Presentation folkuniv in kielce
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Transcript of Presentation folkuniv in kielce
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Ali Rashidi
DirectorInternational projectFolkuniversitetet Uppsala - Sweden
Human Resource Development &
the role of Vocational Education and Training
“Global changes from a regional perspective”
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Agenda for workshop
1. Global trends towards knowledge society 2. European Agenda3. The role of vocational education & Training (VET)4. New European model for VET for transfer of innovation5. Belarusian – Swedish cooperation in VET6. European Association for VET-providers
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On the way to the knowledge society
• Industrial Society- Standard programs- Distinction head-hands
- Knowledge and skills more or less closed
- Education and training in one institution
- Differences between students deviation of the standard
- Vertical hierarchy
• Knowledge Society - Individual learning trajectories- Head-hands-heart integrated by
competences- Knowledge and skills stream
- Open learning environments
- Differences are the starting point- Horizontal organisation
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Some trends in the Labour Market of EU-27
Changes in labour force by age up to 2020: 15 - 24 - /- 4 million 25 - 34 -/- 1 million 35 – 44 - /- 2,5 million 45 – 54 + 2 million 55 – 64 + 6 million
Demographic tendencies: Northern Europe: stable decrease
Result: additional constraints on organizations policyNeed: adapt HRM policy
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5
-6 -4 -2 0 2 4 6 8 10 12 14
Legislators, senior officials and managers
Professionals
Technicians and associate professionals
Clerks
Service workers and shop and market sales workers
Skilled agricultural and fishery workers
Craft and related trades workers
Plant and machine operators and assemblers
Elementary occupations
Change 2006-2020 in million jobs
Expansion demand (net change)
Replacement demand
Towards knowledge-intensive occupations…
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8.3
2.4
0.8
0.9
3.3
1.1
1.5
3.6
-0.4
-2.3
-1.0
-4.8
-5 0 5 10
High-skilled non-manualoccupations
Low-skilled non-manualoccupations
Skilled manualoccupations
Elementary occupations
High qualification
Medium qualification
Low qualification
Net change 2006 - 2015
million jobs
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Some Dilemma’s regarding employability
All efforts at individual side? All initiative at individual side? Or Forced learning?Individual choices, motives <–> organizational context, goals; Flexibility (broad) versus specialism;Need for security and stability of worker;Who’s problem?
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Government
Forum for collaboration
Non-governmental organisations
Companies
Educational community
The context of life-long-learning
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“A regional development strategy based on improved quality and availability of education and training can engender, by contrast, a virtuouscircle in which skills development fuels innovation, productivity increase and enterprise development, technological change, investment, diversification of the economy, and competitiveness that are needed to sustain and accelerate the creation of more and better jobs”International Labour Conference, 2008, International Labour Office Geneva
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Educationalorganization
Cor
pora
tions
SMEs
Regional
authorities
EconomyEmployment
Innovations
Sust
aina
ble
Dev
elop
men
t
Life
-long
Lea
rnin
g
The concept of life-long-learning
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Main issues:
Partnership development: how to establish a partnership of diverse stakeholders in adult education (especially authorities, NGOs and businesses);
Methodology of adult education: how to organise training of trainers and turn them into multiplicators of new approaches in education;
Creating an efficient adult education lobby: how to launch sustainable systemic changes in adult education that would affect legislation and governmental policies;
Integration into international processes:, how to incorporate international standards and requirements into national educational doctrines.
VET as a necessary element of Knowledge Society
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Administrative-legal
Organisational and environment
Competence-basedVET
Program and curriculum
Professional
Pedagogic-didactic
The wheel of flexibility
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Strong cooperation between Public authorities, Business and Education is precondition
1. We need high quality institutions with a clear focus on sectors and a high degree of flexibility notably in their interaction with sectors in order to cope with ever faster technological changes & consequences of demographic changes
2. Local level is of utmost importance: cooperation between companies and local institutions.
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A framework for employer engagement
Sustained interaction between employer and the planners and providers of learning
Employer as strategic partner
Job-Skill Toolbox
Purchases diagnostic services and skills development from LSC funded providers
Employer as consumer
CQAF-VET 2
Provides leadership through involvement in the design, development, management, delivery and assessment of learning
Employer as stakeholder
CQAF-VET
FeaturesType of engagement
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Stimulating and impeding factors
• Stimulating factors- Sharing of knowledge through
cooperation and networking- Clear frameworks- Bottom up approach- Adequate organisational and
financial conditions- Adequate project management- Linking up with running
innovations- Looking for regional nearness- Cultural aspects
• Impeding factors- Law and regulations- Image forming- Relation with trade and
business more difficult in economic heavier times
- Complexity in content and regional complexity
- Complexity of broad, multilateral networks of cooperation
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Market research and Curriculum development new VET
Business Sector
Demand For new
skill
Individualcompanies
Individualcompanies
BusinessAssociations
BusinessAssociations
MediaMedia
Other Other
AVE providers
Draft AVE curricula
Draft AVE curricula
Questionnaire Direct contact
Implemented AVE curriculaImplemented AVE curricula
Correction Improvement
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Organisational structure of new VET
BusinessrepresenARSTAives
BusinessrepresenARSTAives
PublicAuthorities
PublicAuthorities
Studentrepresentatives
Studentrepresentatives
Teacher representatives
Teacher representatives
FinalAVE curriculum
FinalAVE curriculum
AVE providersAVE training
processAVE training
process
AVEManagement board
AVEManagement board
Implementation
responsibilityD
ecision
Making
Reporting
Continuous
improvem
ent
Con
tinuo
us
inpu
t
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New model for VET
Demand for a new AVE program
Demand for a new AVE program
AVE providerAVE providerLabourMarketLabourMarket
draft AVE curriculum
draft AVE curriculum
Definition of demanded skill
Step 1Step 2
Step 3 Step 4
Demand for new skill
IMPLEMENTATION OF AVEFinal AVE curriculum
IMPLEMENTATION OF AVEFinal AVE curriculum
Step 5Step 5 AVEManagement board
AVEManagement board
suggestion correction
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Agreements with1. Enterprises2. Government3. Educational org.
1. Final detailed Documents1. Establishment of co-operation body
Awareness rising activities1. Enterprises2. Government3. Educational org.
Curricula
TrainingOf the
trainers
OfficialRecognition ofAVE
Evaluation by-ministry of educ.
-Swedish evaluator-
Phase 1 Phase 2 Phase 3 Phase 4
Self-employment
Project Management
Agreements with1. Enterprises2. Government3. Educational org.
1. Final detailed Documents1. Establishment of co-operation body
Awareness rising activities1. Enterprises2. Government3. Educational org.
Elaboration Of
curricula
TrainingOf the
Pilot group
Evaluation by-ministry of educ.
-Swedish evaluator-
Disseminationactivities
Employment