forward needs to focus more on quality control and reducing gaps between training and labor market needs.
Work-based learning System
The document discusses Korea's Work-based Learning System (Dual System).
The Dual System was introduced in 2014 to link job training, certification, and competency-based learning. Under the system, workers receive both on-the-job and off-the-job training from company trainers based on National Competency Standards, lasting 6 months to 4 years.
The Dual System aims to provide benefits like addressing skills gaps, increasing youth employment, and strengthening ties between education and industry. It involves legal and financial support from the government to encourage private sector participation.
What's hot (19)
Session III: Yoon Ho-Kim - Youth Employment challenges and Korean Government'...
Session III: Yoon Ho-Kim - Youth Employment challenges and Korean Government'...
Malaysia presentation - Standardisation in TVET and the role of the Private s...
Malaysia presentation - Standardisation in TVET and the role of the Private s...
The role of the private sector in Skills Development and Employment
The role of the private sector in Skills Development and Employment
A regional approach to industry defined occupational standards
A regional approach to industry defined occupational standards
Session I: Piyapa su-angavatin - SEAMO's Priorities on Education for Southeas...
Session I: Piyapa su-angavatin - SEAMO's Priorities on Education for Southeas...
Session I: wolfgang kubitzki - What is the right TVET system?
Session I: wolfgang kubitzki - What is the right TVET system?
Session II: Jorn Skovsgaard - Strengthening the quality and relevance of work...
Session II: Jorn Skovsgaard - Strengthening the quality and relevance of work...
Ppt report on current issues (reforms on tech-voc education and training)
Ppt report on current issues (reforms on tech-voc education and training)
The Experience of malaysia through the Human Resources Development Fund
The Experience of malaysia through the Human Resources Development Fund
Effective job matching strategies and how best for employment services to eng...
Effective job matching strategies and how best for employment services to eng...
Technical and Vocational Education and Training, 10th Global RCE Conference
Technical and Vocational Education and Training, 10th Global RCE Conference
Innovation through people – Enterprise Europe Network Event - Karen Moses Iae...
Innovation through people – Enterprise Europe Network Event - Karen Moses Iae...
Similar to The Training System Session 1
The VET training system
The document discusses Australia's vocational education and training (VET) system. It outlines that VET provides education and training for work and is part of Australia's broader education network. The VET system includes three sectors - higher education, vocational education and training, and schools. It also discusses the national training framework, training packages, qualifications framework, and government strategies and investments to support skills development and training.
The VET environment
A training package is a set of nationally endorsed standards and qualifications that describe the skills and knowledge required to perform effectively in a specific industry or sector. Training packages ensure consistency and relevance to industry needs but do not describe how training should be delivered. There are currently 86 training packages covering most industries and over 80% of the workforce. Accredited courses can be developed for skills needs not covered by existing training packages.
Vet Environment Session 2
A training package is a set of nationally endorsed standards and qualifications that describe the skills and knowledge required to perform effectively in a specific industry or sector. Training packages ensure consistency and relevance to industry needs but do not describe how training should be delivered. There are currently 86 training packages covering most industries and over 80% of the workforce. Accredited courses can be developed for skills needs not covered by existing training packages.
Introduction to the vet sector
This document provides an introduction and overview of the vocational education and training (VET) sector in Australia. It defines VET as industry-led, nationally recognized training that provides skills for the workforce. The key elements of the national training system are the Australian Qualifications Framework, the National VET Quality Framework regulated by ASQA, and nationally endorsed training packages developed by Industry Skills Councils. Registered training organizations deliver VET qualifications using these training packages. Recent reforms have established new Industry Reference Committees and Skills Service Organizations to replace Industry Skills Councils in developing training products. Foundation skills training is now integrated across all training packages through the Foundation Skills Training Package.
Day 1 lms v1
Vocational Education and Training (VET) qualifications reflect individuals' choices to receive training and assessment services. VET qualifications can lead to nationally recognized skills, increased job options, and pathway to higher education. The VET sector is regulated by government bodies and follows the Australian Quality Training Framework to ensure quality assurance. Training packages specify workplace skills and are developed by Industry Skills Councils through national research and consultation. Accredited courses also provide training where skills needs are not covered by training packages.
110503 ps-skills prosperity roadmap report
This document provides a roadmap for reforming Australia's vocational education and training (VET) sector to meet future skills needs and support economic growth. It recommends comprehensive changes to how the VET sector is developed, organized and financed. The key proposals include:
1) Establishing an individual entitlement system and Enterprise Skills Investment Fund to stimulate demand for skills development.
2) Improving industry leadership in workforce development and better use of skills through programs like apprenticeships.
3) Integrating employment and training services across jurisdictions and supporting regional development.
4) Reforming regulation, quality assurance and data collection to improve teaching quality, transparency and outcomes.
The report estimates $24 billion
E-Maginarium - National VET e-learning strategy NT - Roger Bryett
The document discusses Australia's vocational education and training system and e-learning strategies. It provides an overview of the Australian vocational education system and outlines some of the government's reforms, including introducing a national regulator and industry initiatives. It then discusses Australia's investments in a national broadband network and how e-learning strategies from 2000-2011 focused on capability building, client engagement, and integration. Finally, it presents Australia's National Vocational Education and Training E-Learning Strategy from 2012-2015, which has the vision of a globally competitive training system underpinned by e-learning. The strategy has three goals: leveraging the national broadband network, workforce development through innovative training solutions, and expanding access and participation through targeted e
Agrifood workforce development presentation for illawarra sts workshop august...
This document provides information on vocational education and training (VET) programs and developments in New South Wales, Australia. It outlines the industries covered by the NSW Agrifood Industry Training Advisory Body including agriculture, horticulture, food processing, and more. It then discusses current VET initiatives such as new training package developments, apprenticeship and traineeship opportunities, pre-apprenticeships, and skill set funding. Finally, it provides updates on the latest national and state VET policies, programs, and regulatory changes.
GSS Session III Ms Terry Neal -- Structuring Sector Skill Council: Experience...
GSS Session III Ms Terry Neal -- Structuring Sector Skill Council: Experience...4th_Global_Skills_Summit
New Zealand has a strong vocational education system where Industry Training Organisations (ITOs) work closely with polytechnics like the Open Polytechnic to provide industry-defined qualifications and training. ITOs work with industries to develop standards and qualifications, conduct workforce planning, and provide on-the-job and off-the-job training. The Open Polytechnic partners with many ITOs and provides distance learning options that are flexible, relevant to industries, and perceived as high-quality while remaining cost-effective. The document argues New Zealand's industry training and distance learning models could help address vocational education challenges in India.3. aqf presentation patricia neden bogota-forum
The Australian Qualifications Framework (AQF) is the national policy for regulated qualifications in Australian education and training. It incorporates qualifications from each education sector into a single comprehensive framework. The AQF sets standards for each Australian qualification type, provides pathways for students, and is designed to support student mobility and lifelong learning. Qualifications are delivered by accredited providers and issued by authorized accrediting authorities to ensure quality. The AQF Council governs and monitors the AQF on behalf of the Australian governments.
3. aqf presentation patricia neden bogota-forum
The Australian Qualifications Framework (AQF) is the national policy for regulated qualifications in Australian education and training. It incorporates qualifications from each education sector into a single comprehensive framework. The AQF sets standards for each Australian qualification type, provides pathways for students, and is designed to support student mobility and lifelong learning. Qualifications are delivered by accredited providers and issued by authorized accrediting authorities to ensure quality. The AQF Council governs and monitors the AQF on behalf of the Australian governments.
GSS Session III Mr. R L Singh -- Structuring Sector Skill Council: Experience...
GSS Session III Mr. R L Singh -- Structuring Sector Skill Council: Experience...4th_Global_Skills_Summit
The document discusses the roles and issues facing Sector Skills Councils (SSCs) in different countries. SSCs are responsible for identifying skill needs, setting skills standards and qualifications, developing training programs, and providing labor market information. In the UK, SSCs work with awarding bodies to develop qualifications and apprenticeship frameworks. In Canada, SSCs provide industry advice and reduce barriers to workforce mobility. Australian SSCs advise businesses and government on skills needs and training solutions. New Zealand's Industry Training Organisations are responsible for setting skills standards, arranging training, and assessing trainees for their industries. Key issues SSCs face include relationships with government, regulatory frameworks, recognition, capacity, and financing.Learning from Australian Qualifications Framework
A presentation that provides quick insights into the Australian Qualifications Framework (AQF) and what are the learning points of this system and how the Singapore Workforce Skills Qualifications framework can improve, learning from the experience of the Australian counterparts.
110905 ps-ritc-training wa
This document outlines Training WA, a plan to transform Western Australia's training system from 2009 to 2018. The plan aims to increase skills development and training participation to benefit all Western Australians. Key strategies include developing a skilled workforce through high-level training, modernizing the apprenticeship system, improving individual participation in training, supporting regional communities, ensuring a diverse training market, and building training system capability. Immediate initiatives focus on increasing apprentice, trainee, Aboriginal, and foundation skills training enrollments. Medium and long-term reforms also aim to meet industry skills needs and boost workforce participation through a flexible training system.
Pacific Regional Agritourism Workshop 2019: How APTC is supporting private se...
Pacific Regional Agritourism Workshop 2019: How APTC is supporting private se...Brussels Briefings (brusselsbriefings.net)
Pacific Regional Policy Setting Workshop:
Improved Linkages Between Agriculture, Trade and Tourism: Strengthening the Local Agrifood Sector and Promoting Healthy Food in Agritourism.
Workshop organised by the Technical Centre of Agriculture and Rural Cooperation(CTA), IFAD, PIPSO, SPTO and The Pacific Community.
1st and 2nd April, 2019, Nadi, FijiVocational education & training
This document discusses issues related to vocational education and training (VET), including:
1. VET aims to impart skills for the labor market at a sub-professional level through both classroom and workplace learning. Apprenticeships that combine formal education and on-the-job experience are a cornerstone of VET.
2. The EU has an explicit interest in improving VET across member states to support economic growth and social cohesion. However, the quality and responsibility for VET varies between countries.
3. Information literacy encompasses the ability to identify, evaluate, and effectively use information. It is an important skill for students and workers that supports lifelong learning and success in education and career
Singapore’s Skills Future Movement
Presentation by Mr. Eric Chin, Skills Future SG, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
Cooney Rotefosseire
Presentation done by Dr Thomas M. Cooney Dublin Institute of Technology regarding a comparison of entrepreneurship between Norway and Ireland.
Acknowledgement to Dr. Thoams M Cooney and Dr Beate Rotefoss.
Better linking people to jobs through responsive employment services. The Aus...
Presentation by Sally Sinclair, CEO, National Employment Services Association, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
Tesda
The Technical Education and Skills Development Authority (TESDA) was established in 1994 through a law aimed at encouraging skills development in the Philippines. It was created by merging three offices across two government departments. TESDA aims to integrate, coordinate and monitor skills development programs, and to restructure efforts to promote middle-level manpower. It formulates skills plans, sets standards, coordinates policies, and provides guidelines for technical-vocational education and training. TESDA supports TVET provision through school-based, center-based, enterprise-based and community-based training modalities.
Similar to The Training System Session 1 (20)
E-Maginarium - National VET e-learning strategy NT - Roger Bryett
E-Maginarium - National VET e-learning strategy NT - Roger Bryett
Agrifood workforce development presentation for illawarra sts workshop august...
Agrifood workforce development presentation for illawarra sts workshop august...
GSS Session III Ms Terry Neal -- Structuring Sector Skill Council: Experience...
GSS Session III Ms Terry Neal -- Structuring Sector Skill Council: Experience...
GSS Session III Mr. R L Singh -- Structuring Sector Skill Council: Experience...
GSS Session III Mr. R L Singh -- Structuring Sector Skill Council: Experience...
Pacific Regional Agritourism Workshop 2019: How APTC is supporting private se...
Pacific Regional Agritourism Workshop 2019: How APTC is supporting private se...
Better linking people to jobs through responsive employment services. The Aus...
Better linking people to jobs through responsive employment services. The Aus...
More from alicanc
Assessment
The document outlines organisational requirements, quality assurance procedures, roles, and legal and ethical standards that assessors must follow when developing and implementing an assessment plan. It stresses communicating the plan to all involved parties, including briefing the candidate on what to expect and their role. Assessors must document the assessment, recording at minimum the candidate's name, assessor, date, location, benchmarks assessed, evidence, results, and any necessary follow-up actions.
Communication
Communication involves sending and receiving messages through various channels. There are four main channels of communication: verbal spoken communication including listening; non-verbal visual communication such as signs and symbols; written communication; and body language. Effective communication occurs when the message is received as intended. In a salon, the key people an assistant needs to communicate with include clients, stylists, and other staff. The most commonly used channels are verbal spoken communication and non-verbal body language. Ensuring effective communication is important for providing good customer service in a salon.
Oh&S
The document outlines key legislation and common law related to occupational health and safety (OHS) in Australia, including the Occupational Health & Safety Act of 2004. It defines hazards as anything with the potential to cause harm in the workplace and lists several physical, chemical, biological, ergonomic, and psychological hazards. The document also discusses key responsibilities for OHS, including assessing risks, reducing risks, and being prepared for emergencies. Finally, it provides examples of safety guidelines and procedures that may be included in a hair salon's OHS program.
Inclusive Learning
An inclusive learning culture values and respects differences, promotes learning for all, and provides opportunities for everyone to develop skills. It supports learners with a variety of needs through client-centered approaches, modified activities and assessments, and multiple pathways to goals. Practicing inclusivity helps training organizations meet legal obligations and better serve a diverse range of learners and communities.
Intro To The Hairdressing Industry
The hairdressing industry is comprised mainly of small businesses, with over 21,000 locations nationwide employing around 53,000 people, most of whom are women. The key services hairdressers provide include haircutting, hair design, hair coloring, chemical treatments, and trichology.
Training Packages Session 3
The document discusses training packages which are integrated sets of components used to specify training and assessment in the vocational education and training (VET) sector. They include competency standards, assessment guidelines, and a qualifications framework. Competency standards outline relevant workplace units, assessment guidelines set rules for assessment, and the qualifications framework provides nationally recognized qualification titles and codes. The document also discusses understanding client needs, how training packages can be customized or contextualized to meet client purposes, and priorities and constraints clients may have.
Registered Training Organisations (Rtos)
Registered Training Organisations (RTOs) must meet certain quality standards including documenting business plans, policies and procedures. RTOs must have arrangements in place to support quality training and assessment for clients, including enrolment and induction, complaints handling, and providing support for learner needs. RTOs are also responsible for maintaining appropriate policies and procedures relating to areas such as risk management, continuous improvement, health and safety, staffing, records management and complying with relevant legislation.
Individual & Work Based Learning
Individual learning involves developing relationships between the facilitator and learner focusing on the learner's goals, learning style, and context. Mentoring is a mutually beneficial relationship where an experienced person helps a less experienced person achieve their goals. Coaching unlocks a learner's potential through feedback and modeling to help them achieve their goals and bridge gaps. A tutor works with an individual to develop skills and knowledge by addressing areas of misunderstanding or gaps in required versus actual skills.
Facilitating Sessions
The document outlines key considerations for effectively facilitating a training session, including:
1. Creating a detailed delivery/session plan that maps out timing, learning objectives, assessments, resources, and contingencies.
2. Establishing positive relationships with learners through clear communication, active listening, and demonstrating honesty and inclusiveness.
3. Effectively presenting content through demonstration of skills and techniques, setting tasks, and clarifying concepts while also facilitating the learning process through modeling behaviors and monitoring group dynamics.
4. Managing potential conflicts by addressing issues early, understanding different conflict management styles, and using resolution and negotiation skills.
Facilitation 2
This document outlines key planning considerations for learning programs including understanding the learning context, defining roles and responsibilities, determining if the program is standalone or part of a larger strategy, identifying learner needs and risks, and ensuring compliance with record keeping requirements. It stresses the importance of understanding the specific requirements of the learning context and clarifying what the planner will be responsible for in terms of program delivery, timelines, assessments, and relationships with other personnel. Record keeping is also identified as an area that must adhere to relevant regulations.
Facilitation Planning
The document discusses different aspects of learning and teaching, including:
1) There are different ways people learn and different factors that influence the learning process. Learning styles can include visual, auditory, kinesthetic styles as well as different personality types.
2) Effective teaching involves understanding how people learn best and using varied approaches, activities, and presentation methods to engage all learners. It also requires preparation, planning, and getting feedback.
3) Learning theories provide frameworks for how learning occurs, such as behavioral, cognitive, and constructivist theories. Situational learning and problem-based learning are also discussed.
Assessment Validation
Assessment validation involves reviewing assessment processes, methods, tools and decisions to ensure they are valid and reliable. It assists assessors and organizations in ensuring consistent assessment standards. Assessment validation should be a planned, formalized, documented process focused on identified areas such as assessment methods and tools. It has several purposes, including demonstrating compliance with standards, improving assessment practices, and increasing assessor confidence.
Generic Skills
The document discusses the evolution of generic skills from Key Competencies to Employability Skills in Australia's vocational education and training system. It outlines the seven original Key Competencies established in 1992, and the eight Employability Skills that replaced them in 2007. The Employability Skills were developed in response to industry requests to emphasize non-technical skills for workplace participation, and were incorporated into training packages to help identify how these skills are developed and assessed.
Assessment Units
Assessment involves collecting evidence to determine if a person has achieved competency against industry standards or course outcomes. Any organization can conduct internal assessments, but only registered training organizations can issue nationally recognized qualifications. Competency-based assessment is work-focused, criterion-referenced, standards-based, and evidence-based. Candidates can be assessed through training or separately. Principles of assessment include validity, reliability, flexibility, and fairness. Evidence must prove competency, come from a variety of sources, and be authentic, valid, sufficient and current. The purpose of assessment includes recognition of prior learning, identifying training needs, and determining progress or formal qualifications. Formative assessment provides feedback, while summative assessment determines competence.
Learning Program Design2
Training packages provide guidance for trainers but do not prescribe how training should be delivered. A learning program is developed by trainers to meet learners' needs and circumstances. It identifies the purpose, target group, outcomes, learning activities, resources, and includes a plan for achieving objectives. Learning programs consider factors such as learners' characteristics, skills, environment, and costs of delivery.
Learning Program Design
The document discusses various learning style theories including Honey & Mumford's four learning styles, Gardner's theory of multiple intelligences, and left vs right brain theories. It notes that these learning style theories should not be seen as proven categories but as ways to think about individual differences in learning. Key principles of adult learning are also outlined, such as connecting learning to life experiences and making training learner-centered. An effective learning program engages learners through meaningful and productive activities that result in desired learning outcomes. Such a program should identify its purpose, target group, learning objectives, and assessment requirements.
Darren Assessment Task 1 Power Point
The Office of Training & Tertiary Education (OTTE) plans, regulates, and delivers education and training programs in Victoria. It is responsible for strategic leadership of the higher education and vocational education systems. OTTE oversees 19 TAFE institutions and over 1200 vocational education providers. It aims to increase education levels to support the Victorian government's goals of positioning the state as high-value, high-wage, and high-growth by ensuring a skilled workforce, including a target of 90% of youth completing Year 12 or equivalent by 2010.
O H& S Presentation
The document discusses occupational health and safety (OHS) legislation in Victoria, including the Occupational Health and Safety Act of 2004 and regulations. It outlines shared responsibilities for OHS in learning environments and defines key terms like hazards, risks, and duty of care. Control measures for risks include eliminating hazards, substituting less hazardous materials, and using personal protective equipment if other options are not practicable.
More from alicanc (20)
Recently uploaded
Benner "Expanding Pathways to Publishing Careers"
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.
How to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...Nguyen Thanh Tu Collection
https://app.box.com/s/qspvswamcohjtbvbbhjad04lg65waylfskeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
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.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Recently uploaded (20)
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students