Vocational education and training - VET

The paper is focusing on all physical requirements necessary to build, or upgrade, and operate a TVET facility successfully. Hence, it is not digging in on the many other necessary issues, like Human Resources, Organisation and Institutional, etc.

Looking into the challenges related to the in-depth analysis and comparison of the content of VET qualifications, the report provides a methodological basis on which both researchers and policy-makers can build.

Canada’s small and medium-sized enterprises (SMEs) account for more than 90% of private-sector jobs in Canada. To be competitive in today’s market, they need the right people with the right skills, yet they are disproportionately threatened by labour shortages and skills gaps - a situation made worse by COVID-19. Unlike large corporations, SMEs possess limited resources, making it exponentially more challenging to support these human resources needs. There is a dire need for innovative research & solutions.

Micro-credentials are receiving growing interest from learners, education providers and governments as a means of upskilling and reskilling, academic advancement and personal development. This paper offers new empirical evidence on the current offer of micro-credentials across OECD jurisdictions, and provides an account of what is known about the costs and benefits of short learning programmes offered by higher education institutions.

We are looking at the Skills Gap for Infrastructural Development. One huge question is how do we provide human resources for the industry? How can we bridge the skills gap?

We will look at this from the angle of a partnership of the industry, educational organizations, and the Government.

A partnership of the Industry, the Educational Organisations, and the Government to develop TVET

The article focus on three main topics: 

firstly, we will frame partnership development in the context of essential requirements for developing an effective TVET system.
Secondly, we will highlight the partnership of the industry, the educational organizations, and the Government.
After that, we will give an example of a way of building the partnership.

Only four percent of construction workers are female -- that's totally unacceptable, but it's also a huge opportunity both for women and for the trades, says youth educator and builder Emily Pilloton-Lam. She makes the case for putting power (and power tools) into the hands of young women and gender-expansive youth, dreaming of inclusive construction sites and daring to ask: What if women built the world they want to see?

The topic of skills development for working-age adults seems to take centre stage when labour markets face a new “unprecedented challenge” – be it new technologies or changing demographics – only to disappear from media headlines soon after the hype dies down. This time, however, because of the impact of COVID-19, the need for new skills is driven by an ongoing reallocation of labour across economic sectors and jobs, as some sectors lay off thousands of workers while others create new jobs. As many people consider changing careers due to the pandemic, the reallocation trend promises to continue for some time.

The emergence of new technologies will change the skill sets needed to succeed at work: by 2030, a higher share of professions will require university degrees, and more work activities will require socio-emotional and technology skills. Over the next two decades, around 127 million young people are expected to enter the region’s labor force.

The economy needs more human skills. There is opportunity for both universities and employers to take steps to address this.