scholarly journals GUIDE FOR SMART PRACTICES TO SUPPORT INNOVATION IN SMART TEXTILES

2019 ◽  
Vol 2019 ◽  
pp. 28-31
Author(s):  
Ana DIAS ◽  
Luís ALMEIDA ◽  
Mirela BLAGA ◽  
Razvan RADULESCU ◽  
Benny MALENGIER ◽  
...  
Keyword(s):  
Czech Republic ◽  
Real Life ◽  
Vocational Education And Training ◽  
Smart Textiles ◽  
Science Technology ◽  
Closing The Gap ◽  
Young Students ◽  
Industry And Education ◽  
And Training ◽  
New Jobs

Smart Textiles for STEM training (Science, Technology, Engineering and Math’s).is an Erasmus+ project aiming to bridge Textile Companies with the Education sector via Smart Textiles Innovation and Training. Industries have been surveyed to analyze the needs for new jobs and skills in Smart textiles, contributing to improve the links with VET Schools training and closing the gap between industry and education. During the project a number of smart textiles examples and prototypes are worked to be transferred to Schools and used by students and teachers, aiming to foster STEM training. This paper presents the results of the survey applied to selected textile companies on Technical and Smart Textiles, based on data collected from 63 textile enterprises in Romania, Belgium, Slovenia, Portugal and Czech Republic. The survey identifies existing opportunities for producing smart textiles in enterprises and forecasting expected occupations and work profiles for young trainees. The guide for smart practices presents the results of this survey and aims to transfer smart practices from enterprises to Vocational Education and Training (VET) schools and young students. Providing real life prototypes and multi-disciplinary working activities on smart textiles will make textile occupations more attractive to young students, and will improve knowledge, skills and employability of VET students in STEM related fields.

scholarly journals USING STEM PRINCIPLES FOR UNDERSTANDING SMART TEXTILES’ SOLUTIONS – THE SLOVENIAN EXPERIENCE

2019 ◽  
Vol 2019 ◽  
pp. 224-227
Author(s):  
Zoran STJEPANOVIČ ◽  
Andrej CUPAR ◽  
Razvan RADULESCU ◽  
Andreja RUDOLF
Keyword(s):  
Vocational Education And Training ◽  
Smart Textiles ◽  
Technical Textiles ◽  
Science Technology ◽  
Smart Textile ◽  
Engineering Mathematics ◽  
Project Smart ◽  
E Learning ◽  
And Training ◽  
The Eu

The contribution gives an overview of the Erasmus+ project Smart textiles for STEM training – Skills4Smartex, funded by the European Commission. Presented are main objectives, aims and expected results, focused on experiences, gained through the first year’s project activities’ in Slovenia. The project aims to improve the knowledge, skills and employability of students in the fields, related to STEM (Science, Technology, Engineering, Mathematics) by providing appropriate training tools to understand multidisciplinary work through smart textiles. The main objectives of the project are: (1) Creating a Guide on smart practices meant for supporting innovation in textile enterprises; (2) Creating a Course in smart textiles, meant for multidisciplinary thinking; (3) Creating a dedicated e-learning instrument, meant for channeling the interest of VET students for "serious games"; (4) Improving the skills of students by means of practical work in constructing smart textile prototypes. The project activities began with a survey on smart/technical textiles completed by 63 textile companies at the EU level; 10 of them were from Slovenia. The aim was to identify existing opportunities for producing smart textiles in enterprises and forecasting expected occupations and work profiles for young trainees. The results will be published in a guide meant for transferring smart practices from enterprises to Vocational Education and Training (VET) schools and young students.

scholarly journals THE PLACE OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) IN SCIENCE, TECHNOLOGY AND INNOVATION (STI) POLICY: THE NEED FOR POLICY REFORMATION IN NIGERIA

2015 ◽  
Vol 7 (2) ◽  
pp. 59-70
Author(s):  
Chukwuemeka B. Okafor ◽  
Samson O. Chukwuedo
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Educational Programme ◽  
Advanced Technology ◽  
Vocational Education And Training ◽  
Technology And Innovation ◽  
Science Technology ◽  
Technical And Vocational Education ◽  
And Training ◽  
Science Technology And Innovation

Educational policy is a fundamental document that guides the smooth running of any educational programme. If not properly planned, prepared and implemented, such education programme can be run haphazardly without any beneficial outcome. Any policy document that cannot be applied in any educational programme may be described as inadequate. A science or technology based policy should not consider only the advanced level technology in Nigeria but also integrate the lower or indigenous level technology; hence STI policy should not neglect the TVET indigenous technologies since TVET is seen as programme to promote skill acquisition for indigenous and advanced technology in any nation. This study, therefore, investigated the place of TVET programmes in STI policy in Nigeria. The study determined that the place of TVET in STI policy may be described as illusion, mirage or not comprehensive to the public because the policy formulation and implementation appears to neglect the adoption of low level indigenous TVET technologies in Nigeria which an average Nigerian benefits from. Theories and philosophical dicta were presented with respect to policy advocacy for TVET programmes in Nigeria. The place of TVET in STI policy is undefined in Nigeria, hence the need to properly integrate TVET section in STI policy or formulate an independent TVET policy. It is, therefore, recommended that applicable societal values in technology should be considered in STI policy for the realization of the Nigerian vision 20:2020. The STI policy making and implementation process should embrace 90% of the experts in the fields of science, technology, technical and engineering education, else the need for alternative policy for TVET programmes in Nigeria. Key words: technical and vocational education and training, science, technology and innovation Policy, indigenous technology, policy reform.

scholarly journals Analysing the Interplay Between Institutional-Based and Workplace Learning

2019 ◽  
Vol 4 (1) ◽  
pp. 109-135
Author(s):  
Dinavence Arinaitwe ◽  
Arne Ronny Sannerud
Keyword(s):  
Real Life ◽  
Vocational Education And Training ◽  
Structured Interviews ◽  
Study Program ◽  
Life Tasks ◽  
Institutional Learning ◽  
Research Questions ◽  
Training Institutions ◽  
Collaborative Activities ◽  
And Training

Learning and working are two significant social networks in preparing individuals for future life. An understanding of learning in the workplace can inform how we organize institutional learning in order to produce competent and relevant vocational education and training (VET) graduates for the world of work. This paper explores the existing collaborative activities in the masters in vocational pedagogy (MVP) study program at Kyambogo University in Uganda and their linkage with workplaces. Two research questions were posed. (1) What collaborative activities are there in the MVP program that allow for learning in vocational teacher training institutions (VTIs) and workplaces? 2) How is knowledge constructed amongst the participating actors? The questions were investigated through in-depth, semi-structured interviews with purposively sampled participants. An analysis of the documents from the MVP project, including program reports, collaborating stakeholders meeting minutes and students’ theses, was done. The findings revealed that field expeditions and action research (AR) projects were the key activities incorporated in the MVP program to support the back and forth learning from workplaces. Through interactions and sharing practices, these activities promoted learning by solving problems encountered at work and by doing real life tasks.

EUROPEAN AUGMENTED REALITY TRAINING NEEDS

2019 ◽  
Author(s):  
Lukáš Richterek ◽  
◽  
Jan Říha ◽  
Keyword(s):  
Czech Republic ◽  
Augmented Reality ◽  
Vocational Education ◽  
Education And Training ◽  
Training Needs ◽  
Vocational Education And Training ◽  
Entrepreneurial Skills ◽  
Augmented Reality Technology ◽  
And Training ◽  
Project Partner

The report of AROMA project (AROMA project consortium, 2018) summarizes a detailed study performed within project partner countries (Belgium, Czech Republic, Greece, Malta, Romania, Spain and Sweden) aimed at identifying the training needs connected with augmented reality technology (AR) and entrepreneurial skills and mapping an awareness about the AR technology. For the project, the research also serves as a first step to identify gaps that need to be addressed to offer a holistic syllabus integrating AR with selected skills and competencies. Keywords: augmented reality, competencies for entrepreneurship, vocational education and training.

scholarly journals Revitalising technical and vocational education and training in Africa: Issues outstanding

2018 ◽  
Vol 1 (1) ◽  
pp. xi
Author(s):  
George Afeti
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Absorptive Capacity ◽  
Youth Unemployment ◽  
Further Education ◽  
Vocational Education And Training ◽  
Formal Sector ◽  
The Public ◽  
And Training ◽  
New Jobs

One of the stark realities of Africa today is the crisis of youth unemployment. Every year,about 10–12 million poorly skilled young people exiting the various levels of the educationsystem enter the labour market (AfDB & OECD, 2012), where they end up in insecure andsometimes hazardous employment with no prospect of further education or training. Evengraduates of higher education institutions are not spared the frustration of seeking and notimmediately finding a job. In countries such as Zambia and Ethiopia, young graduates maytake up to five years after training before finding a job in the formal sector (ILO, 2013). InGhana, it is estimated that the economy needs to create 300 000 new jobs per year to absorbthe growing number of unemployed (Honorati & Johansson de Silva, 2016). In Tanzania,approximately 800 000 people enter the labour market each year (ILO, 2012), in contrast tothe absorptive capacity of the public sector of only 40 000.

scholarly journals A more efficient match between firms’ demand, VET supply and human capital capacities through bottom-up, participative governance

2013 ◽  
Vol 21 (21) ◽  
pp. 79-96
Author(s):  
Joan Noguera
Keyword(s):  
State Of The Art ◽  
Local Development ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Lifelong Education ◽  
Economic Trends ◽  
Closing The Gap ◽  
Local Partnerships ◽  
And Training ◽  
Education Concept

Abstract One of the main challenges facing EU territories is the development of strategies to better adapt to changing global socio-economic trends. Lifelong education and training is a main strategic tool and a key component in the achievement of EU goals. One component of the lifelong education concept is Vocational Education and Training (VET), aimed at closing the gap between workers’ skills and qualification and changing demand in labour markets. Although local partnerships seem to be an adequate tool to implement VET strategies, some authors identify obstacles that can be attributed to bad practices. Thus, more evidence is needed to support the idea that local development and public-private partnerships are optimal organisational environments for the design and implementation of VET strategies and actions at local and sub-regional levels. The purpose of this paper is to contribute to an analysis of the state of the art as regards local VET partnerships in Europe and to provide recommendations for the process of initiation and management of expert VET partnerships.

Dual study possibilities in selected EU countries

2019 ◽  
Vol 107 ◽  
pp. 45-53
Author(s):  
BEATA FABISIAK ◽  
ANNA JANKOWKSA ◽  
ROBERT KŁOS
Keyword(s):  
Czech Republic ◽  
Vocational Education ◽  
Vocational Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Eu Countries ◽  
Continuing Vocational Training ◽  
And Training ◽  
Power Standard ◽  
The Eu

Dual study possibilities in selected EU countries. The idea of dual study courses is more and more common in the EU due to the raising problem of the lack of qualified employees. Although the dual studies are very similar in their form such as internships in companies, case studies etc., their scope differs significantly among the analyzed countries. It was observed that, on average, about 70% of students take part in the vocational education and training in Austria, Croatia, Czech Republic, Finland, Netherlands, Slovakia and Slovenia but only 20% in Cyprus and Hungary. In countries such as: Germany, Netherlands and Austria over 40% of companies employ vocational education and training participants while the average costs of continuing vocational training for the EU-28 is calculated at the level of around 1500 Purchasing Power Standard per participant. The research was based on the data obtained from the EUROSTAT.

Sign in / Sign up

Export Citation Format

Share Document