Vocational training

Apprenticeship (102)
Communication skills (7)
Continuing vocational training (3)
In-service training (8)
Negotiation skills (1)
Traineeship (8)
Training leave (2)
Vocational training (130)
Writing skills (1)

Synopsis: Employment & working conditions: Employment: Vocational training:

become experts and accumulate a collective experience, under the condition that we transfer to them the relative knowledge and the necessary reasoning and learning techniques.

A 2 3 year apprenticeship direct placement in one of the partner companies or coaching to establish a company of their own in their respective home countries to further create opportunities for employment in their country of origin.

DEVELOPMENT OF HUMAN RESOURCES Participation in the development and implementation of vocational training or study courses together with external partners such as universities Training courses for cluster members Recruitment of staff on behalf of cluster members

Improving arrangements for employee training leave; Tax incentives; and Brokerage systems to help companies source appropriate training.

They may be imparted through school education, universities and vocational training colleges. Training in SMES is also very dependent on relationships with the public sector

to be called an‘Apprenticeship Programme, 'to be funded directly by the companies. Enlarge the Jobbridge programme by a factor of up to 20 times to help more people escape from the trap of being unemployed perpetually.

The Forum recognises that countries such as Germany with low rates of youth unemployment have excellent apprenticeship systems

Any new apprenticeship system adopted in Ireland should recognise and foster entrepreneurship as a valid career option.

Entrepreneurship should be recognised as a career option within any newly designed apprenticeship system. 13. An entrepreneurship internship programme should be established based on the EU funded Erasmus for Young Entrepreneurs programme.

Entrepreneurship should be recognised as a career option within any newly designed apprenticeship system. 13. An entrepreneurship internship programme should be established based on the EU funded Erasmus for Young Entrepreneurs programme.

etc) without requiring positive retained earnings. 5. 2 Skill Development Programmes 5. 2. 1 Youth Apprenticeship Programmes 43.

LEOS, EI, Únag) Ensure that entrepreneurship is recognised as a career option in the roll out of the new apprenticeships system.

Apprenticeship registrations in construction related trades have increased by 75 per cent between June 2013 and June 2014.

The Government is committed to expanding apprenticeship into new areas and this will be the focus of the work of the Apprenticeship Council over the coming years.

There are continuing demands and need for extra provision in a number of areas that will be the focus of engagement between the HEA and higher education institutes.

and New calls for apprenticeships and traineeships in 2015. Current Performance: Activation of the Unemployed At the macro level, Ireland's performance in terms of activation is strong

and collaborative funding initiatives across the range of programme areas from Springboard to Momentum, Apprenticeships, Skillnets and research fellowships both at national and local level.

the development of apprenticeships in new economic sectors and driving delivery of the ICT Action Plan, including increasing domestic provision of high-level ICT skills.

employer input to the development of education and training provision, creating sufficient and sustainable work placement opportunities and the development of apprenticeships in new economic sectors.

Develop new Apprenticeships in response to proposals from key sectors of the economy. It is estimated that the economy has a long run average requirement of between 3, 500 and 4, 000 annual registrations in the existing apprenticeship trades, both construction and non-construction.

The Government is committed also to expanding apprenticeship into new areas and this will be the focus of the work of the Apprenticeship Council over the coming years;

Develop and implement the new Foreign languages in Education Strategy; Publish regional labour market profiles to better reconcile available skills with employers'needs;

and 2015 ACTION PLAN FOR JOBS 31 Publish the Further Education and Training Services Plan. 2015 Actions A Step Change in employer engagement to build skills for the New Economy. 1 Review the National Skills Strategy

SOLAS, ETBS, HEIS) 16 Develop new Apprenticeships in response to proposals from key sectors of the economy.

DES, SOLAS, HEA, Apprenticeship Council, Employers and Education Bodies) 17 Implement the provision of places under the second iteration of Momentum.

and for apprenticeships/traineeships in formal operative level traineeships, manufacturing technicians, manufacturing machine operators, practical engineering apprentice (progression up to level 8), polymer technologists,

develop new Apprenticeships in response to proposals from key sectors of the economy. DES, SOLAS, HEA, Apprenticeship Council, Employers and Education Bodies) 82 Enterprise Ireland will support a total of 115 firms across all levels and activities, through its Leanstart, Leanplus and Leantransform Programmes.

EI) 83 Enterprise Ireland will launch a Manufacturing Capital Equipment Grant providing up to €250, 000 by way of grant to eligible SMES for the purchase of capital equipment (subject to

. 8 Apprenticeship new registrations 1, 307 in 2011.656 in non-construction trades. 1, 687 est. in 2013.917 in non-construction trades higher level maths by 2020.

calls for apprenticeships and traineeships in 2015.2015 ACTION PLAN FOR JOBS 147 4. Increasing activation of the unemployed Objective Baseline (2011) Current Performance 2015 Targets Relevant

Number of vocational trainings finished; lifelong learning; examples of spreading knowledge outside the scientific community. Time-frame:

In absolute terms German SMES provided employment and/or apprenticeship to 20.42 million people in 2006 in the country.

Nearly 83%of all apprenticeship placements in 2006 were offered by SMES, which amounted to 1. 36 million (Ifm, 2007b).

and implementation of an advanced educational model aimed at generating an innovative, inclusive and quality vocational training model, one that offers lifelong,

-Making vocational training more flexible in order to adapt the professional skills taught to current and future needs of the production system,

-Substantially increasing the number of young people taking vocational training courses, and-Increasing personalised career guidance services.

and to establish a model for economic growth that is more balanced than previous models. 6. 1. 4. Matching vocational training to labour market requirements Serious imbalances exist between supply

and demand in the Catalan labour market, especially as regards vocational training. Vocational training should be a tool for professionalising people

and helping them to find and retain jobs, and provisions need to be brought more in line with the actual needs of production.

The Government promotes an integrated vocational training system with the following objectives: to provide a single vocational training service that is adapted to the needs of the labour market;

to develop a model for dual vocational training in cooperation with companies and production industries; to introduce a model for the recognition of work experience

and to accredit professional skills; and to establish integrated career information and guidance services. 6. 1. 5. Raising rates of school success In order to reduce the high school dropout rate in Catalonia,

personalised careers guidance for unemployed people 1. 2. Helping young people to gain access to the labour market 1. 3 Promoting new niches of employment 1. 4. Matching vocational training to labour market

and detecting growth opportunities Catalonia 2020 Strategy 34 and vocational training), throughout society and in public opinion in order to foster entrepreneurship,

This type of education appears more like home schooling or apprenticeship, in which students decide the terms

or apprenticeships with SMES or initiatives actively supporting the conversion of ideas into enterprises The Entrepreneur First initiative for example-a not-for-profit programme launched by the UK Prime minister in March 2011-is a two-year programme

Promoting work based learning including quality traineeships, apprenticeships and dual learning models to help the transition from learning to work;

Promoting partnerships between public and private institutions in order to ensure appropriate curricula and skills provision; Promoting mobility through the proposed Erasmus for All programme. 28 COM (2011) 567.

Foster collaboration between universities and SMES, for instance through the provision of funding schemes, pilot projects or apprenticeships/internships.

including entrepreneurship skills, ICT training, apprenticeships, business training, funding and/or mentorship, among others. These comprehensive programmes offer integrated services for young entrepreneurs with the aim of facilitating as much as possible the arduous process of starting a new business.

Authors 151 International Labour Office, Apprenticeship in the Informal Economy in Africa,(Geneva: ILO, 2008.

and vocational training centres. With the advance of new learning models described above, youth are taking learning to places like technology hubs, co-working spaces,

and have dedicated budgets for apprenticeship, job placements, and other programmes. Civil society organizations can be involved as well.

In the United kingdom, the National Apprenticeships Service has developed a three-way partnership with QA Apprenticeships and Cisco Apprenticeship to offer high school graduates three-year apprenticeship opportunities with CISCO. 199 In Jordan the Ministry of Social Development is responsible for a programme designed to provide marginalized youth with training

and job opportunities in private sector institutions. Youth gain real work experience and on-the-job training through this programme. 200 In Malaysia, the Penang Skills Development Centre

Jobs. 198 OECD, OECD Science, Technology and Industry Outlook 2012.199 Cisco, QA Apprenticeships, http://apprenticeships. qa. com/employers/corporate-bespoke-apprenticeships

In the apprenticeship examples above, participants are remunerated for their work and also have the opportunity to study part-time.

Often, when businesses offer apprenticeships, internships or any other form of on-the-job-training opportunity, they limit their commitment to the duration of the programme.

co-working spaces, hackathons, apprenticeships, and networking events represent just a few of the ways people learn,

Apprenticeship in the Informal Economy in Africa. Geneva: International Labour Office, 2008. International labour organization.""China Youth employment Report."

apprenticeship or a traineeship within a period of four months of becoming unemployed or leaving formal education.

Furthermore, a European Alliance for Apprenticeships has been established to drive forward the innovation and reform of apprenticeship schemes across Europe.

The alliance mobilises a multitude of stakeholders to jointly strengthen the quality, supply and reputation of in-company training as part of vocational education.

The rationale is that quality apprenticeships provide students with a valuable combination of theoretical knowledge

Actions are concerted thus to achieve high-quality apprenticeships that can facilitate young people's access to the job market.

'Working Rite matches an unemployed young person with a skilled tradesman and supports the young person through a six month apprenticeship.

There is a central role for academies, apprenticeships, and training programmes. One example 5 SCALING AND DIFFUSION 93 Organic farming students at Everdale.

and broadly agreed roles for different sectors for example to create a new system of apprenticeships in green industries,

Labour force by qualifications (in 000s), EU27+,"European Centre for the Development of Vocational training (Cedefop) website, 2012b.

and supporting apprenticeships. Develop new ideas by helping businesses accelerate innovation and by improving intellectual property protection.

Attendance of vocational training is on the rise In Andalusia a total of nearly 95 000 students attend vocational training,

The II Andalusia Plan for Vocational training, currently being prepared by the Ministry of Education, seeks to adapt vocational training to the new economy and new demand of jobs and occupations.

This will involve expanding online training; cooperating more closely with businesses, unions and others through advisory councils;

Vocational training has been very successful in the last decade in placing students in a job. That has resulted in an increased number of students during the 1990s

whereas vocational training has followed an opposite trend (from 4. 1%in 1998 to 5%in 2009).

At the same time, as discussed further below, the last decade has seen students increasingly selecting traditional vocational training rather than university education (Junta de Andalucía, 2009.

with vocational training and non-university education remaining in the Ministry of Education. The idea was to use universities as innovation

Vocational training and apprenticeship programs The different systems of vocational training in Andalusia are as follows: 5 Erasmus is the EU flagship higher education program enabling 200 000 European students to study in a university from another member country each year.

Vocational training (Formación Profesional or FP) serves young people as a professional alternative to the Baccalaureate and university education.

Vocational training for employment (Formación Profesional para el Empleo or FPE) serves either dislocated or incumbent workers.

the government has created a new institution to regulate vocational training in the region: the Andalusia Institute for Occupational Qualifications (Instituto Andaluz de Cualificaciones Profesionales.

The Institute will be in charge of integrating the different vocational training systems (FP and FPE) based on a common system of occupational qualifications in collaboration with the national government and unions.

In Andalusia, a total of 94 710 students attend vocational training less than half the number that attend the public universities.

The II Andalusia Plan for Vocational training, currently being prepared by the Ministry of Education, seeks to adapt vocational training to the new economy and new demand of jobs and occupations.

This will involve expanding online training; cooperating more closely with businesses, unions and others through advisory councils;

Vocational training has been very successful in the last decade in placing students in a job. That has resulted in an increased number of students during the 1990s

and CCCO) offer vocational training and apprenticeships both autonomously and in coordination with the Regional Ministry of Employment.

The II Andalusia Plan for Vocational training will address several gaps in the system that can help link vocational training better to innovation and entrepreneurship for instance

but it also targets students (in high school, vocational training schools and universities) and women. ANDALUCIA EMPRENDE has more than 200 business incubators (Centros de Apoyo al Desarrollo Empresarial,

and vocational training schools, teaching students how to create and manage cooperative firms. For the highest level of vocational training students, ANDALUCIA EMPRENDE offers a business plan competition in

which the winners spend three days training in the business incubators. In collaboration with EXTENDA, they offer four training programs:

which promotes entrepreneurship in vocational training schools and secondary schools. Their training is based on improving the skills of employed people (in collaboration with the Ministry of Education)

1) a program to promote business education at vocational training centres; and 2) a university program promoting entrepreneurship,

regional actors seem to have missed the more modest but important contribution of vocational training and education.

Innovation and Science, there is only one vocational training diploma in Andalusia included under the Energy and Water professional family.

as well as the depth of the region‘s economic problems, it is unfortunate that this separation of agencies may hinder strategic coordination, for instance of vocational training and industry clusters.

The preparation of the II Andalusian Plan for Vocational training, which will link training better to the new economy,

In particular it can play a pivotal role by helping to link vocational training to the many other efforts.

and the upgrading of the sector s knowledge base more generally, for example through support for vocational training programmes.

More lower-level innovation support is also with regard to basic vocational training and technical support in areas such as product development, process innovation and marketing.

) Local tacit knowledge is reproduced also through a high level of commitment among firms to vocational training and apprenticeships;

A tradition of long term specialist apprenticeships between 5 and 10 years has continued through the 2000s despite increased competitive pressures on firms from foreign low cost competition (Christensen, 2010.

the Danish labour market model often referred to as=Flexicurity‘also provides generous provision for vocational training and retraining both for those in work and the unemployed.

But this needs to be matched by the self financing of institutions that can support tacit knowledge production, in particular with regard to greater levels of vocational training, information gathering and more practical forms of business support.

the Scottish government recently introduced a Life sciences Modern Apprenticeship scheme which provides subsidies for SMES to take on trainees.

The involvement of the regional ministry of education should also be sought as the main government body responsible for vocational training in the region.

yet there is only one vocational training diploma in Andalusia included under the Energy and Water professional family.

and developing and improving access to vocational training. 86 As a result of the implementation of the new Walloon industrial policy, there is now a specific promotion of investment package for attracting new firms to the Plastiwin cluster.

An important factor that can further put weight on CIOS'communication skills is their relative position within the business.

apprenticeship programmes and re-skilling/supports. The FÁS Corporate Strategy sets out the strategic direction taken by the Authority

and/or traineeship type qualifications. Finally, the percentage of those with lower secondary and below in the labour force in the South East is high (23 percent) compared to the national average (19 percent), highlighting a significant proportion of those with relatively low skills.

A call centre operative requires strong communication skills involving active listening and an ability to empathise as well as basic telephone etiquette.

and learning techniques are offered. Keywords: Digital technologies; Social media; Networked society; Mobile media Introduction Innovative uses of emerging technologies are enabling a fundamental transformation of the teaching and learning process.

i) a project launch event such as a high profile seminar or conference (ii) a series of presentations throughout the region to key sectors, especially to the business community and the higher and vocational training institutions (iii) publicity

Universities can also play an important role in the field of vocational training. Barriers and challenges Improving the contribution of universities to regional growth by implementing such mechanisms requires the interconnection of the partners in the innovation systems.'

81 Knowledge transfer and information actions for the provision of vocational training and skills acquisition actions, demonstration activities and information actions.

, universities and other research organizations, vocational training institutions, technology centres and transfer agencies) and the structure of the regional economy (dominant industries, availability of service firms and adequate suppliers, organizations providing innovation finance).

'the Vocational training Centre (Berufliches Bildungszentrum Tuttlingen BBT) provides qualification in surgical instrument making, and there exists a Competence Centre for minimal invasive medicine (MITT).

universities Existence of education and vocational training institutions Special R&d support and education, instruments for research transfer Existence of technical culture Common values such as trust and reciprocity

educational and vocational training institutions on meso level and specific R&d support and education programmes as well as measures fostering research transfer on the micro level.

Refocused the delivery of apprenticeship support services on improving participation and completion rates with funding of $200 million per year.

and Territories on system improvements, including a possible refocusing of VET in schools and school-based apprenticeships.

and a further $1. 4 billion per year in Commonwealth funding to support participation in apprenticeships

The Government is also providing eligible apprentices with financial assistance of up to $20, 000 over the life of their apprenticeship, through the Trade Support Loans programme, for those undertaking qualifications leading to occupations listed in the Trade

A new model for apprenticeship support services The Government will implement new arrangements for delivering support to Australian apprentices and their employers from 1 july 2015.

The Australian Apprenticeship Support Network will provide a one-stop shop for employers looking to hire a new apprentice suited to their business.

Ambition 2 53 managing the administration of an apprenticeship, including the training contract; and administering the Australian Apprenticeships Incentives Programme,

including employer incentives and trade support loans. Pilot training scholarship programmes under the Industry Skills Fund The Government is trialling a new approach to funding training,

and possible reforms focusing on VET in schools and school based apprenticeships. The Government is working with States and Territories through COAG,

which will provide apprentices with financial assistance of up to $20, 000 over the life of their apprenticeship.

1. Selection of a facilitator (she/he has to have good communication skills, hold a certain level of authority in the group.

Foreign language competence page 262 of 271 Presentation using transparencies Powerpoint presentation Design of documentation for the customer Rhetorical skills Negotiation skills Technical skills for searching for information/patents

In absolute terms German SMES provided employment and/or apprenticeship to 20.42 million people in 2006 in the country.

Nearly 83%of all apprenticeship placements in 2006 were offered by SMES, which amounted to 1. 36 million (Ifm, 2007b).

Harmonise vocational training system with innovations and technological change. Inadequate access to technological know-how Foster links between enterprises and research centres and laboratories.

in providing the framework to encourage ICT skill formation at higher levels, in vocational training and in ongoing lifelong learning.

Past policies tended to spread knowledge investment (e g. high education and vocational training, public and private R&d) too thinly, not making much of an impact in any one area.

and iv) The vocational training centres for the purpose interaction between business and technology development. Measuring the effects

research and development organisations, enterprises, government institutions, organisations funding innovation developments, universities, high schools and vocational training establishments, research hospitals, libraries, historical archives, museums, public education

1) The strengthening of the higher education required for enhancing the number of research and development workplaces. 2) The development of the vocational training for creative, innovative professionals. 3) The strengthening the interdisciplinary approach in higher education. 4) The generalization and strengthening

and ICT skills (e g. through in service training, peer-learning and informal and non-formal learning), as lifelong learners themselves.

and following innovative practice development of the field should become part of both initial teacher education and in service training.

and ICT skills (e g. through in service training, peer-learning and informal and nonformal learning), as lifelong learners themselves. 136 80.1 15.

and ICT skills (e g. through in service training, peer-learning and informal and nonformal learning), as lifelong learners themselves. 80.1 136 57.

and ICT skills (e g. through in service training, peer-learning and informal and nonformal learning), as lifelong learners themselves.

and ICT skills (e g. through in service training, peer-learning and informal and non-formal learning), as lifelong learners themselves..

and update (e g. through in service training, peer-learning and informal and nonformal learning) their digital competence and ICT skills,

and update (e g. through in service training, peer-learning and informal and nonformal learning) their digital competence and ICT skills,

Adult apprenticeships, February 2012. Policies and strategies for information and technology and business 14 Department for Environment, Food and Rural affairs and the Animal Health and Veterinary Laboratories Agency:

and individuals in providing the framework to encourage ICT skill formation at higher levels, in vocational training and in ongoing lifelong learning.

fostering enquiring minds, developing leadership and communication skills. LSE100 27 is an innovative course offered by the London School of economics and Political science (UK)

vocational training institutions may take the lead in such interactions, as they provide a more practical, hands-on, shorter-term oriented education,

and vocational training for skills and lifelong learning; 418 200 606 1 246 399 567 0 54 949 286 0 1 719 549 459 (11) enhancing institutional capacity of public

Distance learning is an area that offers considerable potential for vocational training and continued professional development. PPO 4. 10 The Regional Authority will support expansion in the Training

Investing in education, training and vocational training for skills and lifelong learning. 11. Enhancing institutional capacity of public authorities and stakeholders and efficient public administration. 1. Framework 15 Moreover

To introduce integrated vocational training generally. To increase success at school. To encourage the integration of young people into the employment market.

and those on vocational training programmes that include practical training at companies to set up new enterprises.

Innovation must be present in curriculums for vocational training, university degrees and MA courses related to the production sector,

Vocational training should be used the tool to professionalise people and help them to obtain and retain employment.

integrated vocational training model (in coordination with the jobs market) that provides training throughout people's working lives.

Company-university and company-vocational training centre cooperation programmes enable students to develop projects with companies

Financing To introduce integrated vocational training generally. To increase success at school. To encourage the integration of young people into the employment market.

Investing in education, training and vocational training for skills and lifelong learning. 11. Enhancing institutional capacity of public authorities and stakeholders and efficient public administration. 1. Framework 15 Moreover

To introduce integrated vocational training generally. To increase success at school. To encourage the integration of young people into the employment market.

and those on vocational training programmes that include practical training at companies to set up new enterprises.

Innovation must be present in curriculums for vocational training, university degrees and MA courses related to the production sector,

Vocational training should be used the tool to professionalise people and help them to obtain and retain employment.

integrated vocational training model (in coordination with the jobs market) that provides training throughout people's working lives.

Company-university and company-vocational training centre cooperation programmes enable students to develop projects with companies

Financing To introduce integrated vocational training generally. To increase success at school. To encourage the integration of young people into the employment market.

i) a project launch event such as a high profile seminar or conference (ii) a series of presentations throughout the region to key sectors, especially to the business community and the higher and vocational training institutions (iii) publicity

Universities can also play an important role in the field of vocational training. Barriers and challenges Improving the contribution of universities to regional growth by implementing such mechanisms requires the interconnection of the partners in the innovation systems.'

Knowledge transfer and information actions for the provision of vocational training and skills acquisition actions, demonstration activities and information actions.

This will require investments to improve the links between universities (as well as vocational training facilities) and employers.

update and modernize the curricula for theoretical education, vocational training and lifelong learning in order to answer to the demands of the business sector in the region.

Vocational training also needs to be expanded significantly and upgraded in order to supply a sufficient number of qualified technicians (specialized labor).

universities or vocational training centers) in order to identify and promote those projects that fit with the needs of the local economic actors. 180.

and vocational training to the demands of the labor market, increasing the relevance of the educational and vocational training offer by anticipating private sector requirements,

and ensuring the applicability of the learning material, are key role for the economic development of the region.

i) developing onthe-job training through apprenticeship schemes, internships, and scholarship programs that aim to develop specific competences and skills by providing on-the-job training;

and, ii) strengthening the capacity of vocational training providers to deliver attractive and high-quality education and training programs in correlation with labour market demands, especially for sectors with significant growth potential,

The specific objective of this investment priority is the rehabilitation, modernization, development and expansion of pre university, university education and continuous vocational training infrastructure. 182.

Soft Measures such as educational and vocational training programs have to be sustained properly by the educational infrastructure

and proper endowment of schools and vocational training centers to ensure a high-quality teaching process, using appropriate pedagogical and technical resources.

education and continuous vocational training infrastructure National, local and EU funds, West Regional Operational Programme 83 187.

and equipping of pre university, university education and vocational training infrastructure List of preselected projects identified in the Regional Development Plan Service capacity of supported education infrastructure 86 Investment

and organizing vocational training in order to ensure an adequate labor force for private sector growth. Some regeneration plans have been prepared

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