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Shaping career-long perspectives on teaching: A guide on policies to improve initial teacher education

Shaping career-long perspectives on teaching: A guide on policies to improve initial teacher education

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Shaping career-long perspectives on teaching: A guide on policies to improve initial teacher education
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Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

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Training quality and relevance

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Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

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research-papers
Publication Date:
21 Jan 2016
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wcmstest4_163258.pdf

Education systems are complex and have never been easy to govern. Recent changes, including decentralisation of systems and further recognition of the role of education for societal values, economic performance and personal development are adding to the complexity. Roles and responsibilities of public authorities, schools, higher education institutions and other agencies are shifting and new demands are being placed on education systems to adapt to the changing needs of society and the economy.

Against this background, Initial Teacher Education (ITE) has become a key policy area for attention and governments are increasingly focusing on developing policies to guarantee and increase its quality. Debates on the future of education often question current ways of teaching and call for a profound shift away from isolated classrooms towards new methods based on broad collaboration. Such approaches require changes towards genuine, system-wide focus on teacher education. Moreover, when teaching is considered simply as a static craft, there will be reduced incentives for professional learning. In such contexts, teaching is unlikely to be attractive to ambitious and high calibre candidates, which is becoming a significant problem in an increasing number of education systems.

Targeted policy actions are required in order to strengthen: the role of ITE in changing work practices and cultures; position of ITE within broader teacher education policies to create incentives for professional development; and, ITE’s governance, by recognising new structures of participation and new responsibilities of stakeholders. This Guide aims to support such efforts by gathering and building on current practices, research, and the knowledge and advice of experts.

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Education and training

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education-and-training
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116
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training-of-trainers
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122
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A guide for gender equality in teacher education policy and practices

A guide for gender equality in teacher education policy and practices

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A guide for gender equality in teacher education policy and practices
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English

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english
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skpEng
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Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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international-organizations
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Other topic

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other-topic

Training quality and relevance

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training-quality-and-relevance
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Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice. 

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case-studies-and-good-practices

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

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research-papers
Publication Date:
19 Jan 2016
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wcmstest4_162855.pdf
This Guide for Gender Equality in Teacher Education Policy and Practices has been conceived to be a practical tool to promote a gender-responsive institutional culture. It seeks to strengthen the capacity of teacher educators, managers and student teachers to transform their practices effectively through innovative participatory approaches to teaching and learning.

The guide is intended to develop conceptual understanding about gender and the principles of mainstreaming, assist in gaining new insights, and enrich knowledge and practical skills for introducing gender in institutional policies, plans, strategies and practices in line with diverse needs and contexts.

The guide includes a glossary, key gender concepts, case studies and activities designed to assist the user in gaining new insights and understanding through reflections, discussions and practical skills. The conceptual considerations, references and selected reading are intended to enrich the user’s understanding of gender issues, mainstreaming, and skills from diverse contexts.
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Gender

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294
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294

Gender and development

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gender-and-development

Inclusion

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inclusion
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665
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training-of-trainers
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122

Women

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women
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318
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Vocational teachers and trainers in a changing world: The imperative of high-quality teacher training systems

Vocational teachers and trainers in a changing world: The imperative of high-quality teacher training systems

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Vocational teachers and trainers in a changing world: The imperative of high-quality teacher training systems
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English

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english
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skpEng
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ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

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ilo
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Training quality and relevance

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skpTrainQR
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training-quality-and-relevance
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Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

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research-papers
Publication Date:
16 Jul 2015
Open
wcmstest4_149253.pdf
ILO Employment Policy Working Paper series. Working Paper No. 177 This paper presents an analytical framework for assessing TVET teacher training systems. It takes a holistic approach, providing a conceptual framework that government agencies and TVET institutions can use to examine the internal efficiency and coherence of their teacher preparation programmes, as well as assess the dynamic capability of the system to anticipate and respond to the needs of both employers and students.

This framework responds to the contemporary imperative for high-quality TVET teacher training systems that are effective, efficient, equitable and innovative, and furthermore, that are aligned to national and local objectives to improve productivity, employment and social inclusion. It is provided to help governments and institutions deal with the challenge of preparing teachers and trainers in a changing world so that they in turn can equip the next generation with the skills and ability to continue learning that they will need throughout their working lives.

This working paper reflects the background research and conclusions of the Global Dialogue Forum on Vocational Education and Training held in September 2010, supplemented by reviews of current practice in teacher training and consultations with colleagues from many other organizations, including the World Bank, the European Training Foundation, the German International Cooperation, Luxembourg Agency for Development Cooperation, and the Swiss Development Cooperation.
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training-of-trainers
Identifier
122

TVET systems

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tvet-systems
Identifier
661
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Vocational training in the context of oil and gas developments: Best practice and lessons learnt

Vocational training in the context of oil and gas developments: Best practice and lessons learnt

Type:
Document
Content Type:
Vocational training in the context of oil and gas developments: Best practice and lessons learnt
Language:

English

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english
Identifier
skpEng
Sources:

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

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Identifier
skpOSource
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other-sources
Topics:

Gender equality

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Women represent both half of the world's population – and half the world's economic potential. Their participation in the labour market reduces poverty because they often invest 90 per cent of their income in the well-being, education and nutrition of their families. Yet labour force participation by women has stagnated at about 55 per cent globally since 2010. Moreover, women are disproportionately represented in precarious work – low-paid, low-skilled and insecure jobs.

Training plays an important role in the pursuit of equality of opportunity and treatment for women and men in the world of work. Yet women often lack access to technical and vocational education and training. Many also lack the basic functional skills, such as literacy and numeracy, to participate meaningfully in the work force. Overcoming this challenge requires the adoption of a life-cycle approach. This includes improving girls’ access to basic education; overcoming logistic, economic and cultural barriers to apprenticeships and to secondary and vocational training for young women; and meeting the training needs of women re-entering the labour market and of older women who have not had equal access to opportunities for lifelong learning.

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skpGenEqul
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gender-equality

Training quality and relevance

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training-quality-and-relevance
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Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

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research-papers
Publication Date:
22 Jun 2015
Open
wcmstest4_145056.pdf
The aim of this report is to analyse existing evidence and examples of vocational training and work force development programmes leading to the creation of equitable, sustainable and appropriate employment for local people, this is done in the context of the growing oil and gas industry in Africa. While a lot has been said about the significant efforts made by many countries to improve their national Technical and Vocational Education and Training (TVET) policies introducing radical reforms based on the evidence emerging from successful TVET systems (such as the German dual system or the Singaporean model); there is still a lot to learn about the teaching and learning challenges faced by the practitioners working in this field.

Therefore this report proposes to look at the challenges grounded in the distinct nature of vocational pedagogy; the lessons learnt in terms of jobs creation by the oil and gas industry and local content; specific issues around functional literacy, numeracy and business skills; opportunities behind the use of technology; ways of tackling gender inequalities and possible alternatives to formal education such as traditional apprenticeships.
Subject Tags:

Apprenticeships

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apprenticeships
Identifier
639

Energy

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energy
Identifier
340

Entrepreneurship

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entrepreneurship
Identifier
182

Globalization

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globalization
Identifier
267

Oil and gas industry

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oil-and-gas-industry
Identifier
218
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training-of-trainers
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122

TVET systems

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tvet-systems
Identifier
661

Vocational training

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vocational-training
Identifier
124
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Africa

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Financement de la formation professionnelle en Afrique : Rôles et spécificités des fonds de financement de la formation professionnelle

Financement de la formation professionnelle en Afrique : Rôles et spécificités des fonds de financement de la formation professionnelle

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Document
Content Type:
Financement de la formation professionnelle en Afrique : Rôles et spécificités des fonds de financement de la formation professionnelle
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French

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french
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skpFrn
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Bilateral organizations

The development agencies of many countries make skills development a pillar of their Official Development Assistance – from the perspective of education systems, employment promotion, poverty reduction, and private sector development. Documentation of their experience, evaluations and impact assessments, mission statements, and other knowledge products are made available through the Global KSP.

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bilateral-organizations
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Financing of training

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Initial education and training and lifelong learning benefit individuals, employers and society as a whole. Economic principles dictate that the costs for services with public and private benefits should be shared between public and private funding, or else too little training will be provided or taken up. Effective mechanisms for financing skills development vary according to countries’ economic and political circumstances and the degree and level of social dialogue established.

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skpFinanT
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financing-training
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Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

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skpRPS
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research-papers
Publication Date:
16 Apr 2015
Open
Financement de la formation professionnelle en Afrique : Rôles et spécificités des fonds de financement de la formation professionnelle

L’Etat reste dans tous les pays le plus grand contributeur aux dépenses de l’EFTP, mais la faiblesse des moyens publics attribués (seulement 2% à 6% des dépenses publiques d’éducation selon le rapport OCDE-BAD/2008) oblige la plupart des pays à entrer dans une stratégie de diversification des sources de financement afin de toucher un public plus large tout en optimisant les coûts de la formation. Cette stratégie passe par la production de revenus additionnels au niveau de l’offre de formation, mais surtout par la recherche d’une contribution des entreprises au financement de la formation.

L’étude commanditée par l’Agence française de développement (AFD) à l’Association pour le développement de l’éducation en Afrique (ADEA) vise trois objectifs spécifiques:

Objectif 1 : Rédiger une note bibliographique synthétisant les principales études réalisées au cours des dix dernières années sur le thème du financement de la formation professionnelle ;
Objectif 2 : Proposer une typologie/grille de lecture des fonds de financement de la formation professionnelle ;
Objectif 3 : En fonction de la typologie/grille de lecture, émettre des recommandations concernant les types d’accompagnement possibles.

Subject Tags:

Apprenticeships

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apprenticeships
Identifier
639

Financing training

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financing-training
Identifier
673
Slug
training-of-trainers
Identifier
122

TVET systems

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tvet-systems
Identifier
661
Regions:

Africa

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Technical and vocational teachers and trainers in the Arab region – a review of policies and practices on continuous professional development

Technical and vocational teachers and trainers in the Arab region – a review of policies and practices on continuous professional development

Type:
Document
Content Type:
Technical and vocational teachers and trainers in the Arab region – a review of policies and practices on continuous professional development
Language:

English

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english
Identifier
skpEng
Sources:

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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skpIntOrg
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international-organizations
Topics:

Access to training

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Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.  

This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business. 
 

Identifier
skpATSU
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access-to-training
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

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Identifier
skpRPS
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research-papers
Publication Date:
06 Mar 2015
Open
wcmstest4_134460.pdf
This research was commissioned by UNESCO and the International Task Force on Teachers for Education for All (EFA). It focuses on the role of teachers and instructors in technical and vocational education and training (TVET) within the Arab region. It builds on international research and the outcomes of the Third International Congress on TVET organized by UNESCO in Shanghai (China) in May 2012 and the TVET Regional Expert Meeting held in Muscat, Oman (17-19 March 2012) which have drawn attention to the importance of the quality of teaching and training as a necessary condition for TVET achieving its social, economic and educational goals. Given that good quality teaching and training are crucial to the achievement of TVET goals, it is important to clarify what is currently known about the quality of teaching and training. Further, it is valuable to understand the factors that determine quality. Pre-service and in-service training are obviously important, but other factors also matter: recruitment, deployment, supervision, wages, career structure and management, performance assessment, qualification and leadership.
Subject Tags:

Apprenticeships

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apprenticeships
Identifier
639
Slug
training-of-trainers
Identifier
122

TVET systems

Slug
tvet-systems
Identifier
661
Regions:

Arab States

Region Image

Teaching and learning: Achieving quality for all

Teaching and learning: Achieving quality for all

Type:
Document
Content Type:
Teaching and learning: Achieving quality for all
Language:

English

Slug
english
Identifier
skpEng
Sources:

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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Identifier
skpIntOrg
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international-organizations
Topics:

Training quality and relevance

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Identifier
skpTrainQR
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training-quality-and-relevance
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

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Identifier
skpRPS
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research-papers
Publication Date:
17 Feb 2015
Open
wcmstest4_131859.pdf
EFA Global Monitoring Report 2013/4 vividly underlines the fact that people in the most marginalized groups have continued to be denied opportunities for education over the decade. It is not too late, however, to accelerate progress in the final stages. And it is vital to put in place a robust global post-2015 education framework to tackle unfinished business while addressing new challenges. Post-2015 education goals will only be achieved if they are accompanied by clear, measurable targets with indicators tracking that no one is left behind, and if specific education financing targets for governments and aid donors are set.

The second part of this report presents clear evidence that progress in education is vital for achieving development goals after 2015 and makes a special emphasis on education and labour.
Subject Tags:

Gender

Slug
294
Identifier
294
Slug
training-of-trainers
Identifier
122

Women

Slug
women
Identifier
318
Regions:

EU, be proud of your trainers: Supporting those who train for improving skills, employment and competitiveness

EU, be proud of your trainers: Supporting those who train for improving skills, employment and competitiveness

Type:
Document
Content Type:
EU, be proud of your trainers: Supporting those who train for improving skills, employment and competitiveness
Language:

English

Slug
english
Identifier
skpEng
Sources:

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

Training quality and relevance

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Identifier
skpTrainQR
Slug
training-quality-and-relevance
Knowledge Products:

Other knowledge products

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Identifier
skpOProduct
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other-knowledge-products
Publication Date:
17 Feb 2015
Open
wcmstest4_131856.pdf
These guiding principles are a contribution of the European Commission, Cedefop and the thematic working group on professional development of trainers in VET to the objective set in the Bruges communiqué of collecting good practice and developing guiding principles on changing roles, competences and professional development of VET teachers and trainers (Council of the European Union; European Commission, 2010).

The guiding principles give policy pointers on how to support VET trainers in companies in developing their competences. They are addressed to education and training policy- and decision-makers, illustrated by concrete examples of practice from Member States. These can be further translated into actions for all stakeholders, depending on national situations and contexts.

Doi: 10.2801/82841
Subject Tags:
Slug
training-of-trainers
Identifier
122
Regions:

Sub-Regional Workshop on Apprenticeship Systems in Europe

Sub-Regional Workshop on Apprenticeship Systems in Europe

Type:
Document
Content Type:
Sub-Regional Workshop on Apprenticeship Systems in Europe
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

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skpILO
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ilo
Topics:
Knowledge Products:

Promotional material

Presentations, discussion papers, meeting reports, promotional materials, videos, fact sheets, brochures and newsletters on skills development for employment.

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Identifier
skpAIM
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promotional-material
Publication Date:
24 Feb 2014
Open
wcmstest4_108656.pdf
Provides a summary of the workshop held from 9-12 December 2013 in Geneva, Switzerland. Structured apprenticeship programmes are increasingly recognised as key policy tools to facilitate school-to-work transitions, as they combine (a) directly applicable experience at the workplace, and (b) applied knowledge and skills that enable the trainee to understand the logic behind the job s/he is tasked with, cope with unpredictable situations, and acquire higher level and transferable skills. These programmes also give the apprentice a chance to demonstrate his/her productivity potential to companies who may be otherwise reluctant to hire fresh graduates. Apprenticeship programmes might thus present a crucial strategy to respond to the severe youth employment crisis affecting the European region.

This publication provides a summary of the sub-regional workshop on apprenticeship design, organized by the ILO. The workshop was meant to (1) share experiences and to reflect on existing apprenticeship systems in Europe, (2) enhance the level of understanding of quality apprenticeships, and (3) develop feasible action plans for improving apprenticeship systems in each six countries that participated (Cyprus, Greece, Poland, Lithuania, Portugal, and Spain); all with tripartite delegations.
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639
Slug
training-of-trainers
Identifier
122
Regions:
Countries and territories:

Post-Study Pre-Service Practical Training Programme for TVET Teacher Students

Post-Study Pre-Service Practical Training Programme for TVET Teacher Students

Type:
Document
Content Type:
Post-Study Pre-Service Practical Training Programme for TVET Teacher Students
Language:

English

Slug
english
Identifier
skpEng
Sources:

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

Training quality and relevance

Thumbnail
Identifier
skpTrainQR
Slug
training-quality-and-relevance
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
18 Feb 2014
Open
wcmstest4_108655.pdf
Research and Development Vol. 1 This study aims to review the schemes of pre-service practical training programmes (PTP) for TVET teachers in Indonesia, Vietnam, China, and Germany. It draws recommendations for the institutions that provide the respective training and that could be used by policy makers who are in charge of constructing the legal and/or administrative framework required for such programmes.
Subject Tags:
Slug
training-of-trainers
Identifier
122

TVET systems

Slug
tvet-systems
Identifier
661

Vocational training

Slug
vocational-training
Identifier
124
Regions:
Countries and territories:
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