Education and Training Systems in the Caribbean: Imposed, Voluntary and Indigenous Routes?

2017 ◽  
pp. 85-104
Author(s):  
Marcus Powell
Keyword(s):  
Education And Training ◽  
Training Systems ◽  
The Caribbean ◽  
And Training

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 Pembangunan dan Pelatihan Sistem Pendidikan Guna Meningkatkan Profesionalisme Relawan pada PMI Kota Tangerang

2020 ◽  
Vol 5 (4) ◽  
pp. 208
Author(s):  
Euis Sitinur Aisyah ◽  
Ratna Nur Aulia ◽  
Ridhoi Ahmad Ridwan
Keyword(s):  
Unified Modeling Language ◽  
Education And Training ◽  
Training System ◽  
Analysis Method ◽  
Literature Study ◽  
Modelling Language ◽  
Web Based ◽  
Unified Modeling ◽  
Training Systems ◽  
And Training

<p><em>Abstrak - <strong>Sistem pendidikan dan pelatihan pada PMI Kota Tangerang yang berjalan saat ini masih semi komputerisasi. Pengetesan dan penilaian materi masih manual sehingga sering terjadi kesalahan input nilai peserta, memerlukan proses dan waktu yang cukup lama untuk mengetahui kelulusan peserta diklat yang mengakibatkan terlambatnya laporan panitia kepada Kadiv SDM. Metode penelitian yang digunakan terdiri dari wawancara, observasi, dan studi pustaka. Metode analisis menggunakan metode analisis PIECES. Pemodelan sistem dengan menggunakan Unified Modelling Language (UML) untuk menggambarkan secara visualisasi, yang selanjutnya diimplementasikan dengan bahasa pemrograman PHP dengan basis data MySQL-Server sebagai database. Hasil yang didapat dari penelitian ini adalah sebuah sistem aplikasi diklat relawan PMI berbasis web yang terdatabase untuk membantu dalam hal pengelolaan data mulai dari pendaftaran, pemberian materi, keadiran, pengetesan, dan penilaian.</strong></em></p><p><em>Abstract</em> – <strong>The education and training system at the PMI Kota Tangerang that is currently running is still semi-computerized. The testing and evaluation of material are still manual so that there are often input errors in the participants' scores, it requires a long process and time to find out the graduation of the training participants which results in the delay of the committee's report to the Head of HR Division. The research method used consisted of interviews, observation, and literature study. The analytical method uses the PIECES analysis method. Modeling the system using Unified Modeling Language (UML) to visualize, which is then implemented with the PHP programming language with the MySQL-Server database as a database. The results obtained from this study are a web-based PMI volunteer education and training system database that is assisted regarding data management ranging from registration, material delivery, presence, testing, and assessment.</strong></p><p><strong><em>Keywords - </em></strong><em>Education and Training, Systems, Volunteers</em></p>

Implementing schools of surgery

2007 ◽  
Vol 89 (10) ◽  
pp. 352-353 ◽  
Author(s):  
Ruth Graham ◽  
Kate Bowman ◽  
Rob Gillies
Keyword(s):  
Education And Training ◽  
Quality Education ◽  
Organisational Structure ◽  
High Quality Education ◽  
Training Systems ◽  
The Past ◽  
Organisational Structures ◽  
Training Programmes ◽  
High Level ◽  
And Training

The past year of surgical education and training has been characterised with transformations of curricula, recruitment, regulation and organisational structures. As part of the organisational structure of the postgraduate deaneries in England, Wales and Northern Ireland, schools of surgery have been established or are emerging and are the means of delivery of the new training systems. In Scotland a different organisational structure has emerged with similar purpose, a surgical specialties training board. The establishment of these schools has been varied based on existing local training committee structures and the needs and funds of the deanery. At their heart is high-level deanery and College collaboration enabling the delivery of high-quality education and training programmes in a coordinated manner by local surgeons.

scholarly journals Overcoming Equity-Related Challenges for the Education and Training Systems of Europe

2020 ◽  
Vol 10 (11) ◽  
pp. 305
Author(s):  
Stephen Gorard
Keyword(s):  
Grade Retention ◽  
Family Background ◽  
Education And Training ◽  
Clear Correlation ◽  
Absolute Level ◽  
Secondary Sources ◽  
Training Systems ◽  
Policy Interventions ◽  
Set Up ◽  
And Training

This paper is a discussion of the challenges to equity faced by the education and training systems of the 28 EU countries (at time of writing), based on secondary sources and official reports by individual countries. The data are descriptive and simply summarised for this paper. The systems of all countries are fairly similar, modelled on those set up to deal with challenges of early industrialisation, and all now face several similar problems and opportunities. There is a clear correlation between family background, average attainment, and subsequent participation in education and training. All 28 countries show some signs of progress over time, both in terms of the absolute level of attainment, and in terms of reduced gaps between social and economic groups. These trends are historical, and thus hard to link to specific policies. However, looking at the common characteristics of countries with similar levels of equity can produce a tentative guide to its determinants. Some of the main suggestions are: More countries to set up monitoring systems for school intakes and outcomes; more robust evaluations of policy interventions; fair funding and opportunities for all students; extra funding for students facing challenges; no selection by ability or anything else; all taught in mainstream settings; no tracking or grade retention; more recognition of prior experience and learning; respectful interaction with all students; and use of context when allocating places in higher education, or simply more open access.

Introduction

2005 ◽  
pp. 1-22 ◽  
Author(s):  
Badrul Khan
Keyword(s):  
Learning Environments ◽  
Education And Training ◽  
Effective Learning ◽  
Quality Instruction ◽  
Training Systems ◽  
Learner Centered ◽  
And Training ◽  
Facilitated Learning ◽  
Good Support ◽  
Tremendous Impact

Advances in information technology, coupled with the changes in society, are creating new paradigms for education and training. These massive changes have tremendous impact on our educational and training systems. Participants in this educational and training paradigm, require rich learning environments supported by well-designed resources (Reigeluth & Khan, 1994). They expect on-demand, anytime/anywhere high-quality instruction with good support services. To stay viable in this global competitive market, providers of education, and training must develop efficient and effective learning systems to meet the society’s needs. Therefore, there is a tremendous demand for affordable, efficient, easily accessible, open, flexible, well-designed, learner-centered, distributed, and facilitated learning environments.

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