Location Guided System of Training Solutions and Learning Itineraries Based on Competences Adapted to Users’ Needs

2011 ◽  
Vol 2 (2) ◽  
pp. 37-46
Author(s):  
Jose López-Ruiz ◽  
Pablo Lara-Navarra ◽  
Enric Serradell-Lopez ◽  
Josep Antoni Martínez-Aceituno
Keyword(s):  
Labour Market ◽  
Social Needs ◽  
Learning Needs ◽  
Starting Position ◽  
Key Factor ◽  
Model Of Competency ◽  
Market Needs ◽  
Training Expectations ◽  
The University ◽  
And Training

Competency design stands out among the methodological and educational model changes introduced by the EHEA (European Higher Education Area). This concept is a key factor when developing programs based on academic and professional profiles that respond to social and labour market needs. The UOC eLearning GPS is based on competences and is meant to reduce the gap between formal training and the reality of the labour market and social needs that traditionally has characterized the university. These aspects are the basis of this application. Using a language of competences, the application helps the students identify their main skills and capacities, as well as areas of improvement. Following the model of competency design, this tool helps the user detect and reduce the gap between a starting position of competence and his or her learning and training expectations. UOC eLearning GPS application offers solutions and learning itineraries closer to the user’s real learning needs.

Location Guided System of Training Solutions and Learning Itineraries Based on Competences Adapted to Users’ Needs

2013 ◽  
pp. 251-259
Author(s):  
Jose López-Ruiz ◽  
Pablo Lara-Navarra ◽  
Enric Serradell-Lopez ◽  
Josep Antoni Martínez-Aceituno
Keyword(s):  
Labour Market ◽  
Social Needs ◽  
Learning Needs ◽  
Starting Position ◽  
Key Factor ◽  
Model Of Competency ◽  
Market Needs ◽  
Training Expectations ◽  
The University ◽  
And Training

Competency design stands out among the methodological and educational model changes introduced by the EHEA (European Higher Education Area). This concept is a key factor when developing programs based on academic and professional profiles that respond to social and labour market needs. The UOC eLearning GPS is based on competences and is meant to reduce the gap between formal training and the reality of the labour market and social needs that traditionally has characterized the university. These aspects are the basis of this application. Using a language of competences, the application helps the students identify their main skills and capacities, as well as areas of improvement. Following the model of competency design, this tool helps the user detect and reduce the gap between a starting position of competence and his or her learning and training expectations. UOC eLearning GPS application offers solutions and learning itineraries closer to the user’s real learning needs.

scholarly journals Development of Sustainability Competencies for the Labour Market: An Exploratory Qualitative Study

2019 ◽  
Vol 11 (20) ◽  
pp. 5716 ◽  
Author(s):  
Magdalena Jelonek ◽  
Maria Urbaniec
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Institutional Support ◽  
Focus Group Interviews ◽  
Graduate Employability ◽  
Market Needs ◽  
Group Interviews ◽  
Competencies Development ◽  
Depth Interviews ◽  
And Training

The aim of this paper is to explore the key sustainability competencies increasing the employability of higher education graduates in Poland. Based on the results of a broad literature review on key sustainability competencies, the substantive contribution to a coherent framework of typologies of sustainability competencies will be synthesised. The developed research framework will subsequently be analysed with empirical data, collected by in-depth interviews (IDI) and focus group interviews (FGI) on the relevant employability competencies for the Polish labour market. This enables the elimination of critical gaps in the conceptualisation of the key sustainability competencies of higher education (HE) graduates related to the current and future labour market needs. The results of the analysis can make a contribution to sustainable HE graduate employability literature by exploring the links between employability and sustainability competencies. The results may be relevant to institutional support in the design and review of educational programs and training in order to foster sustainability competencies development.

scholarly journals Implementing the European Quality Assurance in Vocational Education and Training (EQAVET) at National Level: Some Insights from the PEN Leonardo Project

2016 ◽  
Vol 3 (1) ◽  
pp. 29-45
Author(s):  
Suzanne Gatt ◽  
Kim Faurschou
Keyword(s):  
Quality Assurance ◽  
Vocational Education ◽  
Labour Market ◽  
National Level ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Educational Training ◽  
Market Needs ◽  
And Training

EQAVET, the quality assurance tool in vocational and educational training, was developed in response to the need for a supply of a trained workforce for labour market needs. Implementation of EQAVET at national level, however, remains a challenge. The research reported here focused on the implementation of QA processes by VET providers in 4 countries: Malta, Italy, Turkey, and Sweden. Data was collected through a questionnaire with 62 VET providers. Responses showed that there is an overall commitment to quality. There is, however, little knowledge of EQAVET across the countries, with the exception of Malta. None the less, all VET providers have implemented some aspects of EQAVET, even if not always intentionally. The situation is, however, far from EQAVET being fully implemented. Reflections are made on whether the EQAVET model specifically or qualification assurance principles assurances should be promoted across Europe.

scholarly journals Learning for Jobs: Flexibile Learning in Vocational Education and Training

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Jana Petnuchová ◽  
Roman Hrmo
Keyword(s):  
Vocational Education ◽  
Labour Market ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Market Needs ◽  
Keywords Education ◽  
Personal Philosophy ◽  
Fundamental Values ◽  
And Training ◽  
Economic Function

The article describes importance of vocational education and training (VET) which can play a central role in preparing young people for work, developing the skills of adults and responding to the labour market needs of the economy. The aim of this article is to highlight the definitions and understandings of vocational education and training (VET). Countries are now giving the long-neglected topic of vocational education and training dramatically increased profiles, reflecting recognition of its economic function. The aim of this article is to highlight the definitions and understandings of vocational education and training (VET). Personal philosophy of learning is based on a person´s own fundamental values. It should provide answers to the following questions: Why should I study continuously? Where will success leads to and who will be beneficiaries? Will it be enough if I benefit from process myself or do I want to help other people to succeed? Keywords - education, vocational education and training, vocational teacher and trainer, labour market, qualification

scholarly journals ¿Qué factores influyen en el camino hacia la inserción sociolaboral del estudiante universitario? / Which Factors Influence a University Student’s Entry into the Workforce?

2021 ◽  
Author(s):  
Cristina González-Lorente ◽  
Pilar Martínez-Clares
Keyword(s):  
Undergraduate Students ◽  
Career Guidance ◽  
Ad Hoc ◽  
Education Policies ◽  
Career Training ◽  
Higher Education Policies ◽  
Key Factor ◽  
The University ◽  
And Training ◽  
Model Approach

The importance of a university student’s transition into the workforce is a key factor for planning better higher education policies and new paths of action. This research analyzes the interrelationship between competences, the satisfaction with career training and their predisposition to job mobility with the preparation for entering the workforce of the university students through an ad-hoc model approach of a causal relationship between these factors. 1,328 final year undergraduate students of four universities participated in this study through the Career Guidance and Training Questionnaire collect data. The results obtained show the suitability of the model with a good index fit and causal relationships that significantly influence the perception that the university student has when facing the process of entering the workforce.

Competenza ad agire insieme e senso di iniziativa: il tirocinio per attraversare i confini tra studio e lavoro

2020 ◽  
pp. 93-102
Author(s):  
Fabrizio d'Aniello
Keyword(s):  
Professional Growth ◽  
Capability Approach ◽  
Boundary Crossing ◽  
Methodological Framework ◽  
Knowledge Models ◽  
Internship Experience ◽  
Cultural Historical Activity ◽  
The University ◽  
And Training ◽  
The Capability Approach

The pre-eminent motivation behind this contribution lies in the intention to offer students of three-year degree course in education and training sciences and master's degree in pedagogical sciences of the University of Macerata a further support than those already existing, aimed at expanding the educational meaningfulness of the internship experience. The main criticality of such experience is connected with the difficulty in translating knowledge, models, ideas into appropriate activities. This notably refers to the conceptual and educational core of the sense of initiative and entrepreneurship and, consistently, to the skill to act. Therefore, after a deepening of the sense of initiative and entrepreneurship, followed by related pedagogical reflections based on the capability approach, the paper presents an operative proposal aimed at increasing young people's possibilities of action and supporting their personal and professional growth. With regard to this training proposal, the theoretical and methodological framework refers to the third generation cultural historical activity theory and to the tool of the boundary crossing laboratory, variant of the change laboratory

Giải pháp hợp tác giữa trường đại học điện lực và doanh nghiệp trong việc đào tạo kỹ năng nghề cho sinh viên

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Nguyen Thi Thanh Dan
Keyword(s):  
Triple Helix ◽  
Vocational Skills ◽  
Government Relations ◽  
World Economic ◽  
Competency Based ◽  
Social Partnerships ◽  
Market Needs ◽  
Global Agenda ◽  
University Industry ◽  
And Training

  The purpose of the paper is to research some solutions of cooperation between universities and enterprises in training vocational skills for students. Through the survey on assessment of vocational skills of students and the need for cooperation between Enterprises and Electric Power University, the research proposes some solutions  between two elements of the mechanism of cooperation between University  and Enterprises in training vocational skills for students to ensure graduates can meet the requirements of recruitment agencies as well as the requirements of socio-economic development and employment. Keywords Volcational skill, cooperation, universities, enterprises, Electric Power University References [1] Mạnh Xuân, Gắn kết trường đại học và doanh nghiệp trong đào tạo nhân lực, Nhân dân điện tử, 2015. http://www.nhandan.com.vn/giaoduc/tin-tuc/item/25807602-gan-ket-truong-dai-hoc-va-doanh-nghiep-trong-dao-tao-nhan-luc.html [2] Nguyễn Đình Luận, Sự gắn kết giữa nhà trường và doanh nghiệp trong đào tạo nguồn nhân lực phục vụ phát triển kinh tế xã hội ở Việt Nam: Thực trạng và Khuyến nghị, Tạp chí Phát triển và hội nhập, số 22 (32), Tháng 5-6/2015.[3] Nguyễn Thị Thanh Dần, Động lực hợp tác giữa nhà trường và doanh nghiệp trong việc nâng cao kỹ năng nghề cho sinh viên, Tạp chí giáo dục, Số đặc biệt 11/2016[4] Nguyễn Tiến Long, Phạm Hồng Hạnh. Xây dựng kho dữ liệu kĩ thuật, ứng dụng cho nghiên cứu khoa học và dạy học tại trường sư phạm kỹ thuật – đạo tạo nghề. Tạp chí khoa học giáo dục, số 338 kì 2 (7/2014) [5] Trịnh Thị Hoa Mai, Liên kết đào tạo giữa trường Đại học với doanh nghiệp ở Việt Nam, Tạp chí Khoa học Đại học Quốc gia Hà Nội, Kinh tế - Luật 24 (2008), 30-34[6] Vũ Thị Phương Anh, Liên kết đào tạo giữa nhà trường và doanh nghiệp thiếu mắt xích quan trọng, Báo Nhân dân cuối tuần, 2013. http://www.nhandan.com.vn/cuoituan/chuyen-de/item/21342502-thieu-mat-xich-quan-trong.html[7] Competency-based training, TAFE Queensland, 03 December, 2008, http://www.tafe.qld.gov.au/courses/flexible study/ competencv.html. [8] Croissant, J.L., Smith-Doerr, L. (2008). Organizational Contexts of Science: Boundaries and Relationships between University and Industry. In: Hackett, Edward J.; Amsterdamska, O., Lynch, M., Wajcman, J. (eds.): The Handbook of Science and Technology Studies, 3rd edition. Cambridge u.a.: The MIT Press, pp. 691-718 [9] Dalley, Stephanie and Peter Oleson (2003).“Senacherib, Archimedes, and the Water Screw: The Context of Invention in the Ancient World”, Technology and Culture vol. 44 no. 1, pp. 1–26. 
[10] Davos Kloster (2014), Matching skills and labour market needs – Building social partnerships for better skills and better jobs, Global Agenda Council on Employment, World Economic Forum.[11] Davos Kloster (2014), Matching skills and labour market needs – Building social partnerships for better skills and better jobs, Global Agenda Council on Employment, World Economic Forum.[12] Dzisah, J. & Etzkowitz, H., (2008): Triple Helix Circulation: The Heart of Innovation and Development, International Journal of Technology Management and Sustainable Development, 7(2), pp. 101-115 [13] Etzkowitz, H., Leydesdorff, L. (2000): The Dynamics of Innovation: From National Systems and “Mode 2” to a Triple Helix of University-Industry-Government Relations. In: Research Policy, 29, pag. 109-123 [14] Harris, R., Guthrie, H., Hobart B., & Lundberg, D. (1995). Competency based education and training: Between a Rock and a Whirlpool. South Melbourne: Macmillan Education Australia.[15] Henry Etzkowitz (2008). The triple helix: university-industry-government innovation. Routledge
270 Madison Ave, New York, NY 10016, ISBN 0-203-92960-8 Master e-book ISBN [16] Jones, L., & Moore, R. (1995). Appropriating competence. British Journal of Education and Work, 8(2) 78-92[17] Kathleen Santopietro Weddel (2006), Competency Based Education and Content Standards, Northern Colorado Literacy Resource Center, USA.[18] Leydesdorff, L., Etzkowitz, H. (1996): Emergence of a Triple Helix of University-Industry-Government Relations, Science and Public Policy, 23, pp.279-286. [19] Mihaela & Cornelia Dan (2013). Why Should University and Business Cooperate? A Discussion of Advantages and Disadvantages, International Journal of Economic Practices and Theories, Vol. 3, No. 1, 2013 (January), e-ISSN 2247–7225 [20] Paprock, K. E. (1996) Conceptual structure to develop adaptive competencies in professional. IPN Ciencia Are: Cultura, Nueva Epoca, 2 (8), 22-25.[21] Perkmann, M. (2007): University-industry relationships and open innovation: towards a research agenda. International Journal of Management Reviews, 9 (4), pp. 259–280 [22] Robert E. Norton: Dacum Handbook. Center on Education and training for Employment – College of Education – The Ohio State University, 1997.[23] Shirley Fletcher (1995). Designing Competence-based Assessment in the Professions in Australia, Assessment in Education: Principles, Policy & practice, Volume1, Issue 1.[24] Urayaa, E. (2010). Conceptualizing the Regional Roles of Universities, Implications and Contradictions, European Planning Studies, 18(8), pp. 1227-1246

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