scholarly journals EU AND UKRAINIAN INNOVATIVE EXPERIENCE IN EDUCATION: THE ORIENTATION POINT FOR VET OF UKRAINE

2020 ◽  
pp. 42-49
Author(s):  
Liudmyla Puhovska ◽  
Snizhana Leu-Severynenko
Keyword(s):  
Best Practices ◽  
Vocational Education ◽  
Management Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Public And Private ◽  
Local Practices ◽  
Main Ideas ◽  
And Training ◽  
The Eu

The article analyses the EU policy for innovations in the sector of vocational education and training (VET). It reveals the activity results of the European network “Innovations in vocational education and training” leading by the European Centre for the Development of Vocational Training (Cedefop). The paper identifies main development directions in VET systems and reviews its best practices of the EU countries based on the analysis of the experience of Campus of Occupations and Qualifications (France), Centre for Management, Training and Employment of Youth (Italy) and Centres of (Vocational) Excellence (Great Britain). Additionally, the following research covers some best practices in public and private educational sectors of Ukraine e.g. two university-based models of innovations eco-system realised via innovation hubs and startup schools, STEM-centres and Fabrication Laboratories. Therefore, the main ideas of positive European experience are identified being the valuable tool for developing the modern policy for innovations and VET in Ukraine. The identified local practices in education sector can be adapted to the capacity and needs of VET sector after additional and more detailed study.

scholarly journals A comparative overview of the status and the main characteristics of vocational education and training (VET) trainers in south-eastern Europe

2012 ◽  
Vol 44 (1) ◽  
pp. 24-41 ◽  
Author(s):  
Georgios Zarifis
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Eastern Europe ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Public And Private ◽  
South Eastern ◽  
The Status ◽  
South Eastern Europe ◽  
And Training

This paper is a follow-up to the study ?VET trainers in public and private training institutions? (EAC/09/06 Studies on Trainers in Vocational Education and Training: key actors to make lifelong learning a reality in Europe LOT 2) that was commissioned by the European Commission to Research voor Beleid (RvB) & PLATO in 2008. The author of this paper - which focuses on the professionalization processes of VET trainers and instructors working in public training organizations in South-Eastern Europe - was involved in the study as a research expert for a cluster of countries that included Bulgaria, Cyprus, Greece and Turkey. The paper looks upon current issues of VET trainers? career paths, their roles and competencies, their qualification and recruitment processes as well as the varied policies and professional development activities for this group of people, from a comparative perspective. The paper concludes with some recommendations for improving access and working conditions, supporting professional development and raising attractiveness of the profession in this part of Europe.

scholarly journals FINANCING VOCATIONAL EDUCATION AND TRAINING: MODELS AND BEST PRACTICES

2021 ◽  
pp. 93-100
Author(s):  
Olga Anisimova ◽  
Keyword(s):  
Best Practices ◽  
Vocational Education ◽  
Education And Training ◽  
The State ◽  
Vocational Education And Training ◽  
Educational Services ◽  
Adequate Model ◽  
Local Budget ◽  
And Training

The article considers the main framework and models of financing vocational education and training (hereinafter – VET). The analysis of the best practices of financing VET is carried out, the main tasks and challenges to which the chosen model of financing should respond are defined. It is established that depending on the main source of funds, there are three groups of models of financing VET: models that use mainly national (central) budget funds, models that use mainly local budget funds, models that use a uniform combination of public and private funds. The allocation of public funds can be based on criteria set by the government in each situation, determined by the financing formula, or on a competitive market basis. In order to effectively involve employers in the process of providing VET, a dual system of training is gaining more and more development, in which the theoretical part of training based on vocational education institutions is financed by the state, and the practical part is financed directly by employers. The best practices show that an adequate model of financing VET can improve the quality of educational services provided. Requirements for receiving funds create incentives for educational institutions to improve the quality of services provided. In general, in the OECD countries, funding is provided per student from the state budget and additional targeted direct funding from the local budget. The main requirement for receiving funds from the state is the efficiency of their use, which in this case is measured as a high level of training of as many applicants for educational services. Our analysis has shown that successful financing models must be based on consistent principles, be transparent and simple, as complex funding frameworks lead to a loss of openness and distortions in the allocation of funds.

Dual study possibilities in selected EU countries

2019 ◽  
Vol 107 ◽  
pp. 45-53
Author(s):  
BEATA FABISIAK ◽  
ANNA JANKOWKSA ◽  
ROBERT KŁOS
Keyword(s):  
Czech Republic ◽  
Vocational Education ◽  
Vocational Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Eu Countries ◽  
Continuing Vocational Training ◽  
And Training ◽  
Power Standard ◽  
The Eu

Dual study possibilities in selected EU countries. The idea of dual study courses is more and more common in the EU due to the raising problem of the lack of qualified employees. Although the dual studies are very similar in their form such as internships in companies, case studies etc., their scope differs significantly among the analyzed countries. It was observed that, on average, about 70% of students take part in the vocational education and training in Austria, Croatia, Czech Republic, Finland, Netherlands, Slovakia and Slovenia but only 20% in Cyprus and Hungary. In countries such as: Germany, Netherlands and Austria over 40% of companies employ vocational education and training participants while the average costs of continuing vocational training for the EU-28 is calculated at the level of around 1500 Purchasing Power Standard per participant. The research was based on the data obtained from the EUROSTAT.

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