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Author: Publisher: ISBN: 9789291571994 Category : Languages : en Pages : 54
Book Description
Vocational education and training (VET) in 10 Central and Eastern European countries--Bulgaria, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Romania, Slovak Republic, and Slovenia--was examined. The analysis focused on the following issues: socioeconomic context of VET reforms; VET at the start of reforms; the European Union Phare program and its support of VET reform in 1990-1998; changes in VET legislation and policies; changes in VET administration and financing; involvement of social partners; anticipation of skill needs and vocational standards; curricular reforms; teacher and trainer education; higher VET and professional education; continuing education; and challenges for VET in the transition context. It was concluded that, in countries in transition to a market economy and democratic society, VET must perform the following remedial, adaptive, and proactive roles: underpin and motivate the economic and social transformation process; prevent and combat the social exclusion of people disadvantaged in the labor market; and cope with constant technological changes and labor market uncertainty. VET policies in Central and Eastern Europe must be aimed at reaching macroeconomic stability, containing costs and mobilizing additional financial resources for education and training, promoting educational choices, and improving incentives and introducing competition among providers of education and training. (MN)
Author: Publisher: ISBN: 9789291571994 Category : Languages : en Pages : 54
Book Description
Vocational education and training (VET) in 10 Central and Eastern European countries--Bulgaria, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Romania, Slovak Republic, and Slovenia--was examined. The analysis focused on the following issues: socioeconomic context of VET reforms; VET at the start of reforms; the European Union Phare program and its support of VET reform in 1990-1998; changes in VET legislation and policies; changes in VET administration and financing; involvement of social partners; anticipation of skill needs and vocational standards; curricular reforms; teacher and trainer education; higher VET and professional education; continuing education; and challenges for VET in the transition context. It was concluded that, in countries in transition to a market economy and democratic society, VET must perform the following remedial, adaptive, and proactive roles: underpin and motivate the economic and social transformation process; prevent and combat the social exclusion of people disadvantaged in the labor market; and cope with constant technological changes and labor market uncertainty. VET policies in Central and Eastern Europe must be aimed at reaching macroeconomic stability, containing costs and mobilizing additional financial resources for education and training, promoting educational choices, and improving incentives and introducing competition among providers of education and training. (MN)
Author: Commission of the European Communities. Task Force Human Resources, Education, Training, and Youth Publisher: ISBN: Category : Career education Languages : en Pages : 68
Book Description
This report assesses the current situation regarding vocational training in Central and Eastern Europe and suggests projects and working methods that would be consistent with the mission of the Commission of the European Communities' European Training Foundation. Sections 1 through 4 focus on the following: the existing system's inability to train individuals to become instruments of political, economic, and social change and for training workers and to cope with unemployment and economic upheaval resulting from political reform; the necessity of international aid to reform vocational training in Central and Eastern Europe; key issues in global action to define strategies and build a new system in Central and Eastern Europe; and principles and themes that Western countries must observe when sharing their training expertise with Central and Eastern Europe. Chapter 5, which deals with the mission, working program, and methods of the European Training Foundation, proposes that the foundation act as an effective resource center/clearinghouse, use local expertise, and give priority support to integrated projects designed to help establish a vocational training system, support the creation of the instruments/resources needed for a rational training policy, and train vocational policymakers and practitioners. (MN)
Author: Publisher: ISBN: 9789291572076 Category : Languages : en Pages : 75
Book Description
The current state of continuing vocational training in Central and Eastern European countries and its most important challenges were analyzed. The analysis found that the former continuing vocational training systems in these areas were characterized by generally low training levels and interdependence among the state-owned enterprises that financed and provided staff training. At present, the transitioning countries of Central Europe are aware of the increased need for continuing vocational training to accompany large-scale economic and social restructuring processes. Continuing vocational training is seen as a means to raise the competitiveness of companies in both national and international markets and to increase the employability of workers. However, reforms of the education and training systems in Central and Eastern European countries since the early 1990s have frequently focused on institutions and programs belonging to the initial education and training area and on mainstream developments and students. All-embracing economic and social changes require new concepts and frameworks and a newly defined cooperation of key stakeholders in the system--needs not too different from those in Western Europe, even if reform needs are much more basic. (The report is based on individual country reports produced by national experts from Albania, Bulgaria, the Czech Republic, Estonia, the former Yugoslav Republic of Macedonia, Hungary, Latvia, Lithuania, Poland, Romania, the Slovak Republic, and Slovenia. Executive summaries of these country reports are included.) (KC)
Author: International Labour Office. Training Department Publisher: International Labour Office ISBN: Category : Education and state Languages : en Pages : 172
Author: Zhenyi Guo Publisher: Springer Science & Business Media ISBN: 9048187435 Category : Education Languages : en Pages : 198
Book Description
China is experiencing an unprecedented phenomenon: breakneck industrialization on a scale and at a pace not seen before. It is trying to achieve in just a few decades what Western nations took more than a century to do. The arrival in the country’s cities of tens of millions of rural dwellers, at most semi-skilled, has put huge strain on the country’s system of vocational education, known as TVET. How have the Chinese authorities and their education administrators responded? Is China’s TVET system adapting to the rapidly evolving needs of its industry? Using the province of Yunnan as a subject, this detailed case study is a closely argued and sanguine analysis of the operation of TVET in China. The authors deployed a set of internationally comparable criteria to offer a searching assessment of current performance, at the same time documenting areas of strength and weakness. The question the authors’ methodology answers is how well China’s TVET system is performing compared to technical and vocational education structures in other countries. In fact, they discover that in Yunnan, a province representative of the challenges faced nationwide, much has indeed been done, from a wholesale overhaul of programs to make them relevant to industry requirements, to major investment in infrastructure. Teacher training has been reformed, and take-up of professional master’s and doctoral courses has been encouraged. Joint initiatives with bodies such as UNESCO have improved training and vocational education at high school level. While there is a strong international history of such comparative evaluations, which are essential for policy makers to benchmark their administration, few studies have included China despite the enormous amount of value that can be learned from that country’s experience. This work will provide vital material for researchers, governments and development agencies alike.
Author: Marope, P.T.M. Publisher: UNESCO Publishing ISBN: 9231000918 Category : Education Languages : en Pages : 224
Book Description
"UNESCO has recently published the third volume of its Education on the Move series, a series dedicated to the analysis of key trends in education with the hope of inspiring dialogue among policy makers, educators and other key stakeholders on the challenges of education for tomorrow. The latest publication, entitled Unleashing the Potential: Transforming Technical and Vocational Education and Training is focused entirely on issues related to technical and vocational education and training (TVET). It takes stock of the steadily increasing demands and expectations on TVET systems around the globe and presents recent policy trends in the field of TVET. In their analysis, the authors provide insights into what it takes to unleash the potential of TVET systems around the world. They propose an integrated analytical approach that takes into consideration such factors as economic growth, social equity and issues related to sustainability so that TVET can contribute more effectively to contemporary policy issues such as youth unemployment, gender disparities and climate change. Overall, the book calls for a transformation of TVET systems to enable them to respond to the demands of their contexts. This transformation should enable TVET systems to acquire agility to stay current and responsive to the rapidly changing demands of the twenty-first century."--Publisher's website.
Author: Rongxia Zhuang Publisher: Springer Nature ISBN: 9811973199 Category : Education Languages : en Pages : 340
Book Description
This book focuses on the development of smart education in China and some countries of Central and Eastern Europe. A brief discussion on the idea of smart education was given in the introduction chapter, followed by a series of national smart education profiles of eleven countries. In detail, the profile starts with an overview of ICT in Education or smart education in the country and policies of ICT in Education or smart education. Some key features of smart education in each country were discussed with examples of best practices. The profile ends with a description of trends of smart education in the country. Based on the information above, the final chapter presents an analysis among the eleven countries with six major features they presented and concluded the book with suggestions on advancing smart education by three points.
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Author: Commission of the European Communities. Task Force Human Resources, Education, Training, and Youth
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Author: Wolf-Dietrich Greinert
Author: International Labour Office. Training Department
Author: Zhenyi Guo
Author: Marope, P.T.M.
Author: Rongxia Zhuang
Author: International Labour Organization. Bureau of Library and Information Services