Most low-skilled workers report that their education and training was useful for their job, 2012

2020 ◽  
Keyword(s):  
Education And Training ◽  
Skilled Workers ◽  
And Training

scholarly journals Education and Training for the Fourth Industrial Revolution

2020 ◽  
Vol 26 (1) ◽  
pp. 83-93
Author(s):  
Georg Spoettl ◽  
Vidmantas Tūtlys
Keyword(s):  
Industrial Revolution ◽  
Empirical Studies ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Real Time Control ◽  
Work Processes ◽  
Time Control ◽  
Implementation Level ◽  
And Training

Within the context of the 4th Industrial Revolution as an overall paradigm change, organization and work processes must switch together with automation following and real-time control. This applies to the contents of labor and to the interaction and connection between human and technology. Up to this point, there are only a few empirical studies about how digitized, decentralized and closely connected production system with "Cyber-Physical-Systems" change the task and and competence profiles in the workplace. One outcome will be that intelligent workpieces will manage their way into production themselves. Depending on the implementation level of Industry 4.0 in companies, vocational education and training for the workforce is highly relevant and the vocational systems have to respond to the needs and expectations of the new technological challenges. Successful reactions of the vocational systems towards the 4th Industrial Revolution have to focus on curriculum development, teacher training and training of highly skilled workers. Approaches to fulfill these requirements will be discussed in this paper.

Building the technological European Community through education: European mobility and training programmes in the 1980s

2020 ◽  
pp. 147490412098097
Author(s):  
Carmen Flury ◽  
Michael Geiss ◽  
Rosalía Guerrero Cantarell
Keyword(s):  
Technological Change ◽  
European Community ◽  
Information Technologies ◽  
Training Programme ◽  
Education And Training ◽  
Community Action ◽  
Skilled Workers ◽  
Social Strategy ◽  
Highly Skilled ◽  
And Training

The Community Action Programme for Education and Training for Technology (COMETT) played a key role in paving the way for increased cooperation between the member states of the European Community (EC) in the field of education and in the promotion of intra-Europe mobility. In this article, COMETT is considered as a non-traditional education and training programme for solving economic challenges in the context of technological change that was focused on the training of a highly skilled workforce. The process of setting the agenda for COMETT is studied through an analysis of official EC policy documents and archival material from the EU’s historical archives in Florence. Our analysis suggests that the challenge posed by new information technologies acted as a catalyst for a new approach to education governance that was based on closer cooperation between European universities and industry. Promoting intra-Europe mobility among highly skilled workers and students was a key part of the programme, which defined an economic and social strategy for Europe in response to technological change. Educational and social goals were secondary in the design and implementation of the COMETT programme, which, first and foremost, was motivated by the EC agenda to boost the competitiveness of European industry.

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.

scholarly journals Cooperation Between Learning Venues and its Limits: The Hotel Industry in Cancún (Mexico)

2021 ◽  
Vol 8 (4) ◽  
pp. 67-89
Author(s):  
Beke Vogelsang ◽  
Natascha Röhrer ◽  
Martina Fuchs ◽  
Matthias Pilz
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Dominant Role ◽  
Hotel Industry ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Cooperation Partners ◽  
And Training

Purpose: Recently, high-quality vocational education and training has attracted much attention in Mexico. In this context, more practically applied skills are taught “on a dual basis”, combining classroom-based training with practical, on the job, training within the company. Dual practices are expected to modernize the skills formation system, and simultaneously support companies, while ensuring provision of skilled workers. For this reason, the vocational training system has been reformed in recent years. Hence, it is necessary that schools and universities, as well as companies, closely interact and coordinate their activities. It is also important that there is successful cooperation between vocational training organizations and companies, to contribute to the modernization of vocational training. The aim of this paper is to examine the cooperation between learning venues of vocational education in the hotel industry in Cancún (Quintana Roo, Mexico), one of the most important tourism destinations in Latin America. Research in vocational education and training, reveals a particular focus on the principles that are necessary for successful cooperation between learning venues. This study examines whether the setting of common goals, communication between companies and training organizations and governance are equally important. Methods: In an exploratory approach, based on a qualitative framework, ten face-to-face expert interviews were conducted in Cancún. The interviews were then fully transcribed and evaluated using qualitative methods. The survey is complemented by further document analysis. Findings: The results show that for successful cooperation between learning venues, the coordination of a common goal (to secure the availability of skilled workers) between different actors, and communication between companies and vocational training organizations, are particularly important for successful cooperation. Furthermore, it seems that companies are taking on a more dominant role, so that vocational training organizations must be more in line with the wishes of the hotels. The results indicate that partnership-based action is not very obvious. Accordingly, the aspect of governance plays a subordinate role. Conclusion: The study shows that cooperation between learning venues in other regions and industries, requires certain principles to be successful. In this respect, the duration of the relationship as well as the specificity of a region or sector can influence the required principles. Therefore, the cooperation partners should agree on the principles in advance.

scholarly journals Reforming Technical and Vocational Education and Training (TVET) on Workplace Learning and Skills Development

2020 ◽  
Vol 8 (5) ◽  
pp. 2964-2967
Keyword(s):  
Vocational Education ◽  
Workplace Learning ◽  
New Economy ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Skills Development ◽  
Skilled Workers ◽  
Private And Public ◽  
Technical And Vocational Education ◽  
And Training

Technical and Vocational Education and Training (TVET) plays a crucial role in promoting high-skilled workers in Malaysia. In order to establish and manage TVET, it is significant to revisit in the existing TVET system to make a greater impact to improve TVET ecosystem including governance and management, teacher training, curriculum and pedagogical, social partners, and innovation in TVET provision in the context of private and public engagement. This paper applied systematic review as a methodology. The results, show that TVET ecosystem and interventions need to be implemented in line with the need of 21st century ‘new economy’ skills and challenges will always appear in hindering the success of preparing future skills demand. Hence, this paper further discusses the issues and challenges faced by Malaysia in reforming TVET for the world of work. Additionally, this paper covers strategic planning and recommendations on TVET development that could be beneficial to Malaysia.

scholarly journals From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools

2015 ◽  
Vol 2 (3) ◽  
pp. 214-238 ◽  
Author(s):  
Michael Gessler ◽  
Falk Howe
Keyword(s):  
Vocational Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Process Analysis ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Work Process ◽  
Starting Point ◽  
And Training

The "Riga Conclusions" of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five "medium-term deliverables" for the next five years. But: How should and can work-based teaching and learning be designed? Our approach was developed within the German Dual VET System. Therefore it is not surprising that the work reality is for us the major principle for designing curricula and learning settings. As a starting point for developing didactical measures in the field of vocational education and training it is crucial in this approach to identify practices, routines and experiences of skilled workers that are experts for what they are doing. What are those people doing when handling a task, how are they acting, what work objects and tools are they operating with, and what requirements do they have to be aware of? To answer these kinds of questions, the real work in practice must be explored. A useful approach for doing this is a vocational work process analysis. The next step comprises developing a workbased learning project for the classroom. These two steps, vocational work process analysis and work-based learning projects, build the core of the article and enable a grounded work-based learning. Additional the changing priorities of curriculum design in the last century are introduced to reach a better understanding of the background and the actual work-oriented focus in German Dual VET. Our key proposition is: If work-based learning in vocational schools is wanted, the gap between the reality of work and the formal learning settings has to be closed. //

scholarly journals SUSTAINABILITY FOR MALAYSIAN TVET

2018 ◽  
Vol 2 (1) ◽  
pp. 47
Author(s):  
Khairul Azhar Jamaludin ◽  
Norlidah Alias ◽  
Dorothy DeWitt
Keyword(s):  
Human Capital ◽  
Vocational Education ◽  
Education And Training ◽  
Employability Skills ◽  
Vocational Education And Training ◽  
Technical Knowledge ◽  
Skilled Workers ◽  
Education Platform ◽  
Near Future ◽  
And Training

Developing human capital through education is very important for Malaysia. Technical and Vocational Education and Training (TVET) is one of education lines that is aimed to produce skilled workers for our country. This education platform is hoped not only to develop students’ academic and technical knowledge, but also to help students acquire high employability skills. Thus, the purpose of this article is to discuss the sustainability for Malaysian TVET as one of its aspirations is to produce more skilled workers for our country, in near future.

Adult education and the impacts of the COVID-19 pandemic: an international perspective

2021 ◽  
Vol 23 (1) ◽  
pp. 201-210
Author(s):  
Oksana Dikhtyar ◽  
Abigail Helsinger ◽  
Phyllis Cummins
Keyword(s):  
Adult Education ◽  
Secondary Students ◽  
Education And Training ◽  
International Perspective ◽  
Displaced Workers ◽  
Skilled Workers ◽  
Post Secondary ◽  
The Great Depression ◽  
International Experts ◽  
And Training

The COVID-19 pandemic has caused one of the worst economic crises since the Great Depression. Although countries responded quickly to support displaced workers with assistance packages and funding for education and training, additional measures might be needed. Each country's economic recovery will most likely depend on how well its workforce is prepared to meet the needs of the changed labour market. Providing workers with opportunities to upskill or reskill is of major importance in meeting these challenges and improving low- and middle-skilled workers' re-employment prospects. This qualitative study examines measures taken in response to COVID19 in adult education and training (AET) in seven countries. The findings are based on key informant interviews with international experts and online sources they provided. Some countries have increased government funding for vocational and continuing education or offered financial support for post-secondary students while others have provided funds to employers to offer training and retraining for their employees.

Vocational Education and Training in India: Prospects and Challenges from an Outside Perspective

2021 ◽  
Vol 15 (1) ◽  
pp. 101-121
Author(s):  
Matthias Pilz ◽  
Julia Regel
Keyword(s):  
Vocational Education ◽  
Skill Development ◽  
Education And Training ◽  
State Policies ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Indian Government ◽  
Jel Codes ◽  
Further Development ◽  
And Training

With high economic growing rates and an evident shortage of skilled workers, the modernisation of formal vocational education and training (VET) in India increasingly came into focus. Skill development has been on top of the agenda of the Indian government for more than a decade, resulting in state policies and related schemes to upgrade and develop a system struggling with quantitative and qualitative issues. This article gives an overview of the main pillars of the Indian VET system and addresses policies and initiatives to restructure and upgrade formal VET in India. Finally, the main challenges as well as potential for a further development of the sector are highlighted from different systemic perspectives. JEL Codes: I 210, I 280

scholarly journals A SCIENTIFIC PEDAGOGICAL ANALYSIS OF VOCATIONAL EDUCATION AND TRAINING REFORMS DURING THE EARLY YEARS OF UKRAINE’S INDEPENDENCE (1991-2000)

2019 ◽  
pp. 142-153
Author(s):  
Valentyna Radkevych
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Legal Regulation ◽  
Educational Process ◽  
Early Years ◽  
Vocational Education And Training ◽  
Vocational Schools ◽  
Skilled Workers ◽  
Education Today ◽  
And Training

Relevance. The paper focuses on the structural and content-related changes in the system of vocational education and training at the time of proclaiming Ukraine’s independence. It also analyzes the impact of educational concepts, laws, decrees, state programs and other regulatory documents adopted in the 1990s on this process. The paper aims to study an essential pedagogical issue, that is the process of reforming vocational education and training in the first decade of Ukraine’s independence in the context of enhancing its quality. Research methods. The following scientific methods were used to achieve the research goal: definitive and logical analysis of scientific works – to summarize conceptual views on the training of skilled workers in vocational schools in the 1990s; analysis and synthesis of the legal framework – to explain the functioning of the vocational education and training system, to identify the mechanisms of legal regulation and areas of its reform in the late 20th century; study and analysis of the innovative experience in training skilled workers – to clarify social, economic, pedagogical and other factors in the modernization of professional (vocational) education today. Results. The paper describes the organizational structure and effectiveness of vocational education and training management in the 1990s. It highlights the principles applied to shape the content of professional education in the light of technical and technological changes in the branches of the economy. Besides, it reveals the peculiarities of the educational process in vocational schools and ... Conclusions. Socio-economic and political processes taking place at the beginning of Ukraine’s independence significantly changed all spheres of public life. It also refers to the system of professional training of skilled workers for various branches of the economy and the service sector. Thus, it proves the relevance of applying such experience in the modernization of professional (vocational) education today.

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