Building the technological European Community through education: European mobility and training programmes in the 1980s

2020 ◽  
pp. 147490412098097
Author(s):  
Carmen Flury ◽  
Michael Geiss ◽  
Rosalía Guerrero Cantarell
Keyword(s):  
Technological Change ◽  
European Community ◽  
Information Technologies ◽  
Training Programme ◽  
Education And Training ◽  
Community Action ◽  
Skilled Workers ◽  
Social Strategy ◽  
Highly Skilled ◽  
And Training

The Community Action Programme for Education and Training for Technology (COMETT) played a key role in paving the way for increased cooperation between the member states of the European Community (EC) in the field of education and in the promotion of intra-Europe mobility. In this article, COMETT is considered as a non-traditional education and training programme for solving economic challenges in the context of technological change that was focused on the training of a highly skilled workforce. The process of setting the agenda for COMETT is studied through an analysis of official EC policy documents and archival material from the EU’s historical archives in Florence. Our analysis suggests that the challenge posed by new information technologies acted as a catalyst for a new approach to education governance that was based on closer cooperation between European universities and industry. Promoting intra-Europe mobility among highly skilled workers and students was a key part of the programme, which defined an economic and social strategy for Europe in response to technological change. Educational and social goals were secondary in the design and implementation of the COMETT programme, which, first and foremost, was motivated by the EC agenda to boost the competitiveness of European industry.

Innovative education and training for community-based water protection units

2012 ◽  
Vol 7 (4) ◽  
Author(s):  
Frederick Kakembo
Keyword(s):  
Wastewater Reuse ◽  
Education And Training ◽  
Economic Incentives ◽  
Community Action ◽  
Health Improvement ◽  
Wastewater Management ◽  
Water Protection ◽  
Community Based ◽  
And Training ◽  
Innovative Education

The paper explores the centrality of community-based education and training in addressing constraints and opportunities for wastewater management in Uganda. To be sustainable, wastewater management need to be conceived in terms of socio-economic incentives, community action, group pressure and social capital. It is assumed that communities could be motivated to undertake sustainable wastewater disposal activities if concrete benefits are demonstrated. The benefits include among others; reducing expenditure on health; improvement of the fisheries sector and the use of wastewater for crop farming. The paper is based on a study that analyzed the role of socio-economic incentives and Public-Private-Partnership (PPP) in sustainable management of wastewater. Data was collected through personal interviews, documents analysis and review of recent studies on wastewater reuse in Uganda. Focus was put on districts of Mukono, Buikwe and Kayunga in central Uganda. Findings reveal that in line with the Hydro-Social-Health cycle, physical, social, political, economic, and cultural factors converge to influence wastewater management. The paper duly describes innovative education and training approaches based on Communal Water Protection Units (COWAPU) facilitated by multidisciplinary Water Professionals and Educators (WAPE).It is concluded that it is possible to operate a complete sanitation system without subsidies.

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 Education and Training for the Fourth Industrial Revolution

2020 ◽  
Vol 26 (1) ◽  
pp. 83-93
Author(s):  
Georg Spoettl ◽  
Vidmantas Tūtlys
Keyword(s):  
Industrial Revolution ◽  
Empirical Studies ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Real Time Control ◽  
Work Processes ◽  
Time Control ◽  
Implementation Level ◽  
And Training

Within the context of the 4th Industrial Revolution as an overall paradigm change, organization and work processes must switch together with automation following and real-time control. This applies to the contents of labor and to the interaction and connection between human and technology. Up to this point, there are only a few empirical studies about how digitized, decentralized and closely connected production system with "Cyber-Physical-Systems" change the task and and competence profiles in the workplace. One outcome will be that intelligent workpieces will manage their way into production themselves. Depending on the implementation level of Industry 4.0 in companies, vocational education and training for the workforce is highly relevant and the vocational systems have to respond to the needs and expectations of the new technological challenges. Successful reactions of the vocational systems towards the 4th Industrial Revolution have to focus on curriculum development, teacher training and training of highly skilled workers. Approaches to fulfill these requirements will be discussed in this paper.

scholarly journals Spreading of Excellence in SARNET Network on Severe Accidents: The Education and Training Programme

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Sandro Paci ◽  
Jean-Pierre Van Dorsselaere
Keyword(s):  
Nuclear Power ◽  
Power Plants ◽  
Training Programme ◽  
Education And Training ◽  
Severe Accident ◽  
Research Network ◽  
Safety Issues ◽  
Severe Accidents ◽  
Management Procedures ◽  
And Training

The SARNET2 (severe accidents Research NETwork of Excellence) project started in April 2009 for 4 years in the 7th Framework Programme (FP7) of the European Commission (EC), following a similar first project in FP6. Forty-seven organisations from 24 countries network their capacities of research in the severe accident (SA) field inside SARNET to resolve the most important remaining uncertainties and safety issues on SA in water-cooled nuclear power plants (NPPs). The network includes a large majority of the European actors involved in SA research plus a few non-European relevant ones. The “Education and Training” programme in SARNET is a series of actions foreseen in this network for the “spreading of excellence.” It is focused on raising the competence level of Master and Ph.D. students and young researchers engaged in SA research and on organizing information/training courses for NPP staff or regulatory authorities (but also for researchers) interested in SA management procedures.

Education and Training for Community Action

2018 ◽  
pp. 113-128
Author(s):  
Tom Lovett ◽  
Chris Clarke ◽  
Avila Kilmurray
Keyword(s):  
Education And Training ◽  
Community Action ◽  
And Training

scholarly journals An introductory article on the concept of programme development in physiotherapy training

1999 ◽  
Vol 55 (4) ◽  
pp. 20-23
Author(s):  
M. W. Krause ◽  
M. J. Viljoen ◽  
M. J. Bezuidenhout
Keyword(s):  
Training Programme ◽  
Education And Training ◽  
Training System ◽  
Curriculum Review ◽  
Introductory Article ◽  
Training Institutions ◽  
Key Aspects ◽  
New Education ◽  
And Training ◽  
Outcomes Based Education

 The move to an outcomes-based education and training system in South Africa presents higher education and training institutions with a challenge to review their curricula and to adapt to changes brought about by the new education and health care dispensations. Key aspects of the move to outcomes-based education and training as contained in the South African Qualifications Authority (SAQA) Act, information regarding the National Qualifications Framework (NQF) and other matters informing curriculum review are addressed. The Department of Physiotherapy of the University of the Orange Free State has just completed the first phase of restructuring its education and training programme in order to submit the qualification for registration on the NQF. The rationale behind the shift to an outcomes-based, student-centred curriculum and the key features of the programme are briefly discussed, as this is the first step towards the registration of unit standards/qualifications, a process which all education and training institutions will have to embark upon soon.

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