Vocational Training and the Bankers' Faith in the Private SectorVocational and Technical Education and Training: A World Bank Policy Paper. World Bank

1992 ◽  
Vol 36 (2) ◽  
pp. 227-236 ◽  
Author(s):  
Jon Lauglo
Keyword(s):  
World Bank ◽  
Vocational Training ◽  
Technical Education ◽  
Education And Training ◽  
Policy Paper ◽  
And Training

Using E-Book for Learning

2011 ◽  
pp. 1120-1125
Author(s):  
K. C. Chu ◽  
Queendy Lam
Keyword(s):  
Hong Kong ◽  
Education Reform ◽  
Vocational Education ◽  
Education System ◽  
Vocational Training ◽  
Technical Education ◽  
Cost Effective ◽  
Education And Training ◽  
Vocational Education And Training ◽  
And Training

The vocational education system in Hong Kong is seen as changing in step with the development in industry (O & Chu, 2003). At the beginning of the ’50s until the late ’60s, Hong Kong was an entrepôt trade economy. However, skills and technology transferred from Shanghai, a steady immigration came from Guangdong, and increasing amounts of local investment had promoted Hong Kong‘s industrial foundation. By the early ’50s, the Education Department of Hong Kong began to recognize “the increasing importance of Hong Kong as a manufacturing and industrial center,” and time and effort were being devoted to the development of technical education. During this period of time, we witnessed the building of a vocational school (1953) and technical college (1957); they had aimed at providing vocational education and training for post-Form 3 and -Form 5 leavers. Successful textile manufacturing, followed by new international investments in other infant industries including electronics through the 1960s and 1970s contributed to the socialization of the workforce. By the early 1960s, there was a widely recognized link between industry and technical education. By the mid-1970s, education discourse and documents professed the need to increase the proportion of the curriculum devoted to “practical education” in general secondary schools (White Paper: Secondary Education in Hong Kong over the Next Decade, 1974). Government land sales, efficient infrastructure planning, and the setting up of the economic zones in China all had contributed to a growth rate averaging 10% each year throughout the 1980s and the early 1990s; these achievements had further improved the investment climate. During this period of time, Hong Kong further expanded technical education at the tertiary level. The link between vocational education and training, and the newer infrastructure and high-technology-related forms of industrialization were clearly outlined in the Report of the Advisory Committee on Diversification of the Economy in 1979. All these changes in the economic environment had been well served by the corresponding changes in the vocational education system as evidenced by the rapid and high economic growth in the ’70s, ’80s, and the early ’90s. The VTC (Vocational Training Council) was established in 1982 under the Vocational Training Council Ordinance to provide and promote a cost-effective and comprehensive system of vocational education and training to meet the needs of the economy. Under VTC, preemployment and in-service education and training are provided by the Hong Kong Institute of Vocational Education (IVE), VTC School of Business and Information Systems (SBI) and its training and development centers. The mission of VTC is to provide cost-effective alternative routes and flexible pathways for school leavers and adult learners to acquire skills and knowledge for lifelong learning and enhanced employability (VTC, 2004). Since the late ’90s, the volatile employment market, declining industry, and desire to become a knowledge-based society have triggered yet another education reform. Two important documents have been published by the Hong Kong government to paint out the education reform and the blueprint for the education system in Hong Kong for the 21st century: Reform Proposals for the Education System in Hong Kong by the Education Commission (2000), and the Report on Higher Education in Hong Kong by Chairman Lord S. R. Sutherland (2002) of the University Grant Committee. In response to the Sutherland report (2002), the Vocational Training Council formulated a strategic plan for the change. The plan is to increase e-learning within the VTC to • promote an e-learning culture and to identify teaching staff who make effective use of the Web for teaching, • encourage staffs to build a learning community on their Web sites, • encourage staffs to provide students with an active Web site, and • encourage staffs to conduct virtual (online) tutorials and virtual help desks.

The World Bank's policy paper on vocational and technical education and training

Prospects ◽  
1992 ◽  
Vol 22 (2) ◽  
pp. 125-140 ◽  
Author(s):  
Arvil V. Adams ◽  
John Middleton ◽  
Adrian Ziderman
Keyword(s):  
Technical Education ◽  
Education And Training ◽  
Policy Paper ◽  
The World ◽  
Vocational And Technical Education ◽  
And Training

scholarly journals COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES

2021 ◽  
Vol 30 (30 (1)) ◽  
pp. 397-405
Author(s):  
Ágnes Stomp ◽  
Marianna Móré
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
The European Union ◽  
Credit System ◽  
Member States ◽  
Training Systems ◽  
Training Programmes ◽  
And Training

Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.

Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

2014 ◽  
pp. 2026-2042
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Career And Technical Education ◽  
Technical Education ◽  
Education And Training ◽  
Career And Technical ◽  
Culturally Informed ◽  
E Learning ◽  
Learning Research ◽  
And Training

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated' space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

Mit Weiterbildung und Kurzarbeit die digitale und ökologische Transformation bewältigen

2019 ◽  
Vol 68 (3) ◽  
pp. 261-269
Author(s):  
Annelie Buntenbach ◽  
Johannes Jakob
Keyword(s):  
Continuing Education ◽  
Vocational Training ◽  
Manufacturing Industry ◽  
State Intervention ◽  
Education And Training ◽  
Further Education ◽  
Skilled Workers ◽  
Time Work ◽  
Short Time ◽  
And Training

Abstract In this text, the DGB develops proposals from a trade union point of view, on how to tackle the emerging structural transformation that will affect large parts of the manufacturing industry. Given the importance of this sector, it is justifiable for the state to use public funds to accompany these structural changes, especially since part of the changes are also a result of state intervention. The primary focus should be set on continuing education and training. The arguments made against subsidized training can be largely refuted in this context. Continuing education and training can be supported by the counselling services of the Employment Agencies. Company training plans can assure that no group of employees is left behind and that the trainings that are carried out are future-oriented. Finally, the financial participation of employers is also a guarantee that no “training for stock” will take place. The instrument of short-time-work must also come into use. However, the conditions in which it can be employed should be expanded and tailored to meet the current challenges. Short-time-work should also be possible in case of a “technological and ecological transformation, leading to massive and rapid changes in the conditions of production”. The IG Metall proposal of a “transformation short-time-work allowance” provides a good basis for this discussion. Another potential source for skilled workers are the currently unemployed persons. Studies show that more unemployed persons would undergo a vocational training if the financial framework conditions were better. The DGB has proposed that an additional allowance should be granted to this group during measures of further education. Such an allowance would particularly support the recipients of minimum income provisions, of whom a large number doesn’t have any completed vocational training.

Networking in European Education and Training

1993 ◽  
Vol 7 (4) ◽  
pp. 244-246 ◽  
Author(s):  
Pier Giacomo Sola
Keyword(s):  
Vocational Training ◽  
Information Technologies ◽  
Community Education ◽  
Education And Training ◽  
The Common ◽  
Common Problems ◽  
European Education ◽  
And Training

The Commission of the European Communities promotes, largely through its COMETT Programme (Community Education and Training in Technology), the establishment of partnerships between universities and enterprises in the field of education and training. The author discusses the achievements of such partnerships, and highlights some of the common problems they face, in the context of the activities of one such organization–Amitié, the Association for Managerial and Vocational Training in Software and Information Technologies in Europe.

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