Mit Weiterbildung und Kurzarbeit die digitale und ökologische Transformation bewältigen

2019 ◽  
Vol 68 (3) ◽  
pp. 261-269
Author(s):  
Annelie Buntenbach ◽  
Johannes Jakob
Keyword(s):  
Continuing Education ◽  
Vocational Training ◽  
Manufacturing Industry ◽  
State Intervention ◽  
Education And Training ◽  
Further Education ◽  
Skilled Workers ◽  
Time Work ◽  
Short Time ◽  
And Training

Abstract In this text, the DGB develops proposals from a trade union point of view, on how to tackle the emerging structural transformation that will affect large parts of the manufacturing industry. Given the importance of this sector, it is justifiable for the state to use public funds to accompany these structural changes, especially since part of the changes are also a result of state intervention. The primary focus should be set on continuing education and training. The arguments made against subsidized training can be largely refuted in this context. Continuing education and training can be supported by the counselling services of the Employment Agencies. Company training plans can assure that no group of employees is left behind and that the trainings that are carried out are future-oriented. Finally, the financial participation of employers is also a guarantee that no “training for stock” will take place. The instrument of short-time-work must also come into use. However, the conditions in which it can be employed should be expanded and tailored to meet the current challenges. Short-time-work should also be possible in case of a “technological and ecological transformation, leading to massive and rapid changes in the conditions of production”. The IG Metall proposal of a “transformation short-time-work allowance” provides a good basis for this discussion. Another potential source for skilled workers are the currently unemployed persons. Studies show that more unemployed persons would undergo a vocational training if the financial framework conditions were better. The DGB has proposed that an additional allowance should be granted to this group during measures of further education. Such an allowance would particularly support the recipients of minimum income provisions, of whom a large number doesn’t have any completed vocational training.

scholarly journals Cooperation Between Learning Venues and its Limits: The Hotel Industry in Cancún (Mexico)

2021 ◽  
Vol 8 (4) ◽  
pp. 67-89
Author(s):  
Beke Vogelsang ◽  
Natascha Röhrer ◽  
Martina Fuchs ◽  
Matthias Pilz
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Dominant Role ◽  
Hotel Industry ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Cooperation Partners ◽  
And Training

Purpose: Recently, high-quality vocational education and training has attracted much attention in Mexico. In this context, more practically applied skills are taught “on a dual basis”, combining classroom-based training with practical, on the job, training within the company. Dual practices are expected to modernize the skills formation system, and simultaneously support companies, while ensuring provision of skilled workers. For this reason, the vocational training system has been reformed in recent years. Hence, it is necessary that schools and universities, as well as companies, closely interact and coordinate their activities. It is also important that there is successful cooperation between vocational training organizations and companies, to contribute to the modernization of vocational training. The aim of this paper is to examine the cooperation between learning venues of vocational education in the hotel industry in Cancún (Quintana Roo, Mexico), one of the most important tourism destinations in Latin America. Research in vocational education and training, reveals a particular focus on the principles that are necessary for successful cooperation between learning venues. This study examines whether the setting of common goals, communication between companies and training organizations and governance are equally important. Methods: In an exploratory approach, based on a qualitative framework, ten face-to-face expert interviews were conducted in Cancún. The interviews were then fully transcribed and evaluated using qualitative methods. The survey is complemented by further document analysis. Findings: The results show that for successful cooperation between learning venues, the coordination of a common goal (to secure the availability of skilled workers) between different actors, and communication between companies and vocational training organizations, are particularly important for successful cooperation. Furthermore, it seems that companies are taking on a more dominant role, so that vocational training organizations must be more in line with the wishes of the hotels. The results indicate that partnership-based action is not very obvious. Accordingly, the aspect of governance plays a subordinate role. Conclusion: The study shows that cooperation between learning venues in other regions and industries, requires certain principles to be successful. In this respect, the duration of the relationship as well as the specificity of a region or sector can influence the required principles. Therefore, the cooperation partners should agree on the principles in advance.

International Partnership for Continuing Education and Training Expansion in the Baltic States

1999 ◽  
Vol 13 (3) ◽  
pp. 184-190
Author(s):  
Ilze Buligina ◽  
Geoff Chivers
Keyword(s):  
Continuing Education ◽  
Education And Training ◽  
Further Education ◽  
Economic Systems ◽  
Baltic States ◽  
International Partnership ◽  
Close Cooperation ◽  
The Baltic ◽  
And Training

This paper reviews the benefits of international partnership in the development of strategies for the expansion of continuing education and training in the Baltic States. Following fifty years of Soviet control, the independent Baltic States are urgently restructuring their social and economic systems in line with modern European principles. The expansion of continuing education and training provision is of primary importance in this task, with a focus on stronger links between the workforce and higher and further education. This paper shows the progress achieved to date by close cooperation between the Latvian and UK partners, and outlines the likely direction of future activities.

scholarly journals COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES

2021 ◽  
Vol 30 (30 (1)) ◽  
pp. 397-405
Author(s):  
Ágnes Stomp ◽  
Marianna Móré
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
The European Union ◽  
Credit System ◽  
Member States ◽  
Training Systems ◽  
Training Programmes ◽  
And Training

Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.

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.

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