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With the emergence of a knowledge-based economy, learning becomes a feature of the entire life course and is not - as in the past industrial era - only related to the preparation for economic and social independence of the youth. A high speed of innovation as an intrinsic part of work, combined with a high level of obsolescence of knowledge and skills, should urge a redesign of the relation between training and work. Work and learning will co-exist again, not only for apprenticeship trajectories as in the times of the guilds, but as a common characteristic of expert work on all levels. Flexibility and change will increasingly become part of the routine organisation of work, causing a larger emphasis on learning while working. Furthermore, it implies permanent learning for individuals after being qualified in initial training. Learning is no longer the privileged domain of vocational education but an intrinsic element of economic and social developments. Consequently, the position of schools will change dramatically. New concepts are needed in the discussion of lifelong learning in relation to the challenges for VET [vocational education and training]. If VET colleges want to play a role in the process of lifelong learning, they have to develop new roles and routines. The paper focuses on learning processes within the economic context of work; work-related learning as a specific part of lifelong learning. The challenge for VET and especially the VET colleges will be to recognise, to optimise, and to facilitate work-related learning. Our central question in this paper is how Dutch VET can react effectively to these challenges of lifelong learning? To answer this question, we investigated work-related learning and new roles and routines for VET colleges by connecting case studies of learning processes in enterprises to delivery strategies of training professionals (Jager, Mittendorff & Nieuwenhuis, 2004). In the paper we will present the results of the enterprise cases in the form of support demand characteristics, which can be used as input for co-configuration of work-related learning between VET college and enterprise.

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Collections of papers presented under each theme are indexed from TD/TNC 81.453 to TD/TNC 81.457; selected papers from this theme are indexed from TD/TNC 81.494 to TD/TNC 81.506. Show less

The South African outcomes-based education and training (OBET) system clearly reflects the true purpose of the competency-based approach. In principle it is a learning-outcome-oriented approach: the desired outcomes are defined in terms of competencies (knowledge, abilities, skills, behaviour patterns, etc.) which the learners should master at the end of the learning process, to enable them to perform certain work tasks. It is worth noting that systems based on competency-based training [CBT] are in essence assessment and certification systems, rather than training systems. In general, CBT is not concerned about the modes and parameters of learning and teaching. Since CBT focuses on the results rather than on the process of learning and teaching, it offers teachers/instructors little assistance on HOW to achieve the specified results. However, the effectiveness and efficiency of training cannot be boosted simply by defining and examining the outcomes of learning very precisely, while leaving it to the learners and learning facilitators to determine where, how and when they achieve these outcomes. The approach and method applied in facilitating learning has a direct impact on the results of the learning process. Learnerships form the cornerstone of South Africa.

Published abstract reprinted by permission of the copyright owner.

Collections of papers presented under each theme are indexed from TD/TNC 81.453 to TD/TNC 81.457; selected papers from this theme are indexed from TD/TNC 81.468 to TD/TNC 81.479. Show less

The Institute for International Cooperation of the German Adult Education Association (IIZ/DVV) is working since 1969 on improving adult education in about 50 countries all over the world. The Institute’s main aim is poverty reduction by strengthening labour skills, knowledge acquisition and personality building with adult education and lifelong learning programs. These activities are closely linked with enforcement of democratic structures and building up civil societies. In this concept the human being is seen as a complex individual learning not only for work, but also for developing own personality and the personal environment of the whole society. The work of the IIZ/DVV, financed by the German Federal Ministry of Economic Cooperation and Development and the German Federal Ministry of Foreign Affairs, started in classic developing countries in Africa, South-America and Asia. Activities expanded also in East and Southeast European [SEE] countries following the fall of the iron wall. In Southeast Europe, the first project offices opened in Rumania, Macedonia and Bulgaria, a little bit later also in Albania. In the year 2000 the Adult Education Network in Southeast Europe (EBIS) with representatives and partners in 9 SEE-countries financed by the SEE-Stability-Pact was founded. There are many activities, regular meetings, common seminars, cross-border activities, exchanging experiences, breaking traditional walls between peoples, men and institutions. There is a broad field of different activities increasing employability by vocational education and training, promoting the socially disadvantaged and marginalized groups of the population, encouraging participatory teaching on active citizenship and creating and developing sustainable adult-education institutions. One of the most important and successful activities is promoting the lifelong-learning weeks movement in Southeast Europe. In the region, lifelong-learning weeks started in Slovenia in 1996, initiated by the Slovenian Institute for Adult Education (ACS), the Slovenian partner organisation of the IIZ/DVV. So, by initiative of the EBIS-Network, national delegations of the SEE-partner countries were invited to the Lifelong Learning Week in 2000 in Slovenia. The Slovenian Institute started the widening of this movement by organizing training meetings and supporting the neighbouring countries in preparing their national weeks.

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Collections of papers presented under each theme are indexed from TD/TNC 81.453 to TD/TNC 81.457; selected papers from this theme are indexed from TD/TNC 81.494 to TD/TNC 81.506. Show less

The contribution I would like to make concerns a project we aim to define that is concerned with fostering new understanding of the contribution of action-oriented, learning networks to regional sustainable development in various regions in Europe and the role of policy innovation at EU [European Union], the nation states and regions to those. Sustainable development is defined as competitive economic development which does not degrade the environment and enhances social capital in new employment opportunities, life-long learning, social inclusion and social cohesion. The role of VET [vocational education and training] in this will especially be highlighted. Learning networks as proposed are concerned with economy and good governance, representing partnerships between government, business, including SMEs [small and medium-sized enterprises], the research sector and civil society, including NGOs [non-government organisations]. The projects hypothesis is, first, that learning networks are a valuable approach to the dynamic, multi-dimensional challenges of sustainability. Second, networks can be ‘nurtured’ by policy, resources and direct action, and by an understanding of their beneficial operation in a framework of international cooperation. The project we aim to propose is first of all to be seen as a sophisticated action research project. Secondly, the project will in itself be a trans-national knowledge network, organised by key themes and in case study regions. The thematic sub-networks, led by partner research organisations, are: network concept, knowledge development, communication management, organisational learning and policy and governance. Furthermore, there will also be sub-networks in 6 case study regions. Each is to be led by a partnership of research organisation and regional government entity with associate partners from business and civil society. The aim of the project will be to pilot and monitor innovations in regional networking. The project’s main aim is to learn how to strengthen regional learning networks with local resources and the resources of a trans-national network. Regional experience of fostering innovation will be a key focus of transferable learning, to be disseminated across the EU. This methodology of partnership between governance and research organisations has proved a powerful learning model in previous research.

Published abstract reprinted by permission of the copyright owner.

Collections of papers presented under each theme are indexed from TD/TNC 81.453 to TD/TNC 81.457; selected papers from this theme are indexed from TD/TNC 81.458 to TD/TNC 81.467. Show less

Vocational Education Centre, operating under the direct jurisdiction of the Ministry of Education and Science, implements the national policy on vocational education and training, supports the functioning and development of vocational education and training system in Latvia. Objectives - To implement national policy on vocational education, training and further education in cooperation with national, municipal and private institutions, professional associations of employers and social partners in order to ensure that vocational education and training institutions are able to provide the labour market with competitive labour force. Aim - A developed national vocational education and training system that ensures the quality of vocational education and training: (1) Content in vocational education: Organises development of occupational standards; Organises the Expert groups for evaluation of occupational standards; Updates the national register of occupational standards; Assesses the compliance of curricula with occupational standards; Organises teachers’ in-service training courses and seminars; Organises professional skills competitions; Provides various consultations for education and training institutions; (2) Quality Assurance: Licensing of vocational education and training curricula; Accreditation of vocational education and training curricula; Accreditation of vocational education and training establishments; Accreditation of national examination centres; (3) Education and Training Quality Assurance: Develops methodology for national qualification examinations and procedure instructions; Monitors the development of the tests for national qualification examinations; Organises the process of national qualification examinations; Approves the tests of national qualification examinations; Authorises the Examination Boards.

Published abstract reprinted by permission of the copyright owner.

Collections of papers presented under each theme are indexed from TD/TNC 81.453 to TD/TNC 81.457; selected papers from this theme are indexed from TD/TNC 81.458 to TD/TNC 81.467. Show less

Training in the field of welding has a significant speciality because of the worldwide harmonised system since the year 2000. In the years before, we had to deal with the European Welding Federation (EWF), the American Welding Society (AWS) the International Institute of Welding (IIW), the Japanese Welding Society (JWS) and some other national or regional societies if we are talking about training, education, certification and authorisation in the field of welding. These particular societies had their own rules and regulations for qualification and certification of personnel and training institutions. Officially there is a harmonised system for qualification and certification round the world since April 2000 but it will take time to implement it for all regions and branches like oil and gas industry. For holders of ‘old’ diploma, there is a transition period to update it by participating and successfully passing the final exam of a transition course. Certificates of personnel and institutions are valid for a maximum 5 years so the renewals have to be done in accordance with the rules and regulations given by the harmonised system and issued by the International Authorisation Board (IAB). The International Authorisation Board is the only one in the world for qualification and certification in the field of welding - result of the merger of EWF and AWS after 15 years of negotiations. Under this umbrella of 36 member countries, the Authorised National Bodies (ANB) are acting in the particular countries and the Approved Training Bodies (ATB) are acting as training establishments in several regions of a country under supervision of an ANB. This structure makes it possible to show up with a certificate or diploma anywhere round the world and the qualification level of a respective person will be clear. Because of that, the entrance requirements, the guidelines of theoretical education and practical training as well as certification of individuals, auditing of training establishments and institutions have to be very clear and strict in use.

Published abstract reprinted by permission of the copyright owner.

Collections of papers presented under each theme are indexed from TD/TNC 81.453 to TD/TNC 81.457; selected papers from this topic are indexed at TD/TNC 81.507 and TD/TNC 81.508. Show less

RMIT [Royal Melbourne Institute of Technology] University is a dual sector institution with a long involvement in vocational education and training [VET]. The delivery and assessment of programs in the VET sector of RMIT is now being conducted by a substantial number of sessional teachers and those employed as full time equivalent teachers (FTE). People Services data, collated in August 2003, indicated that there were 414 full time and 153 FTE teaching staff while a further 692 staff members worked as sessional teachers at this time. While there are a variety of practical reasons for the employment of part-time and sessional staff in any registered training organization, these teacher employment figures raise questions around how the University is able to ensure continuity in teaching practice and assessment, maintain program quality both in content and delivery, audit compliance and the provision of appropriate professional development for all of its teaching practitioners to ensure a professional and sustainable teacher workforce. The employment of such a large sessional and FTE teacher workforce also highlights potential difficulties across a range of day-to-day administrative issues usually carried out by teachers such as program planning, timetabling, collation of course results and the effective dissemination of National, State and organisational information. At a broader organisational level, casualisation raises issues of ‘belonging’ to the University, a key factor in team building and the development of strong staff morale. This paper will explore the experiences of sessional and FTE teachers within this organization, the acculturation of staff, their access to professional development opportunities and the overall impact on the quality of programs being delivered to students.

Published abstract reprinted by permission of the copyright owner.

Collections of papers presented under each theme are indexed from TD/TNC 81.453 to TD/TNC 81.457; selected papers from this theme are indexed from TD/TNC 81.480 to TD/TNC 81.493. Show less

This article introduces how Korean government has driven the innovation of IT [information technology] human resource education and development framework. The concept of ‘SCM (Supply Chain Management)’ has been applied to IT HRD [human resource development] policy in Korea. Korea is facing serious problems such as mismatches in supply and demand of IT workers, shortage of IT globally competitive professionals, and lack of industrial recall education. Among them, Korea is focusing on training of demand-driven IT workers as a major project by applying SCM model to real education field. The basic concept of SCM is a managerial technique to optimise the supply network by providing the standardized IT human resource (IT manpower reflected industry’s needs) with industry at right time. To adapt to technological changes and the industry demand, Korean government have reformed curriculum, reinforced cooperative relations between education institution and industry, and expanded ‘teach the teachers program’. Moreover, education and industry collaboration system was settled down as a matching system such as demand collaboration, design collaboration, supply collaboration, and capacity collaboration. This analysis is also expected to give valuable implications not only to Korean policy-makers but also to other countries making an effort to enhance demand-driven human resource development.

Published abstract reprinted by permission of the copyright owner.

Collections of papers presented under each theme are indexed from TD/TNC 81.453 to TD/TNC 81.457; selected papers from this theme are indexed from TD/TNC 81.480 to TD/TNC 81.493. Show less

Salford Innovation Park is committed to the support of innovative methods of teaching and learning within and outside programmes of formal education, as well as supporting creative and ‘non-creative’ occupations through the use of creativity techniques. Within this strategy, the methods adopted support lifelong learning and social inclusion by developing new skills and employment aspirations. A pilot event was run as part of the Salford Film Festival by Salford Innovation Park and Turnz Theatre Group. It has resulted in a commitment to combine theatre and film techniques with the development of the skills necessary for the envisaged knowledge economy. The ‘Talking Movies’ seminar and workshop held on 19th and 20th October 2003 was a learning event aimed at SMEs [small and medium-sized enterprises] in the Salford area as part of the regeneration of the city through the use of the creative industries. The workshop concentrated on new basic (or transversal) skills such as group learning and team building, confidence and aspiration development and key skills such as working with others and communication. The workshop was attended by solicitors, health service managers and complementary health providers. However, the techniques could be used with any group from any business sector and in schools, colleges and universities. They can form the basis of innovative training and can be used in any lifelong learning setting and situation. The project described had the simple aim of improving the communication, presentation and confidence skills of the trainees through the use of creative techniques. All participants expressed complete satisfaction with the outcomes. The Salford Innovation Park team intend to use theatre techniques and creative thinking methodologies to produce a powerful enterprise training package for users from a range of backgrounds. Currently the methods are being used with level 4/5 students at the University of Salford, and in the future with level 3 trainees of Afro-Caribbean origin at the Cariocca Education Trust, Manchester and with employees from local SMEs. The methods used are extremely powerful in terms of individual awareness raising and improving business performance. For this reason, a longitudinal evaluation strategy of participants is to be employed.

Published abstract reprinted by permission of the copyright owner.

Collections of papers presented under each theme are indexed from TD/TNC 81.453 to TD/TNC 81.457; selected papers from this theme are indexed from TD/TNC 81.494 to TD/TNC 81.506. Show less

(1) Background: This section will discuss the population characteristics of Botswana in terms of 2001 Census statistics, geographic distribution, urban mobility, [and] growth rates. It will further discuss the country’s employment statistics mainly focusing on skilled labour vs unskilled labour, self-employed vs employed, latest unemployment rates (graduates roaming the streets). (2) The vocational training system in Botswana: A brief background of the Botswana Training Authority (BOTA) will open this section. The recently reformed vocational training system of Botswana will then be discussed covering its: intentions, and characteristics (components) - e.g. structure, quality assurance issues, regulations, guidance and support by BOTA, recognition of prior learning, current competences and work-based learning and assessment. (3) Towards reduction in unemployment rates: A discussion of how the vocational training system is seen as contributing towards the reduction of unemployment rates will be made here. Focus will be on, among others: not only skilled, but also quality workforce - therefore marketable development of a ‘complete’ person through addition of generic skills to vocational skills - therefore a vocationally self-sufficient person who can confidently venture into self-employment; promotion of the improved system - thus making it attractive enough to compete favourably with the academic education; and reduced dependency on foreign expertise. (4) Conclusion and recommendations: Main issues discussed in sections above will be summarised here and recommendations made as necessary.

Published abstract reprinted by permission of the copyright owner.

Collections of papers presented under each theme are indexed from TD/TNC 81.453 to TD/TNC 81.457; selected papers from this theme are indexed from TD/TNC 81.468 to TD/TNC 81.479. Show less