scholarly journals International Standards in Vocational Education and Training for Financial Services Sector to Ensure Sustainable Development and Environmental Safety

2016 ◽  
Vol 73 ◽  
pp. 07017 ◽  
Author(s):  
Maria Sigova ◽  
Inna Kruglova ◽  
Antonina Ignatova
Keyword(s):  
Sustainable Development ◽  
Vocational Education ◽  
Financial Services ◽  
Environmental Safety ◽  
Education And Training ◽  
International Standards ◽  
Vocational Education And Training ◽  
Services Sector ◽  
Financial Services Sector ◽  
And Training

scholarly journals Female Students Participation in Technical Vocational Education and Training in West Pokot County, Kenya

2021 ◽  
Vol 3 (1) ◽  
pp. 61-69
Author(s):  
Nelly Andiema ◽  
Echaune Manasi
Keyword(s):  
Sustainable Development ◽  
Vocational Education ◽  
Role Models ◽  
Vocational Training ◽  
Education And Training ◽  
Female Students ◽  
Vocational Education And Training ◽  
West Pokot ◽  
Technical Vocational Education ◽  
And Training

Quality and affordable technical vocational education and training are one of the United Nations Sustainable Development agenda items for ensuring equal access to education for all women and men by the year 2030. This means that all women in the country need to have relevant skills for employment, job creation and entrepreneurship. Data from West Pokot County, Kenya department of technical and vocational education show the number of female students being admitted in vocational training centres for the past five years has remained low. Whereas the government of Kenya has viewed TVET as a critical element of attaining Sustainable Development Goal and Kenya’s Vision 2030 goals, the number of female students graduating from vocational training and being absorbed in the job market remains low. This study looks at enrolment trends for female students in vocational training centres and further examines factors discouraging female students from joining vocational training institutions (VTCs). To collect data, interviews and documentary evidence were used. The respondents for the study involve managers of selected VTCs in West Pokot County. Analysis of data was done through qualitative and quantitative methods. The study found out that the distribution of students in all public VTCs in West Pokot County favoured the male gender over female students. For women enrolled in various programmes, only 45.0% fully completed their programme. It was found out that courses offered in VTCs tend to attract more male students compared to female ones. The distribution of the teaching workforce in VTCs was found to be male-dominated and therefore, female students did not have role models to look up to. The research also found out that majority of girls who were unable to proceed to secondary and tertiary education were not aware of the opportunities available in VTCs in the county. The paper concludes that social-cultural factors, lack of role models and poverty were some of the barriers affecting female students’ participation in vocational education and training. The paper suggests more work needs to be done by all stakeholders to ensure that courses offered in VTCs are attractive to female students, remove social, cultural and physical barriers which prevent female students from enrolling and completing vocational training in West Pokot County, Kenya.

scholarly journals Achieving the Sustainable Development Goals through Company Staff Vocational Training—The Case of the Federal Institute for Vocational Education and Training (BIBB) INEBB Project

2021 ◽  
Vol 11 (4) ◽  
pp. 179
Author(s):  
Cosmas Kombat Lambini ◽  
Angelina Goeschl ◽  
Max Wäsch ◽  
Martin Wittau
Keyword(s):  
Sustainable Development ◽  
Vocational Education ◽  
Vocational Training ◽  
Sustainable Development Goals ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Federal Institute ◽  
Development Goals ◽  
Project Model ◽  
And Training

Education for sustainable development (ESD) plays a significant role in achieving the 17 Sustainable Development Goals (SDGs) and simultaneously tackling the current global ecological challenges. Integration of ESD in Vocational Education and Training (VET) offers opportunities for private sector actors to contribute to reaching these global goals. The dual structure of business-integrated training in Germany further exemplifies a business case and the numerous opportunities available to private companies for engaging with the SDG framework. This briefing paper highlighted available evidence from the ESD literature on VET skills development in advancing the SDGs. Outcomes from best practices were based on the tried-and-tested länder—federal states—piloted vocational training of the Federal Institute for Vocational Education and Training (BIBB) INEBB1 project (INEBB), demonstrating the conditions necessary for vocational education training in sustainability and plausible transfer mechanism within companies. These conditions included (1) the application of deductive concepts, (2) the establishment of blended-learning platforms (place-based and digital), and (3) the adaptation of the criteria and contents from the German Sustainability Codex (DNK) in curriculums designed for the training. This innovative vocational course and certification as specialist training for sustainable development was a model case in bringing the SDGs closer to German companies’ vocational education. INEBB2 sought to upscale applicable and task-based instructions from the experimented model project INEBB1 within different companies through regional, lateral, and vertical transfer strands. The INEBB project model in the review suggested there was a need for further empirical work and policy discourse on educational transfer research in the framework of VET for sustainable development. The INEBB project model integrated the new standard occupational profile items of the environmental protection and the sustainability and digitalised world of work across occupational competencies in the German dual system of vocational education and training that will come into force in August 2021 for all 326 dual training professions.

scholarly journals IMPACT OF «WORLDSKILLS INTERNATIONAL» ON IMPROVING THE EFFICIENCY OF VOCATIONAL EDUCATION AND TRAINING

2020 ◽  
pp. 215-221
Author(s):  
Юлия Владимировна Маркелова
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
International Standards ◽  
Vocational Education And Training ◽  
Theoretical Knowledge ◽  
Professional Skill ◽  
Scientific Methods ◽  
Expert Assessments ◽  
General Scientific ◽  
And Training

Рассматриваются задачи, которые встают перед системой среднего профессионального образования для повышения ее эффективности. Показано влияние движения WorldSkills International на эффективность системы среднего профессионального образования. Проанализированы перспективы участия в чемпионатах WorldSkills International для основных потребителей системы среднего профессионального образования: обучающихся, государства и работодателей. Использовались общенаучные методы познания, аналитический метод конкретизации теоретических знаний, метод экспертных оценок, терминологический анализ, обобщение. Результаты исследования отражают возможность использования методологии WorldSkills International для оценки эффективности системы через организацию чемпионатов профессионального мастерства для преподавателей колледжей по стандартам WorldSkills International. The problems faced by the system of vocational education and training in order to increase efficiency are considered. The influence of the WorldSkills International movement on the effectiveness of the system of vocational education and training is shown. Prospects of participation in WorldSkills International championships for the main consumers of the system of vocational education and training were analyzed: students, government and employers. General scientific methods were used including cognition, analytical method, specification of theoretical knowledge, method of expert assessments, terminological analysis, and generalization. The results of the research reflect the possibility of using the WorldSkills International methodology to assess the efficiency of the system through the organization of professional skill championships for college teachers according to WorldSkills International standards.

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