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Draft strategy for Technical and Vocational Education and Training (#TVET) (2022-2029): transforming TVET for successful and just transitions In accordance with 212 EX/Decision 7, the Director-General submits to the Executive Board a draft strategy to support technical and vocational education and training (TVET) in the Member States in the period 2022 to 2029.Any financial and administrative implications related to the present document will be borne within the framework of 41 C/5. En français. Projet de stratégie pour l’enseignement et la formation techniques et professionnels (#EFTP) (2022-2029) : transformer l’EFTP pour des transitions réussies et justes http://ow.ly/7MU650IQMJs
Postpandemic skill gaps need filling, and formal learning alone won’t do the trick. Scaling the lost art of one-on-one learning can make the difference.
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Integrative learning and competency-based education are both evolving as major themes in education. Integrative learning emphasizes that knowledge from different domains and contexts are brought together to enhance the learner’s experience. The emphasis on integrated learning has sparked the development of integrative curriculum, which methodically brings knowledge and skills together in ways that reinforce learning. Competency-based medical education (CBME) is an educational method that assumes integrative learning by relying on defined competencies for learners to master during their education. CBME is an illustration of both integrated learning and integrated curricula. In CBME, learners progress through their program by demonstrating acquisition of competencies, which are often integrative statements in themselves. In integrative learning, the question of how to assess a learner’s progress through their program remains a challenge. Entrustable Professional Activities (EPAs) are one tool utilized to assess learning in CBME. EPAs are defined, observable tasks that learners should be able to demonstrate upon entering their profession. Understanding EPAs and how they are used in CBME may provide a framework for assessing integrative learning in diverse educational contexts.
A Quebec innovation in skills training offers important lessons for the rest of Canada. Canada/Québec. Training Mutuals in Quebec: A Model to Be Strengthened or Emulated? @IRPP
�CVA/ACFP Newsletter, March-April 2022
All the Newsletters in French https://cva-acfp.org/fr/publications/bulletin/ You can subscribe to receive our free bi-monthly Newsletter in English here https://cva-acfp.org/publications/newsletters/ and in French here https://cva-acfp.org/fr/publications/bulletin/ CVA DACUM TRAINING CALENDAR 2022 DACUM I Training Module : DACUM Analysis Facilitator
DACUM I : Facilitateur d’analyses DACUM 12 to 16 September. Virtual, in English 14 to 18 November, in Toronto, Ontario
DACUM II Training Module: DACUM and CBT Programme Development Facilitator
DACUM II : Facilitateur de développement de programmes de formation par compétence
17 to 21 October in Calgary, Alberta, in English
22 to 26 November in Montréal, Québec. Virtual, in French For more information on DACUM : here CVA's PICK OF THE MONTH
ARTICLES and PAPERS
Canada. How universities and employers can both address Canada’s human skills shortagesThe economy needs more human skills. There is opportunity for both universities and employers to take steps to address this. Source: University AffairsCanada. Powering Up: Preparing Canada's skilled trades for a post-pandemic economy- 25% of Canada’s 4 million tradespeople will need to upgrade their skills within five years amid significant digital disruption. - Canada will face a shortage of at least 10,000 workers in nationally recognized Red Seal trades over that period—a deficit that swells tenfold when 250 provincially regulated trades are included. Educators, employers and policymakers will need to address chronic problems in the trades pipeline, tap into underused pools of talent, and address a widening digital skills gap amid rapid technological advances in the workplace. Source: Royal Bank of Canada Uganda. Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplacesThe study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. Source: Empirical Research in Vocational Education and TrainingTransforming workplaceA global change in the way we work: A series examining global perspectives of the opportunities, challenges and risks of the transforming workplace. Source: Norton Rose FulbrighMeasurements of Skill and Skill-Use Using PIAACWe develop new indices of skill and skill use, drawing on the alley of skill and skill-use questions in the Programme for the International Assessment of Adult Competencies (PIAAC). We demonstrate that the proposed skill and skill use indices explain the wage gap between males and females, as well as the gap between immigrants and natives. We also show that the skill use index captures the side effect of parental- leave policies on females that conventional labor-market outcomes fail to capture. Source: IZA – Institute of Labor EconomicsReviving the art of apprenticeship to unlock continuous skill developmentPostpandemic skill gaps need filling, and formal learning alone won’t do the trick. Scaling the lost art of one-on-one learning can make the difference. Source: McKinsey InsightsCompetency-Based Education as Curriculum and Assessment for Integrative LearningCompetency-based medical education (CBME) is an educational method that assumes integrative learning by relying on defined competencies for learners to master during their education. In CBME, learners progress through their program by demonstrating acquisition of competencies, which are often integrative statements in themselves. In integrative learning, the question of how to assess a learner’s progress through their program remains a challenge. Source: Education Sciences DOCUMENTS
Australia. Delivering high-quality VET: what matters to registered training organisations (RTO)?The research finds that definitions of quality depend on an RTO’s purpose, mission, student characteristics and operating context. RTOs use a wide range of information and data to build a comprehensive picture of delivery quality throughout the student life-cycle or learning journey, although the measures used varies by RTO type and size. Source: NCVER - National Centre for Vocational Education ResearchCanada. Industry 4.0, the future of work and skills: Building collective resources for the Canadian aerospace industryIn the context of the COVID-19 pandemic—and the devastating impact it has had on the airline and aerospace industries—the recovery of the industry will have to rely more than ever on the collaboration of all stakeholders for the production of collective resources. It is essential for the industry to be at the technological forefront of product and process innovation. Canada needs a long-term strategy to achieve productivity and cost-cutting, while also creating good jobs and high-quality work through I4.0. En français. Canada. Industrie 4.0, l’avenir du travail et des compétences: Renforcer les ressources collectives de l’industrie aérospatiale canadienneSource: Future Skills CentreCanada. Skills Training That Works: Lessons from Demand-Driven ApproachesDoubts about the usefulness of spending public dollars on skills training are based on outdated perceptions stemming from past evaluations of large-scale training programs whose methodology is now being questioned. To better align Canada’s skills development systems with employers’ needs and changing labour markets, the authors recommend that policy-makers actively explore the feasibility of applying these models in the Canadian context; test and scale up those that show promise; and commit to learning what works. Source: IRPP - Institute for Research on Public PolicyCanada/Ontario. Who Grants Degrees? An Overview of Ontario’s Evolving Credential LandscapeThe report charts the influences that have shaped Ontario’s credential offerings at colleges and universities over the past several decades. En français. Canada/Ontario. Qui décerne les grades? Survol du paysage évolutif des titres de compétences en Ontario Source: HEQCO - Higher Education Quality Council of OntarioCanada/Québec. Training Mutuals in Quebec: A Model to Be Strengthened or Emulated?In the past few years, skills development for working age adults has become increasingly important, especially in the context of technological change and an aging population. To improve the resilience and mobility of the workforce and increase business productivity, governments must address the barriers to training, such as lack of funding and fear of losing employees to competitors. En français. Canada/Québec. Les mutuelles de formation au Québec : un modèle à renforcer ou à imiter ?Source: IRPP - Institute for Research on Public PolicyTrends mapping study - Digital skills development in TVET teacher trainingThe study’s findings – in terms of data, policy trends and identification of good practice examples – offer guidance to governments and TVET institutions that wish to improve teachers’/trainers’ acquisition of digital skills, as well as their capacities and propensities to apply digital tools, services and technologies to deliver quality, learner-centred education and training. Source: UNESCO-UNEVOCUNESCO Strategy for Technical and Vocational Education and Training 2022-2029 adopted at Executive Board In accordance with 212 EX/Decision 7, the Director-General submits to the Executive Board a draft strategy to support technical and vocational education and training (TVET) in the Member States in the period 2022 to 2029. Any financial and administrative implications related to the present document will be borne within the framework of 41 C/5. En français. La Stratégie de l’UNESCO pour l’enseignement et la formation techniques et professionnels 2022-2029 a été adoptée au Conseil exécutifSource: UNESCO To know more about the CVA DACUM program https://cva-acfp.org/training-and-workshops/ or communicate with Mr Pierre Morin, DACUM coordinator at dacum@cva-acfp.org Join our online community - Facebook https://web.facebook.com/cvaacfp Twitter @cva_acfp https://twitter.com/CVA_ACFP -LinkedIn group https://www.linkedin.com/groups/3603028/
-LinkedIn https://www.linkedin.com/in/cva-acfp/ Our VET online database -Scoop.It! www.scoop.it/u/canadian-vocational-association-association-canadienne-de-la-formation-professionnelle
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