DOCSLIB.ORG

Building Knowledge on International Cooperation in VET

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Building Knowledge on International Cooperation in VET Building knowledge on international cooperation in VET Annexes to the Final report Written by Stephanie Oberheidt, Laura Eid, Daniela Ulicna, Hanne Shapiro and Karin Luomi-Messerer February 2015 EUROPEAN COMMISSION Directorate-General for Directorate General for Employment, Social Affairs and Inclusion Directorate EMPL Unit C5, Vocational training and adult education E-mail: [email protected] European Commission B-1049 Brussels EUROPEAN COMMISSION Building knowledge on international cooperation in VET Annexes to the Final report Directorate-General for Employment, Social Affairs and Inclusion (DG EMPL) February 2015 Europe Direct is a service to help you find answers to your questions about the European Union. Freephone number (*): 00 800 6 7 8 9 10 11 (*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). LEGAL NOTICE This document has been prepared for the European Commission however it reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. More information on the European Union is available on the Internet (http://www.europa.eu). Luxembourg: Publications Office of the European Union, 2015 ISBN 978-92-79-47787-4 doi 10.2767/481536 © European Union, 2015 Reproduction is authorised provided the source is acknowledged. Building knowledge on international cooperation in VET Table of Contents ANNEXES ........................................................................................................ 6 Foreword ........................................................................................................ 6 Country sheets ............................................................................................... 7 1 Country sheet: Austria.................................................................................. 8 2 Country sheet: Australia .............................................................................. 19 3 Country sheet: Belgium (BEfr) ...................................................................... 36 4 Country sheet: Belgium (BEnl) ..................................................................... 40 5 Country sheet: Bulgaria ............................................................................... 43 6 Country sheet: Switzerland .......................................................................... 46 7 Country sheet: Czech Republic ..................................................................... 58 8 Country sheet: Cyprus ................................................................................. 63 9 Country sheet: Germany .............................................................................. 66 10 Country sheet: Denmark ............................................................................. 86 11 Country sheet: Estonia ................................................................................ 94 12 Country sheet: Greece ................................................................................ 99 13 Country sheet: Spain ................................................................................ 103 14 Country sheet: Finland .............................................................................. 108 15 Country sheet: France ............................................................................... 114 16 Country sheet: Croatia .............................................................................. 128 17 Country sheet: Hungary ............................................................................ 130 18 Country sheet: Ireland .............................................................................. 133 19 Country sheet: Iceland .............................................................................. 137 20 Country sheet: Italy .................................................................................. 139 21 Country sheet: Latvia ................................................................................ 146 22 Country sheet: Lithuania ........................................................................... 150 23 Country sheet: Luxembourg ....................................................................... 153 24 Country sheet: Malta ................................................................................ 156 25 Country sheet: The Netherlands ................................................................. 160 26 Country sheet: Norway ............................................................................. 168 27 Country sheet: Poland ............................................................................... 174 28 Country sheet: Portugal ............................................................................ 178 29 Country sheet: Romania ............................................................................ 183 30 Country sheet: Sweden ............................................................................. 187 31 Country sheet: Slovenia ............................................................................ 193 32 Country sheet: Slovakia ............................................................................ 195 33 Country sheet: United Kingdom .................................................................. 201 International organisations/forum sheets .................................................. 211 1 ASEM (Asia-Europe Meeting) ...................................................................... 212 2 ILO – International Labour Organization ...................................................... 220 3 OECD - Organisation for Economic Co-operation and Development .................. 234 4 UNESCO - United Nations Educational, Scientific and Cultural Organization ...... 244 5 World Bank .............................................................................................. 254 Case studies ................................................................................................ 266 1 Austria: MODUL tourism school ................................................................... 267 2 France: Technical teachers without borders programme ................................. 277 3 Germany: German-Thai Dual Excellence Education programme (GTdee) .......... 289 4 Germany: GOVET...................................................................................... 300 5 Denmark: Public support to US-DK partnership on VET .................................. 309 6 Switzerland: AFS exchange year for apprentices ........................................... 315 7 United Kingdom: International Skills Partnerships ......................................... 323 Overview table: third countries which receive most attention in the frame of the international cooperation in VET, as per the mapping exercise conducted .................................................................................................... 335 Overview table: key target sectors and country of cooperation ................... 338 5 Building knowledge on international cooperation in VET ANNEXES Foreword This document sets out the Annexes to the final report on ‘Building knowledge on international cooperation in VET’ produced for the European Commission by ICF Consulting Services Ltd jointly with DTI (Danish Technological Institute), 3s and Technopolis. It brings together: Country sheets: covering 32 countries (all EU 28 Member States, three EFTA countries (Iceland, Norway and Switzerland) and Australia) International organisation sheets: covering 5 international organisations/for a (ILO, UNESCO, World Bank, OECD and ASEM) Case studies: exploring 7 practice examples spread over 6 EU/EFTA Member States. Third countries which receive most attention in the frame of the international cooperation in VET, as per the mapping exercise conducted: overview table Key target sectors and country of cooperation: overview table for most active EU/EFTA countries and Australia in international cooperation in VET These outputs reports were produced by the study team based on desk research and interviews. They were used to feed into the analysis which is supplied in the main study report. Their content was verified by interviewees on a voluntary basis. 6 Building knowledge on international cooperation in VET Country sheets 7 Building knowledge on international cooperation in VET 1 Country sheet: Austria Summary box: Key trends and data Strategy or framework for action in place: No Key targeted countries: Eastern and South European Countries, neighbouring countries Key types of cooperation: Development of VET system Types of VET commonly associated: school based VET and apprenticeship Key targeted sectors: Automotive Technology, Business, Civil Technology, etc. Scale of public/private initiatives: not available Data on budget: not available Data on mobility programmes: not available Data on beneficiaries (e.g. number of VET students): not available VET in the country (i.e. as covered in the fiche) Upper secondary level: Lehrlingsausbildung (Berufsschule und betriebliche Ausbildung / duales System) (part-time vocational school and company-based training – apprenticeship training / dual system), Berufsbildende Höhere Schule (BHS) (upper level secondary technical and vocational colleges), Berufsbildende Mittlere Schule (BMS) (secondary technical and vocational schools medium level) 1.1 Strategy / framework for action, incl. drivers Austria has no overall strategy for international VET cooperation.
Load more

Recommended publications
  • SUB-THEME 1 Implementing Education and Lifelong Learning For
    Revitalizing Education Towards the 2030 Global Agenda and Africa’s Agenda 2063 SUB-THEME 1 Implementing Education and Lifelong Learning for Sustainable Development Synthesis Paper Abdou Diouf International Conference Center (CICAD) 14th - 17th March 2017 – Diamniadio (Dakar), Senegal Synthesis Paper By Daphne NAWA-CHIMUKA Thematic Coordinator This document was prepared by the Association for the Development of Education in Africa (ADEA) for its 2017 Triennale meeting in Dakar, Senegal. ACKNOWLEDGEMENTS This paper is the product of a synthesis of the outcome of regional forum discussions, online consultations and a review of analytical papers and presentations. It has, therefore, benefited from a rich and diverse repository of knowledge, experience and practices. My special appreciation goes to the contributors – governments, the academia, private sector, development cooperation partners, and the many individuals, all of whom I cannot mention here but whose valuable input has greatly contributed to the synthesis. My deep appreciation also goes to Professor Victor OWHOTU for providing support and guidance in terms of reviewing and assuring quality in the preparation of the paper. SYNTHESIS PAPER ON SUB-THEME 1 TABLE OF CONTENTS ABREVIATIONS AND ACRONYMS ........................................................................................ ii 1.0. INTRODUCTION AND BACKGROUND ............................................................................ 1 2.0. OVERVIEW: LEVEL OF INTEREST OF CONTRIBUTIONS TO ADEA TRIENNALE SUB- THEME 1 ......................................................................................................................
    [Show full text]
  • 6 Appendix 1
    6 Appendix 1 Rationale for and Background to the Development of Guidance Notes on Safer School Construction Safer School Construction: The Issue In January 2009, the Center for Research on Epidemiology of Disasters (CRED) high- lighted a spike in the number of people killed in natural disasters: the 2008 death toll of 235,816 was more than three times the annual average of the previous eight years. Moreover, it noted that the biggest losses, from Cyclone Nargis and the Sichuan tremors, could have been substantially reduced had schools been built more earthquake-resilient. The death of children and adults in these schools causes irreplaceable loss to families, communities and countries and life-long injury to millions of children around the world. Moreover, disasters continually destroy or damage school infrastructure, which is a great economic loss for a country; the cost of reconstruction can be a substantial burden on the economy. In addition to providing a space for children’s learning, schools often serve as centers for community activities and constitute social infrastructure that is key in the fight against poverty, illiteracy and a disease free world. The Education for All and Millennium Development Goals cannot be achieved without the construction of safer and more disas- ter resilient education facilities. Safer School Construction Guidance Notes: The Vision The institutionalization of guiding principles for the construction of more disaster resilient schools has been identified by governments, international organizations, and school com- munities as a critical need for reducing, and ideally preventing, the devastation caused by natural disasters, illustrated most recently in China, Haiti, and Pakistan.
    [Show full text]
  • Cisco Sub-Saharan Africa Initiative
    Cisco Sub-Saharan Africa Initiative Partners z Cisco Foundation z Habitat for Humanity z Inveneo z Teachers Without Borders z One Global Economy Clinton Global Initiative 1 Cisco Sub-Saharan Africa Initiative Mission z To address issues of poverty alleviation in five Sub-Saharan African countries and assist communities and individuals in joining the global market place. Principle Themes z Affordable Housing. z Community Connectivity Points. z Online Content & Tools. z Hands-on Training. Capacity building of NGOs a key prerequisite for sustainability. Clinton Global Initiative 2 Cisco Sub-Saharan Africa Initiative Criteria for Success z Sustainability. z Replicability. z Cost Effectiveness. Potential Issues to Address z Livelihood & Income-Generation. z Health & Disease Management. z Education & Teacher Training. z Citizenship & Women’s Rights. z Youth Programming. Clinton Global Initiative 3 One Global Economy: About Us One Global Economy z An international nonprofit organization with a mission to create a sustainable, information-based eco-system that expands the opportunities for individuals and communities to join the economic mainstream. Methodology z Vital information and tools online. z A strong focus on the individual. z A thorough ‘issue identification’ participatory process with communities and other stakeholders. z Value-added to social and private-sector entrepreneurs. Clinton Global Initiative 4 One Global Economy: Our Approach Community Development Solutions Consultation with local stakeholders allows us to z Identify major issues facing the community z Develop consensus around OGE’s methodology z Build capacity for local individuals and NGOs Applicable On-line Content z Community portals provide low-income individuals with tools and information on a wide variety of topics: 1.
    [Show full text]
  • Submission ID Submission Title 181781 Effecting Pedagogical Change Through a School-Based Community of Practice 182044 Socially
    Submission ID Submission Title 181781 Effecting Pedagogical Change Through a School-based Community of Practice 182044 Socially Responsible Language Teaching: The Triple Bottom Line in EAP 182242 Bridging a Graduation Pathway: Evaluating Foreign Transcripts 182916 Structuring Elementary School English Teachers’ Professional Dialogue Through Protocols 182920 Critical Pedagogies in ELT: Classroom Applications and Lessons 183159 Writing with Scaffolds: Using Paragraph Frames 183240 Empowering Readers (& Teachers) with Idea-Based Reading Skills 183325 Questioning, Analyzing, and Synthesizing: Teaching Students to Think Critically 183416 Reducing International Graduate Students’ Language Anxiety Through Oral Pronunciation Corrections 183429 Corrective Feedback Loops: Modeling L2 Practice and Oral English Learning 183438 Expanding Linguistic Repertoires Through Play with Voices 183835 EFFECTS of a SOCIOCOGNITIVE-TRANSFORMATIVE APPROACH on CAF in LEARNERS’ ESSAYS 183839 Phonemic Awareness and Literacy: Using Phonics with Adult ELLs 184611 English Learning Motivation of Mainland Chinese Students in Hong Kong 184735 Conflict Resolution and ELT: Win-Win Approaches for All 185224 Transforming a Traditional Language Lab to a Virtual Learning Center 185351 Issues and Challenges of Students with Interrupted Education 186089 Response to Student Writing as a Relationship-Building Activity 186250 Developing Online Writing Courses That Support Active, Project-Based Learning 186334 Using Blogger and Vocaroo to Facilitate Interaction Outside of Class 186374
    [Show full text]
  • Peace Education from the Grassroots
    EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 10/1/2020 12:39 PM via MCGILL UNIV AN: 607697 ; Ian Harris.; Peace Education From the Grassroots Copyright 2013. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law. Account: s1226075 Peace Education from the Grassroots A volume in Peace Education Ian Harris, Edward J. Brantmeier, and Jing Lin, Series Editors EBSCOhost - printed on 10/1/2020 12:39 PM via MCGILL UNIV. All use subject to https://www.ebsco.com/terms-of-use Peace Education Ian Harris, Edward J. Brantmeier, and Jing Lin, Series Editors More Than a Curriculum: Education for Peace and Development (2013) By Johan Galtung and S. P. Udayakumar Building a Peaceful Society: Creative Integration of Peace Education (2011) By Laura Finley Think, Care, Act: Teaching for a Peaceful Future (2011) By Susan Gelber Cannon Books, Not Bombs: Teaching Peace Since the Dawn of the Republic (2010) By Charles Howlett, and Ian Harris Spirituality, Religion, and Peace Education (2010) Edited by Edward J. Brantmeier, Jing Lin, and John P. Miller Encyclopedia of Peace Education (2008) Edited by Monisha Bajaj For the People: A Documentary History of the Struggle for Peace and Justice in the United States (2008) By Charles Howlett and Robbie Lieberman Peace Education: Exploring Ethical and Philosophical Foundations (2008) By James Page Transforming Education for Peace (2008) Edited by Jing Lin, Edward J. Brantmeier, and Christa Bruhn Educating Toward a Culture of Peace (2006) By Yaacov Iram EBSCOhost - printed on 10/1/2020 12:39 PM via MCGILL UNIV.
    [Show full text]
  • The Rwanda Education Commons
    THE RWANDA EDUCATION COMMONS ANNUAL WORK PLAN FOR OCTOBER 2009 – SEPTEMBER 2010 Submitted by the Global Learning Portal Leader with Associate Cooperative Agreement No. RLA-A-00-08-00051-00 Project duration: September 30, 2008 to September 29, 2012 TABLE OF CONTENTS LIST OF ABBREVIATIONS 3 A. OVERVIEW 4 B. OVERALL GOALS AND OBJECTIVES 4 C. REC ACTIVITY AREAS 5 D. REC ACHIEVEMENTS THROUGH SEPTEMBER 2009 6 E. OVERVIEW OF YEAR TWO 9 F. REVISED MANAGEMENT PLAN 10 G. PLANNED ACTIVITIES 10 H. COMMUNICATIONS STRATEGY 13 I. MONITORING AND EVALUATION 13 APPENDIX I: MONITORING AND EVALUATION FRAMEWORK 15 APPENDIX II: MONITORING AND EVALUATION LONGITUDINAL INFORMATION 17 APPENDIX III: GANTT CHART OF REC ACTIVITIES 19 SECOND YEAR IMPLEMENTATION PLAN 2 LIST OF ABBREVIATIONS AEC Africa Education Commons AED Academy for Educational Development COL Commonwealth of Learning DFID UK Department for International Development ESWG Education Stakeholders Working Group EUN European Schoolnet EYC Elimu Yetu Coalition GEA Global Education Alliance GeSCI Global eSchools Initiative GLP Global Learning Portal GoR Government of Rwanda ICT Information and communication technology IYF International Youth Foundation KIE Kigali Institute of Education MINEDUC [Rwanda] Ministry of Education MOU Memorandum of Understanding MTN Mobile Telephone Networks NCDC National Curriculum Development Center NGO Non-profit organization OLE Open Learning Exchange OLPC One Laptop per Child ORINFOR Office Rwandais d’Information RDB Rwanda Development Board RDG Rwanda Development Gateway
    [Show full text]
  • Achieving Universal Primary Education by 2015
    FHSMUN 35 UNITED NATIONS CHILDREN’S FUND ACHIEVING UNIVERSAL PRIMARY EDUCATION BY 2015 Author: Brian D. Sutliff Abstract: Education remains one of the primary responsibilities of most states and certainly for families and communities. When the member states of the UN articulated the Millennium Development Goals (MDGs), they established universal primary education by 2015 as the second of those 8 Millennium Development Goals (MDGs). As 2015 approaches, governments, non-governmental organizations (NGOs), families, teachers, and students must critically evaluate their individual and collective progress towards achieving universal primary education by 2015. Introduction One of the most fundamental obligations of any community is to educate its children. When that community is the international community at large, the obligations are clearly codified in the second of the Millennium Development Goals (MDGs): achieve universal primary education by 2015. For the world to truly leave no child behind, its citizens, leaders, and institutions must jointly acknowledge the necessity of eliminating existing barriers to education, especially for girls. As the delegates of the United Nations Children’s Fund (UNICEF) discuss and debate the best ways to achieve universal primary education no later than 2015, they will need to frame their resolutions in the context of a synergistic multistakeholder dialogue amongst national governments, international organizations, non-governmental organizations (NGOs), civil society representatives, parents, teachers, and students. Scale of the Problem Considerable progress has been made in recent years, particularly between 1999- 2004, in terms of bringing millions of new students into classrooms but according to United Nations statistics, 61 million primary education age1 children were still not enrolled in school in 20102.
    [Show full text]
  • Peace Education Program
    Peace Education Program A professional development course for educators - 2 – Teachers Without Borders | Peace Education Program Table of Contents Introduction ............................................................................................................................. 4 Unit 1: Peace Education Theory .............................................................................................. 20 1. History .................................................................................................................................... 22 2. Definitions .............................................................................................................................. 26 3. Key Thinkers ........................................................................................................................... 31 4. Core Concepts ........................................................................................................................ 48 Unit 2: Scope of Peace Education ........................................................................................... 74 1. Education for Peace ............................................................................................................... 75 2. Critical Peace Education ......................................................................................................... 79 3. Disarmament Education ......................................................................................................... 90 4. Human RiGhts Education .......................................................................................................
    [Show full text]
  • FHSMUN 42 Conference Statement • • •
    0 FHSMUN 42 Conference Statement • • • Florida’s flagship high school Model United Nations conference returns for its 42nd year. This conference is perfect for students interested in international affairs, economics, human rights, and political science. Whether you or your delegates are new to Model UN, or have been participating for years, FHSMUN 42 is the conference for you. Contents A Note of Thanks.................................................................................................................................. 2 • • • ....................................................................................................................................................... 2 About Us ........................................................................................................................................... 2 Letter from the Chairman of the Board, Asvin Srinivasan ................................................................. 3 Letter from the Secretary-General, Merin Thomas ........................................................................... 4 FHSMUN’s Board of Directors .............................................................................................................. 6 Staff Member Listing ............................................................................................................................ 9 Participating Schools ......................................................................................................................... 10 Committees and Topics ...................................................................................................................
    [Show full text]
  • Peace Education in Kenya: Tracing Discourse and Action from the National to the Local Level Kathleen Louise Zanoni University of San Francisco, [email protected]
    The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects Spring 2018 Peace Education in Kenya: Tracing Discourse and Action from the National to the Local Level Kathleen louise Zanoni University of San Francisco, [email protected] Follow this and additional works at: https://repository.usfca.edu/diss Part of the Education Commons, Peace and Conflict Studies Commons, and the Women's Studies Commons Recommended Citation Zanoni, Kathleen louise, "Peace Education in Kenya: Tracing Discourse and Action from the National to the Local Level" (2018). Doctoral Dissertations. 423. https://repository.usfca.edu/diss/423 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The University of San Francisco PEACE EDUCATION IN KENYA: TRACING DISCOURSE AND ACTION FROM THE NATIONAL TO THE LOCAL LEVEL A Dissertation Presented to The Faculty of the School of Education International and Multicultural Education Department In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Kathleen Louise Zanoni San Francisco May 2018 THE UNIVERSITY OF SAN FRANCISCO PEACE EDUCATION IN KENYA: TRACING DISCOURSE AND ACTION FROM THE NATIONAL TO THE LOCAL LEVEL ABSTRACT Recent Presidential elections in Kenya (2017) resulted in a contested re-run election and demonstrated the presence of systemic corruption, a culture of impunity, and a continued rift among civil society.
    [Show full text]
  • Issue #87 September 2011 Powered by Translate
    Search Select Language Issue #87 September 2011 Powered by Translate Recommend Share 48 people recommend this. Be the first of your friends. News & Highlights Peace Education in the Formulating a Deep Educational Response to Tragedy: Field Reflections on the Eve of 9­11 Action Alerts Tony Jenkins Director of Education, National Peace Academy Events & Conferences Educational Programs The 10th anniversary of Publications & Research the September 11th terrorist Jobs & Funding attacks invites Opportunities solemn reflection on Quick Links the lives lost, GCPE Website the presumed Subscribe path of justice Archives pursued for Contribute to the most of a Newsletter decade, and the lessons that Make a tax­deductible remain to be contribution to the Global learned. These Campaign (coming soon) reflections are almost always with me as my life as a professional peace educator has coincidentally intersected with 9­ 11. Just a few weeks before the tragic event I had accepted a new position as the Coordinator of the Peace Education Center at Teachers College, Columbia University and I began working at the Center in the days that followed. My first experience on the job consisted of fielding calls from teachers, principals and activists, asking how peace education could “fix” or “respond” to the tragedy. My reflections, 10 years later, return to the role education can play in responding to 9­11 and other violent tragedies. Following the shooting rampage at Virginia Tech I was asked similar questions when I was invited, amongst others, to author an educational response to that particular episode of violence for the Harvard Educational Review. I called for both a quick and deep response: a quick response to catalyze the social healing process and a deep response to get to the underlying social issues that made such a tragedy possible.
    [Show full text]
  • Worldwide Perspectives on the Educated Teen for the 21St Century
    DOCUMENT RESUME ED 454 177 SP 040 051 AUTHOR Mednick, Fred TITLE Worldwide Perspectives on the Educated Teen for the 21st Century. PUB DATE 1999-12-00 NOTE 54p.; A research synthesis of a doctoral dissertation and concept paper underlying the formation of Teachers without Borders. PUB TYPE Reports Research (143) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Adolescents; Cultural Awareness; *Cultural Pluralism; Educational Change; Educational Technology; Moral Values; Secondary Education; Student Attitudes; Thinking Skills IDENTIFIERS Transformational Leadership ABSTRACT This study examined abilities and conditions necessary to educate teens for the 21st century, surveying teachers worldwide on: characteristics necessary to meet 21st century challenges; opportunities and challenges to realizing those characteristics; beliefs about teaching practice and curriculum design; visions of an educated teen; and beliefs about learning communities serving teens. The study also examined related literature, global reports, and proceedings from two conferences developed around the survey. Teachers believe students need a broad liberal arts education combined with specialized skills, real-world learning experiences, habits of mind, and habits of the heart. They recommend new forms of pedagogy emphasizing interpersonal relationships, improved teacher training, and enhanced multiculturalism. They believe that educated teens need involvement in communities, teachers need training in new developments in pedagogy and learning, and schools must create learning environments for all students. Conference participants have similar beliefs about appropriately educated teens. Educators emphasize the need for whole-systems change in education, which requires access to information and worldwide teacher collegiality. They feel that durable reform must reside and thrive in indigenous culture and community yet allow for access to worldwide best practices, and that transformational leadership is a necessary catalyst for educational reform.
    [Show full text]