Brotherhood of St Laurence

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2010 update of the European inventory on validation of non-formal and informal learning - final report /

by Hawley, Jo | European Centre for the Development of Vocational Training | Souto Otero, Manuel | Duchemin, Claire.

Publisher: Thessaloniki, Greece European Centre for the Development of Vocational Training 2011Description: PDF.Online Access: Electronic copy Notes: Bibliography pp. 37-38Summary: The European Inventory provides a unique record on how validation is already being used at national, regional and local level to address issues relating to lifelong learning, employment and social exclusion. This is particularly important in the context of the current economic crisis, which has accelerated the importance of validation drivers identified in the 2007 Inventory, such as the need for effective re-deployment of the adult population into employment. A number of countries have recognised the role validation has to play in addressing skills shortages and in supporting those facing redundancy to identify and pursue an alternative career pathway. Other initiatives recognise the role of validation in combating social exclusion, by empowering 'the low qualified' and other disadvantaged groups to identify and understand their own competences and potential.Availability: (1)

Exploring leadership in vocational education and training /

by European Centre for the Development of Vocational Training.

Publisher: Luxembourg Publications Office of the European Union 2011Description: PDF.Other title: European Centre for the Development of Vocational Training..Online Access: Electronic copy Notes: Cat. No: TI-BA-11-003-EN-N doi:10.2801/36572 Includes bibliographical referencesSummary: European policy on vocational education and training (VET) makes a strong link between the quality of education and the quality of teachers and trainers. Teaching staff are important stakeholders in implementing current VET reforms, and their training and professional development are crucial elements in ensuring quality. However, this working paper argues that the role of those managing and leading VET institutions must be more widely acknowledged and that the research base and policy initiatives specifically related to such staff ought to be strengthened. There is increasing evidence of the importance of leadership in education, though VET leaders have, so far, received only marginal attention. Leaders are crucial in implementing reforms and policy initiatives; they also serve as catalysts for change. The close links between VET and the labour market create specific opportunities for leadership but this has not yet been subjected to European research. This working paper presents some initial findings on leadership in VET in Europe. Cedefop's main objective for this paper is to raise awareness of VET leadership, introducing the topic and escorting it onto the European policy agenda. As the scope and depth of this paper is limited, it should be seen as an initial contribution to discussing leadership in VET.Availability: (1)

Labor productivity and vocational training : evidence from Europe /

by Sala,Hector | Institute for the Study of Labor | Silva, Jos I.

Publisher: Bonn, Germany Institute for the Study of Labor 2011Description: PDF.Other title: Institute for the Study of Labor (IZA). Discussion paper ;.Online Access: Electronic copy Notes: November 2011 Bibliography : p. 19-20Summary: In this paper we show that vocational training is an important determinant of productivity growth. We construct a multi-country, multi-sectoral dataset, and quantify empirically to what extent vocational training has contributed to increase the growth rate of labour productivity in Europe between 1999 and 2005. We find that one extra hour of training per employee accelerates the rate of productivity growth by around 0.55 percentage points.Availability: (1)

Lifelong learning : citizens' views /

by European Centre for the Development of Vocational Training.

Publisher: Luxembourg Publications Office of the European Union 2003Description: PDF.Online Access: Electronic copy Summary: We have come a long way since the European Year of Lifelong Learning in 1996. By 2010, the European Union wants to become the most competitive and dynamic knowledge-based economic area in the world. Making lifelong learning a reality for all citizens is at the driving edge of the strategy to meet this goal and is the guiding principle for education and training policy at European level. To provide up-to-date information, the European Commission and Cedefop now present the results of a specially designed Eurobarometer (1), which directly asks citizens what they think about lifelong learning, including their participation in, experiences of and motivations for learning. Eurobarometer opinion polls complement large-scale surveys on education, training and employment issues. They take rapid snapshots of the overall picture and are well suited to gauge people's 'views of the moment'. This brochure includes the initial highlights of the survey findings and includes a brief country profile of Greece, the EU Presidency country at the time of publication. Later, Cedefop will publish a full analysis, enriched with comparable data from national surveys and qualitative studies on lifelong learning.Availability: (1)

Equity in and through education and training : indicators and priorities /

by Munich, Daniel | European Expert Network on Economics of Education | Plug, Erik | Psacharopoulous, George | Schlotter, Martin.

Publisher: Munich, Germany European Expert Network on Economics of Education (EENEE) 2012Description: PDF.Online Access: Electronic copy Notes: EENEE Analytical Report No. 12 Prepared for the European Commission February 2012. Includes Bibliography and appendices.Summary: "This analytical report is written in the context of the 2010 European Year for Combating Poverty and Social Exclusion. In May 2009, Member States agreed on a strategic framework for European cooperation in Education and Training (E&T) up to 2020 (European Commission 2009a). Equity is one of the four objectives of this framework. Under this heading, the Member States identified priority areas of work on early leavers from E&T, preprimary education, migrants and learners with special needs. This analytical report takes a fresh look at the subject with focus on how issues of equity and social inclusion are addressed in the economics of education. After attempting to clarify conceptual issues the paper presents several sub-dimensions that might be relevant with regard to equity and social cohesion in E&T" [including inequality due to gender, immigration, and sexual orientation]Availability: (1)

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