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Norway: VET in Europe: country report 2011

This is an overview of the [vocational education and training] VET system in Norway. Information is presented accor... Show more
This is an overview of the [vocational education and training] VET system in Norway. Information is presented according to the following themes: (1) general context: framework for the knowledge society; (2) modernizing VET to support [lifelong learning] LLL, internationalization and mobility (3) VET to support recovery from the crisis (4) historical background, legislative and institutional framework; (5) initial vocational education and training; (6) continuing vocational education and training; (7) training VET teachers and trainers; (8) matching VET provision (skills) with labour market needs (jobs); (9) lifelong guidance for lifelong learning and sustainable employment; (10) financing: investment in human resources; (11) authors, sources, bibliography, acronyms and abbreviations. This overview has been prepared in 2011 and its reference year is 2010.
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Corporate authors: ReferNet Norway

Date: 2011

Geographic subjects: Norway; Europe

Resource type: Country information

Series name: VET in Europe country reports

Subjects: Vocational education and training; Governance; Lifelong learning ... [+] Show more
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ADB-APSDEP-Japan regional workshop on technical and vocational teacher training: country paper: Pakistan

No abstract available.

Authors: Khan, M.A.; Mahmood A. Khan

Date: 1987

Geographic subjects: Asia; Pakistan

Resource type: Country information

Subjects: Industry; Participation; Teaching and learning ... [+] Show more
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Country report on technical/vocational teacher training, Sri Lanka

This paper describes technical and vocational education in Sri Lanka, and discusses the needs and opportunities the... Show more
This paper describes technical and vocational education in Sri Lanka, and discusses the needs and opportunities there for technical/vocational teacher training. Show less

Authors: Jayasena, Imiyage

Corporate authors: Asian and Pacific Skill Development Programme (APSDEP) ... [+] Show more

Conference name: ADB-APSDEP-Japan Regional Workshop on Technical and Vocational Teacher Training

Date: 1987

Geographic subjects: Asia; Sri Lanka

Resource type: Country information

Subjects: Vocational education and training; Teaching and learning; Providers of education and training
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Torino process Georgia

The Torino Process was launched by the European Training Foundation (ETF) in 2010 and is a biannual participatory a... Show more
The Torino Process was launched by the European Training Foundation (ETF) in 2010 and is a biannual participatory analytical review of the status and progress of vocational education and training (VET) in the ETF partner countries. The aims are to acquire current knowledge about policies and their outcomes in a country, and to strengthen ownership, participation and the evidence base of policy formation.
This paper examines the current situation of VET in Georgia. Following reform of the system in 2005, a number of problems still exist, including variations in the quality of VET and lack of pathways. In the immediate post-Soviet era, inefficient and unsuitable VET centres were closed or improved. However, Georgia has not yet set up a system to manage the reforms and to solve the problems of the current VET system. VET in Georgia is not an attractive option despite a need for the skills that VET provides. The system has not been updated to reflect the skills needed and the human resource development (HRD) of the entire sector needs work. The higher education system has problems of its own with the skills of graduates not matching the needs of the labour market. Unemployment is high among graduates and youth compared to older workers indicating that inappropriate educational streaming may have taken place. Funding for VET in Georgia has fallen since 2005. Various reforms are needed including the further improvement of VET centres, reform of teacher training, increased guidance and improved transitions to the labour market. More work is required to raise the perception of VET and to offer high-quality programmes that are relevant to the labour market. Show less

Authors: Wallenborn, Manfred

Corporate authors: European Training Foundation (ETF)

Date: 2011

Geographic subjects: Georgia (Republic); Asia

Resource type: Country information

Series name: Torino Process

Subjects: Vocational education and training; Governance; Quality ... [+] Show more
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Lithuania: VET in Europe: country report 2011

This is an overview of the [vocational education and training] VET system in Lithuania. Information is presented ac... Show more
This is an overview of the [vocational education and training] VET system in Lithuania. Information is presented according to the following themes: (1) general context: framework for the knowledge society; (2) modernising VET to support [lifelong learning] LLL, internationalization, and mobility; (3) VET to support recovery from the crisis; (4) historical background, legislative and institutional framework; (5) initial vocational education and training; (6) continuing vocational education and training; (7) training VET teachers and trainers; (8) matching VET provision with labour market needs; (9) lifelong guidance and counseling for lifelong learning and sustainable employment; (10) financing: investment in human resources. This overview has been prepared in 2011 and its reference year is 2010.
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Corporate authors: ReferNet Lithuania

Date: 2011

Geographic subjects: Lithuania; Europe

Resource type: Country information

Series name: VET in Europe country reports

Subjects: Vocational education and training; Governance; Lifelong learning ... [+] Show more
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The vocational education and training system in Ireland: short description

Nowhere in Europe has the rate of economic and social change been greater than in Ireland during the last decade. T... Show more
Nowhere in Europe has the rate of economic and social change been greater than in Ireland during the last decade. To what extent have the education and training systems changed to meet the challenges of that change? To what extent may they have been a factor which made that change and rapid development possible? These are questions that this short survey cannot answer. Its purpose is to outline the present structure of the vocational education and training system and to indicate the main trends in policy development. It shows that there has been an enormous expansion of learning opportunities in Ireland. This is reflected in much higher levels of educational attainment by young people. The document describes briefly the efforts to create new qualifications systems so as to ensure that all learning, whether formal, informal or non-formal and irrespective of whether it is specifically vocational or of a more general educational nature, is recognised. The adoption of a lifelong learning perspective has emphasised the importance of continuing vocational education and training and underlined the role of lifelong educational and vocational guidance. The contents are: General policy context; Policy development; Institutional framework; Initial education and training; Continuing vocational education and training for adults; Training of teachers and trainers; Skills and competence development; Validation of learning: recognition and mobility; Guidance and counselling for learning, career and employment; Financing investment in human resources; International dimension: towards a European area of lifelong learning; Annex 1: acronyms/abbreviations; Annex 2: sources for further information; Annex 3: main organisations.
Published abstract with additional information reprinted by permission of the copyright owner. Show less

Authors: Fox, Roger; Harpur, Dympna

Date: 2004

Geographic subjects: Europe; Ireland

Resource type: Country information

Series name: Cedefop panorama series

Subjects: Policy; Lifelong learning; Vocational education and training ... [+] Show more
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Supporting teachers and trainers for successful reforms and quality of VET: mapping their professional development in the EU

This series of country reports on supporting teachers and trainers for successful reforms and quality of vocational... Show more
This series of country reports on supporting teachers and trainers for successful reforms and quality of vocational education and training (VET) is part of the Cedefop ReferNet thematic perspectives series and complements other available general information on VET systems by country. VET teacher and trainer professional development is one of the strategic priorities of the Riga conclusions (2015). In 2015, ReferNet partners from the European Union (EU) Member States, Iceland and Norway prepared these thematic perspectives, providing snapshots of the situation of teaching and training professionals who work in initial VET, both in school and work-based settings, and including apprenticeship schemes.
There are four distinct categories of VET teachers and trainers across the countries: (1) teachers of general and vocational theoretical subjects in VET schools/centres; (2) teachers of practical subjects in school workshops or simulated learning environments; (3) apprentice tutors (mentors) in companies; and (4) practical training instructors who accompany students during work-based learning parts of school-based programmes, taking place in companies. The reports describe how the countries support initial and continuing professional development (CDP) of teachers and trainers, how they organise cooperation and partnerships between the worlds of education and of work, and national and EU-funded projects on the theme. They also address country-specific challenges, such as introduction of apprenticeship in the country, ageing of the teaching force, lack of teachers, and the need for competences to deal with emerging issues or new requirements.
Edited excerpts from publisher's website. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2016

Geographic subjects: Europe;

Resource type: Country information

Series name: Cedefop ReferNet thematic perspectives series

Subjects: Vocational education and training; Providers of education and training; Workforce development ... [+] Show more
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Vocational education and training in Sweden: short description [2009]

Vocational education and training (VET) in Sweden is in the midst of a series of major reforms to ensure labour mar... Show more
Vocational education and training (VET) in Sweden is in the midst of a series of major reforms to ensure labour market relevance and increase quality. The current system of integrated upper secondary education will be replaced in 2011 by a system with three broad orientations: (a) general education, mainly for those intending to pursue higher education; (b) school-based vocational programs; and (c) work-based apprenticeship. The new upper secondary system will ensure that VET students acquire more vocationally specific knowledge and skills while retaining a strong theoretical core. Another major VET reform is creation of a new Agency for Higher Vocational Education (Yrkeshogskolan) on 1 July, 2009. The new agency will being together postsecondary VET types under one administrative structure, apply more robust quality assurance procedures and ensure that VET more closely meets labour market skill needs. The economic crisis which hit Europe in 2008 lends urgency to the need for VET to respond to the immediate needs of learners and the labour market. The crisis also presents Sweden with an opportunity to reskill and upskill to improve its economic competitiveness in the coming years.
Published summary.
The chapters are: General policy context; Policy development; Institutional framework; Initial vocational education and training; Vocational education and training for adults; Training VET teachers and trainers; Skills and competence development and innovative pedagogy; Validation of learning; Guidance and counselling; Investment in human resources; European and international dimensions; Appendices. Show less

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2009

Geographic subjects: Europe; Sweden

Resource type: Country information

Series name: Cedefop panorama series

Subjects: Vocational education and training; Quality; Employment ... [+] Show more
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Iceland: VET in Europe: country report 2011

This is an overview of the [vocational education and training] VET system in Iceland. Information is presented acco... Show more
This is an overview of the [vocational education and training] VET system in Iceland. Information is presented according to the following themes: (1) general context: framework for the knowledge society: (2) modernizing VET to support [lifelong learning] LLL, internationalization and mobility; (3) VET to support recovery from the crisis; (4) historical background, legislative and institutional framework; (5) initial vocational education and training; (6) continuing vocational education and training; (7) training VET teachers and trainers; (8) matching VET provision (skills) with labour market needs (jobs); (9) lifelong guidance for lifelong learning and sustainable employment; (10) financing: investment in human resources; (11) authors, sources, bibliography, acronyms and abbreviations. This overview has been prepared in 2011 and its reference year is 2010.
Published abstract. Show less

Corporate authors: ReferNet Iceland

Date: 2011

Geographic subjects: Iceland; Europe

Resource type: Country information

Series name: VET in Europe country reports

Subjects: Vocational education and training; Governance; Lifelong learning ... [+] Show more
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Vocational education and training in Finland: short description [2006]

The main aim of Finnish education policy is to give equal opportunities to everyone regardless of their social back... Show more
The main aim of Finnish education policy is to give equal opportunities to everyone regardless of their social background, domicile, gender or ethnic background. Arrangements for vocational education and training are flexible and take into account individual needs. VET [vocational education and training] provision is based on decentralised decision-making. Local and regional education and training providers have the freedom to focus training provision according to local needs within the national framework. There are no dead-ends in the formal education system in Finland; initial vocational education and training also provides eligibility for higher education studies. All vocational upper secondary programmes take three years, including a practical training period of at least six months. Qualifications can be completed in the form of school-based education and training or apprenticeship training. Since the early 1990s, vocational training for adults has been moving towards a competence-based qualification system. Lifelong learning in Finland is understood as a wide supply of training for basic vocational skills and open opportunities for further studies.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Kyro, Matti

Corporate authors: European Centre for the Development of Vocational Training (Cedefop)

Date: 2006

Geographic subjects: Europe; Finland

Resource type: Country information

Series name: Cedefop panorama series

Subjects: Vocational education and training; Finance; Policy ... [+] Show more

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