Towards a National Continuing Education and Training System

2016 ◽  
pp. 267-285
Author(s):  
Sarojni Choy ◽  
Raymond Smith
Keyword(s):  
Continuing Education ◽  
Education And Training ◽  
Training System ◽  
And Training

scholarly journals Continuing Education in Italy: A Case Study

2018 ◽  
Vol 7 (5) ◽  
pp. 29
Author(s):  
Sha Ha
Keyword(s):  
Adult Education ◽  
Continuing Education ◽  
Education System ◽  
Tertiary Education ◽  
Education And Training ◽  
Training System ◽  
Upper Secondary Education ◽  
Education Courses ◽  
And Training ◽  
The Eu

According to the ‘International Standard Classification of Education’ (ISCED), ‘Continuing Education’ is composed of the ‘Continuing Primary and Lower Secondary Adult Education’ (ISCED1, ISCED2), followed by the ‘Adult Education and Training’ System (ISCED3), including an ‘Upper Secondary Education System’ (ISCED4 and finally, the ‘Tertiary Education’ (ISCED5, ISCED6 and above). In 2016 the percent of ‘early leavers’ from education and training amounted in Italy to 13.8%, while the EU average amounted to 10.7%. In the same period the attendance to ISCED1-ISCED3 Adult Education Courses (age 25-64) amounted to 8.3%, while the EU average amounted to 10.8%. As for ‘Tertiary Education’, the percent attainment of a university degree amounted to 29.5% among Italians and to 13.4% among foreigners residing in Italy, while the EU averages amounted to 39.9% and 35.4% respectively. According to the Author, the relatively higher percent of early leavers from education and training in Italy and the relatively low attendance to ‘Continuing Education’ programs is due to the low employment rate in the Country, particularly significant in the age range 20-34, as a consequence of the severe economic crisis which hit the country in 2008 and still persists, causing the closure of many private enterprises and the block of the turn-over at public educational institutions. In spite of all that, the quality of the Italian Primary, Secondary and Tertiary Education System is of an excellent level, as compared with that of similar institutions all over the world. In Author’s opinion, increasing the investment in the educational system would increase the attendance to Secondary and Tertiary Adult Education courses, with a positive feedback on productivity.

scholarly journals Integrating International Student Mobility in Work-Based Higher Education

2017 ◽  
Vol 21 (2) ◽  
pp. 156-169 ◽  
Author(s):  
Lukas Graf ◽  
Justin J. W. Powell ◽  
Johann Fortwengel ◽  
Nadine Bernhard
Keyword(s):  
Higher Education ◽  
International Student ◽  
Student Mobility ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Current State ◽  
Study Programs ◽  
Incoming Students ◽  
And Training

Dual study programs are hybrid forms of work-based higher education that have expanded very rapidly in Germany—a country traditionally considered a key model in both higher education (HE) and vocational education and training (VET). The continued expansion of these hybrid programs increasingly raises questions if, how, and why they may be internationalized. Although comparative research suggests that this could be challenging due to the uniqueness of the German education and training system, strong forces support internationalization. This study examines the current state and the future prospects of internationalization of such innovative dual study programs by focusing on student mobility, a key dimension of internationalization. We find growing interest in but still relatively little mobility related to dual study programs, whether among German (outgoing) or international (incoming) students. Based on expert interviews and document analysis, we extend existing typologies of student mobility regarding specific features of work-based HE programs. Furthermore, we discuss opportunities—at home and abroad—for increasing student mobility in this rapidly expanding sector.

scholarly journals Towards the use of ICT in the training of human resources working in the field of education and training

2014 ◽  
Vol 5 (5Bis) ◽  
Author(s):  
Mohamed Baidada
Keyword(s):  
Human Resources ◽  
Continuing Education ◽  
Information Technologies ◽  
Education And Training ◽  
Teaching Staff ◽  
New Information ◽  
Human Resources Managers ◽  
E Learning ◽  
Training Courses ◽  
And Training

The use of new information technologies has the advantage of supporting all those in charge of any organization in their decisions, and allowing them visibility as quickly as it is relevant to all the important indicators of their system. Human resources managers are using more and more IT tools to better follow the continuing education open for the teaching staff. The number of these training courses and the high number of participating teachers can pose many monitoring and traceability problems. Hence the idea of proposing a model based on e-learning solutions to help adapt the teaching to the learner, and to ensure traceability when switching from one training to another.

scholarly journals The general technological competency model for vocational teachers in Kazakhstan

2021 ◽  
Vol 13 (4) ◽  
pp. 574-588
Author(s):  
Zaure Shagataeva ◽  
Yernazar Kaspaevich Sarbassov ◽  
Erkegul Seminar ◽  
Marianna Amangeldyevna Sydykbekova ◽  
Ardak Tolegenovna Kydyrbaeva
Keyword(s):  
Vocational Education ◽  
Online Survey ◽  
Numerical Data ◽  
Education And Training ◽  
Training System ◽  
Educational Process ◽  
Vocational Education And Training ◽  
Vocational Teachers ◽  
Technological Competency ◽  
And Training

Like in many Global South countries, the vocational education and training system in Kazakhstan has some weaknesses, including low-competent educators poorly applying digital technologies in their instructional repertoire, which highlights the need for motivating teachers towards incorporating technologies representing students' everyday life in the educational process. Meanwhile, there are no practically applicable competency frameworks for Kazakhstani vocational teachers to date. This paper aimed to gather students’ opinions on which skills are more or less important for vocational educators to outline a technological competency framework for Kazakhstani vocational teachers based on Digital Competency Profiler, with content validity tested by five experts. A set of nineteen items measured on a five-point Likert scale, organized into technical, communicational, informational, and epistemological domains, was uploaded to an online survey platform and distributed among Master degree students enrolled in vocational programs in Kazakhstan. Based on survey data, the construct validity of the model was assessed by confirmatory factor analysis, which yielded high entire reliability and internal consistency. The learners assigned importance to all the four domains. However, they estimated vocational teacher’s ability to utilize productivity tracking tools as almost futile, which allegedly indicates the surveyees’ insufficient awareness about those applications and their purposes. Generally, the participants tend to prioritize vocational educators’ capacities to process mathematical computations, visualize numerical data, and operate with electronic text files and projectors, as well as their readiness for effective communication through messengers and electronic mail. The framework that emerged from this research can be used as a blueprint for synchronizing and improving educational programs in Kazakhstan.   Keywords: education; survey; technology; ICT; vocational education and training.

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