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But governments should also work to ensure the disadvantaged don’t fall further behind.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
The report provides a menu of policy options for consideration among policy makers in the Government of Afghanistan, including the Ministry of Finance and the Ministry of Higher Education, as well as stakeholders and beneficiaries of the higher education sector such as public and private higher education institutions, members of the academic community, development partners, and employers and business leaders. The information and analysis presented in the report can contribute to the preparation and implementation the next phase of the higher education development strategy for Afghanistan.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
(37.75mb)
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
The publication helps to identify the challenges and offer solutions to skills and labour-market forecasting in general and to Cedefop projections in particular; it also discusses various national approaches, methods and results and their comparisons. It provides sound evidence and suggests innovative ways of thinking about future skills needs and supply. The findings will inspire further development of Cedefop methodology used to project future skill demand and supply.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
Policy implementation research in general and educational policy in particular is loosely connected to policy-making processes. There is a gap particularly in the field of vocational education. This often leads to conflicts and contradictions between policy-maker objectives and end-user implementation. To avoid such a disconnect, the relation between the world of end users and the world of decision-makers should be carefully constructed.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
The study analyses how EU cooperation strategies in the realms of employment, innovation and education and training interact in shaping labour market dynamics and influence the quantity and quality of new jobs. It attempts to give an assessment of whether the current policies pursued at the EU level are appropriate to reach the objectives of generating higher growth and more and better jobs.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
15 conditions and measures designed to promote a structured approach to implementation of ECVET, including a bigger role for peer learning. This document is aimed primarily at education policymakers and bodies responsible for developing ECVET in education and training systems. http://www.cedefop.europa.eu/EN/Files/4113_en.pdf
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This document is an outgrowth of the 2016 National Education Technology Plan (NETP).The NETP presents a shared vision and call to action for transformational learning enabled by technology at all levels of our education system. Building on the work of leading educa-tion researchers; state, district, school, and higher education leaders; teachers; developers; entrepreneurs; and nonprofit organizations, the NETP recommends actions that would enable everywhere, all-the-time learning and ensure greater equity and accessibility to learning opportunities over the course of a learner’s lifetime. While the concepts, recommendations, and examples in the NETP are applicable to higher education and postsecondary learning, they draw extensively from P-12 frameworks and rely heavily on its terminology and promising practices, but are not primarily applicable to the complex context of postsecondary learning or devote specific focus to its promising practices.
Via Kim Flintoff
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
Since local communities that are recovering fastest from the crisis are those having a labour force that is adaptable to external trends and shocks, local and regional authorities (LRAs) can play a crucial role by addressing the less conventional, more modern skills as an important way to increase flexibility and adaptability of the labour force. These skills include basic skills, multilingualism and digital literacy, while the development of entrepreneurship becomes a key component for welfare as it may create occupation for the unemployed and new businesses. By the same token, media literacy is necessary for creating new jobs in the media industry and for school education to improve, in turn, the level of media literacy in society.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
Public policies supporting learning and employment for young people differ across countries according to institutional attributes, principally the locus and content of upper-secondary education. This brief emphasises that, while particular types of intervention are used in all countries, what works and the time profile of benefits differ markedly across countries.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
The Bruges Communiqué on enhanced European cooperation in VET for 2011-2020. The Communiqué defines common objectives for 2020 and an action plan for the coming years, combining national measures with European support.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
This report contains a critical review of the literature on field studies of vocational education and training (VET) related issues for learners with special educational needs, covering two priority areas: (1) the key factors that facilitate VET for learners with special education needs; and (2) the relationship with the labour market and key challenges.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
In education and vocational training policy, decision-making is done by the ordinary legislative procedure. According to the principle of subsidiarity, education and training policies as such are decided by each European Union (EU) Member State. Therefore, the role of the EU is a supporting one. However, some challenges are common to all Member States — such as agein g societies, skills deficits of the workforce and global competition— and thus needs joint responses and countries working together and learning from each other.
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A study on skill needs and training has wider lessons for successful transition to a green economy.
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