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Looking to implement microlearning but not sure where to start? Or do you need some help identifying a microlearning use case that will enhance your existing training programs? Either way, we have great news: when it comes to microlearning, the possibilities are nearly endless.
This guide shares nine of the top ways organizations are leveraging this science-backed practice to train and develop high-performing employees. From the primary use cases of knowledge reinforcement and assessments to boosting employee engagement and tracking performance, you’ll learn practical strategies you can implement right away to improve training effectiveness!
On 24 January – International Education Day, which this year had a theme of ‘learning for lasting peace’ – the UN said in a joint statement that learning had been “devastated” in the “catastrophic conditions” of war in the Gaza strip.
“Education is a fundamental human right and critical lifeline for the millions of children and young people affected by the war, and it must be sustained even throughout this crisis. Ending the conflict is imperative to enable Palestinian students and educators to begin to rebuild the foundations for a safe return to learning.”
But when asked by NPR how the destruction of universities will affect how young people in Gaza think, Al-Israa University’s Vice President Ahmed Alhussaina said: “This generation, let’s call it Z Generation, since 2000, they haven’t seen nothing but wars on Gaza. They were trying to live, trying to, you know, let things go. But God knows what their psychology is [now], their emotion. I think 99% of them need mental health therapy.”
The NQF online tool is a rich source of information on the qualifications frameworks and systems of the 41 countries participating in the European qualifications framework (EQF) process. Policy-makers, researchers, and the wider public can learn about the structure and scope of the NQFs, and get information on their implementation, impact and future priorities.
The NQF online tool presents, through an interactive map/grid, information on the state of play of the NQF of each country in 2018, 2020 and 2022. Information is organised in thematic categories, and can be compared for two countries (Country comparison). In addition, through the EQF users can compare qualification types between two countries (Qualification comparison), and have an ‘Overview’ of the main features of all NQFs across Europe.
The information displayed in the tool is collected biennially by Cedefop together with the European Commission and ETF, in cooperation with countries and the EQF national coordination points.
We hope the wealth of information presented will inspire and support all those interested in developing transparent and accessible education and training systems, and those navigating through the various European qualification types.
Detailed information on 2022 developments in the accession and pre-accession countries (Albania, Bosnia and Herzegovina, Georgia, Kosovo, Moldova, Montenegro, North Macedonia, Serbia, Turkey, and Ukraine) will be available in the second quarter of 2024.
The OECD Programme for International Student Assessment (PISA) examines what students know in mathematics, reading and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This is one of five volumes that present the results of the eighth round of assessment, PISA 2022. Volume I, The State of Learning and Equity in Education, describes students’ performance in mathematics, reading and science; examines gender differences in performance; and investigates how performance relates to students’ socio-economic status and immigrant background. It also describes how the quality and equity of learning outcomes have evolved since previous PISA assessments.
This handbook provides information, evidence and basic conceptual models to facilitate the adoption of lifelong learning (LLL) in national and local settings. It provides evidence from diverse initiatives and describes some of the contemporary issues to which LLL responds – including how it shapes the 2030 agenda for Sustainable development.
This paper exploits a rich dataset from various administrative sources to study short- and medium-term labor market outcomes of vocational education and training graduates in Saudi Arabia. It examines five cohorts of graduates from institutes operated by the Technical and Vocational Training Corporation who are formally employed in the private sector. The outcome measures for the study are based on monthly earnings data from the private sector social insurance records covering up to five years after graduation for the first cohort. The analysis finds positive returns to technical and vocational education are sustained over time. However, program orientation and economic conditions at the time of graduation appears to impact wages. Furthermore, vocational education and training in Saudi Arabia is associated with higher job mobility after graduation from the program. Students’ mobility premium is enhanced by completion of the program, suggesting improved skills signaling and utilization contributing to higher returns to vocational education and training. The analysis identifies several challenges and opportunities to further improve outcomes of graduates, such as reducing the gender gap in labor market outcomes of female graduates and reducing the high incidence of vertical mismatch among graduates’ field-of-study selection and the occupations group in which they are employed.
This volume addresses the role of meso-level TVET stakeholders in the process of maintaining and updating TVET systems to ensure they remain fit for purpose. Meso-level stakeholders indicate institutions participating in the advancement of TVET systems. Of particular note in this document are organizations covering activities in specific economic sectors, such as business membership organizations (BMOs), trade unions, joint organizations or chambers of commerce, industry or crafts.
This volume is intended to give meso-level TVET stakeholders a better understanding of their role in the greater TVET ecosystem; potential tools for identifying, integrating and implementing NQCs for a TVET system; and action items for closer collaboration with other stakeholders. Readers are encouraged to explore the two other BILT NQC volumes for additional insights: ‘TVET governance: steering collective action’ targets macro-level stakeholders, while ‘TVET delivery: providing innovative solutions’ focuses on micro level stakeholders.
Learning During – and From – Disruption
The OECD Programme for International Student Assessment (PISA) examines what students know in mathematics, reading and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This is one of five volumes that present the results of the eighth round of assessment, PISA 2022 – which was conducted during the COVID-19 global pandemic. Volume II, Learning During – and From – Disruption, focuses on resilience in education and analyses its relevance for education systems, schools and students. The volume covers: learning during and from school closures; life at school and support from home; students’ pathways through school; investments in education; and school governance. Trends in these indicators are examined when comparable data are available.
The second part of this two-volume publication provides an update on the progress made in establishing and implementing national and regional qualifications frameworks around the world since 2019.
It includes information on national frameworks’ objectives, functions and institutional arrangements, along with insights on their impact and future priorities. It is the result of cooperation between Cedefop, the ETF, UNESCO and the UNESCO Institute for Lifelong Learning.
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Ethical issues in Educational Technology have been scarcely considered in the literature so far and only recently raised more attention. Considering Educational Technology as a research area and an ethical practice, this qualitative study aimed at exploring which and how ethical aspects are considered in Educational Technology training. Semi-structured interviews were conducted with eight university instructors in education departments with expertise in Educational Technology and/or Distance Education Quebec higher education institutions. The results show that that there are topics clearly more present than others, but some were clearly considered relevant to address in Educational Technology training offerings despite not being so right now. Others are still quite new. Spotlighting practitioners' perspectives about these issues an important contribution of the study.
As an organization striving to make labour market information (LMI) accessible to all Canadians, our team at the Labour Market Information Council (LMIC) recognized early on the importance of career development professionals and their role in labour markets across the country.
The Pan-Canadian Competency Framework for Career Development Professionals details the skills, knowledge and actions that effective career development professionals, career influencers, career educators, and thought leaders demonstrate. These professionals “help individuals manage learning and employment, acquire and enhance skills, seek and create employment, and access community services that support personal and professional growth in an increasingly complex, interdependent and changing world.”
Career development professionals provide diverse services to their clients, including assessing job readiness, guiding career decision-making, suggesting opportunities for skill enhancement, offering advice about job maintenance, and facilitating conversations about career growth.1 The scope of their work is comprehensive. Its nature is as varied as the client profiles that career development professionals engage with daily.
Career development professionals are important brokers of LMI. However, there are knowledge gaps about how to best serve this group in Canada:
Where are career development organizations located?
What range of services do they offer?
How do they use, understand and integrate LMI and data sources into the programs on offer?
As a result, LMIC engaged Goss Gilroy Inc. to carry out a pilot study to answer these questions and gain a deeper understanding of the landscape within which career development professionals operate.
This report shares insights that emerged from this study. By beginning to understand LMI use by career development professionals, LMIC and partners in the LMI landscape can work to address the needs of these employment specialists. As a result, they will be better equipped to serve all people in Canada.
The ILO developed "Greening TVET and skills development: A practical guidance tool” to support TVET stakeholders to mainstream skills for the green transition in TVET and skills development in a systemic and holistic manner. The tool provides “how-to” guidance on designing competency standards and curricula for greener jobs, adapting training delivery and assessments to support greener learning, adapting practices to maintain a greener campus, capacitating teachers and trainers, and sensitizing enterprises.
The guidance tool takes into account countries at different levels of economic development and has been designed to support countries in taking stock of achievements in respect of greening TVET and skills development and focusing on areas where improvements are still needed. It will contribute to a better understanding of how to design, implement, monitor and evaluate the greening TVET agenda in all country contexts, with a view to transforming TVET practices and training and so equipping the current and future workforce with relevant skills for a green, just and inclusive transition.
By contrasting the global education agendas under both the Millennium Development Goals (MDGs, 2000-15) and the Sustainable Development Goals (SDGs, 2015-30), it becomes evident that technical and vocational education and training (TVET) and skills development have taken on a more significant role within the SDG frameworks, especially in connection with SDG 4 (quality education).
This pivotal position has led to the allocation of global attention and resources towards TVET and skills development.
The rationale for this transition is lucid and compelling. TVET and skills development have the potential to infuse much-needed relevance into the education systems of most developing countries as they progress beyond the previous Education for All movement which focused on literacy and numeracy.
As we pass the halfway mark towards the Education 2030 agenda, it becomes imperative to reflect on the current status of TVET and skills development and to identify existing gaps and potential solutions as we forge ahead.
As the Canadian economy continues to slow, Canada's job market is changing, and that's had an effect on the skills that employers are looking for.
In 2023, amid record-low levels of unemployment, large swaths of the labour market faced skills and staffing shortages. But 2023 saw the labour market swing back in favour of employers as the unemployment rate ticks up.
Meanwhile, 2023 also saw the rise of generative artificial intelligence (AI), as well as an unprecedented number of cyberattacks against large organizations.
Here's a look at some of the top skills and industries that will be in high demand in 2024.
This article aims to analyze vocational education and training in Europe and to model mechanisms of educational and vocational choice. First, we expose the differences between VET approaches in Europe. Secondly, a sociological analysis is provided. When VET systems were first created, aspects such as work culture or diverging political concerns led to different responses in the various countries. Thirdly, we present a psychological approach of the educational and vocational choice which draws on a process where profession images are compared with one’s own self-image. Finally, we present an integrated explanatory model of the vocational choice, based on sociological and psychological dimensions. In conclusion, we propose several plans of action in order to support and inform students regarding educational choice and to improve valorization of the VET track.
Higher vocational and professional tertiary education includes programmes with very different design features and functions, ranging from two-year programmes in tertiary institutions through professional bachelor degrees to free-standing professional examinations designed to upskill existing practitioners. In some European countries the scale of enrolment in the higher vocational and professional tertiary education sector now rivals that in regular universities. But not all countries have established a separate sector; in some countries applied, practically oriented programmes are taught within multi-purpose institutions alongside programmes like history or physics.
This report compares this sector across OECD countries, drawing on quantitative and qualitative data. It describes types of programmes across countries and assesses data quality. The report zooms in on pathways leading into vocational and professional programmes and transitions into further learning or the labour market, as well as the profile of learners served by these programmes and links to the labour market.
Comparative data in this area have major gaps because of the lack of internationally agreed definitions for programme orientation at tertiary levels. This report proposes a three-way classification to resolve this problem and sets out practical tools to implement this and thereby improve data availability and quality.
This volume focuses on the micro-level stakeholders involved in the implementation of TVET skilling programmes and/or their components. It will suit lecturers, administrators and programme designers interested in understanding some of the challenges and opportunities of introducing new qualifications and competencies into TVET programmes.
The volume aims to address the role and contributions of TVET providers and companies in identifying, integrating and implementing new qualifications and competencies, drawing on contributions from literature as well as expert engagements and case studies. Readers are encouraged to explore the other two volumes for additional insights: ‘TVET advocacy: ensuring multistakeholder participation’ targets the meso level, and ‘TVET governance: steering collective action’ focuses on macro-level stakeholders.
This volume is written with the macrolevel or system-level stakeholder in mind. Macro level stakeholders can be any number of bodies with a mandate for collective action in TVET. This primarily covers ministries and statutory bodies with legally assigned duties in the governance of TVET.
Policy and operational managers interested in understanding some of the challenges and opportunities of introducing NQCs into TVET systems are most likely to benefit from the findings in this volume, but readers are encouraged to explore the other two volumes for additional insights: ‘TVET advocacy: ensuring multistakeholder participation’ targets meso-level stakeholders, while ‘TVET delivery: providing innovative solutions’ focuses on micro-level stakeholders.
Volume I continues the role set by previous editions, presenting insights and knowledge from different contexts where regional and national qualifications frameworks are in place across the world. It serves as an observatory, shedding light on advancements and identifying areas that need improvement in line with emerging trends and policy priorities.
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