sectors, especially to the business community and the higher and vocational training institutions iii) publicity through radio, television and newspaper coverage (iv) the distribution of
•Knowledge transfer and information actions for the provision of vocational training and skills acquisition actions, demonstration activities and information actions.
universities (as well as vocational training facilities) and employers. It may also pay to make strategic investments in promoting disciplines
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.
training providers (schools, universities or vocational training centers) in order to identify and promote those projects that fit with the needs of the local economic actors
In this respect, adapting theoretical education 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.
-the-job training through apprenticeship schemes, internships, and scholarship programs that aim to develop specific competences and skills by providing on-the-job training;
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
university education and continuous vocational training infrastructure 182. Soft Measures such as educational and vocational training programs have to be
properly sustained 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. Investments that have started under the current period should continue in order to
and organizing vocational training in order to ensure an adequate labor force for private sector growth Some regeneration plans have been prepared
companies†level by developing programs of E training and e-Coaching 8 At the same time new opportunities arise for the knowledge level of universities
region†s university and vocational training systems •The region†s ICT sector has specialisation capacities in the fields of mobility and
University, Vocational training) for the ICT market •Difficulty in globalization of the regional ICT sector
The efforts of vocational training institutions and schools are also central to meeting the challenge. But entrepreneurship education is confined not to
apprenticeship programmes are good vehicles for developing entrepreneurship skills, but SME participation in apprenticeship and other vocational training is limited relatively
potentially reflecting inappropriate training supply. Shifts are also occurring in school curriculums aimed at fostering in students the ability and desire to act entrepreneurially
apprenticeships and developing the training function of small business support programmes, such as for business succession, management and training and business
imparted through school education, universities and vocational training colleges. Training in SMES is also very dependent on relationships with the public sector because while large
institutions (namely R&td, higher education and vocational training institutions) who are involved in the development of the sector and region
discussed are the roles of tertiary and school education, vocational training and the use of knowledge-intensive service activities and small business support in the
social and communication skills needed for team work, and specific language and cultural skills that are of growing importance in certain multicultural working environments
researchers, marketing professionals) and drafting skills Management Skills for business planning, regulations and quality control, human resources planning (recruitment
Vocational training colleges have had traditionally a craft focus. Many of the craft occupations are pursued in practice by the self-employed
element of the system is apprenticeships, where the trainee is based mainly with an employer. Apprenticeship programmes are widespread, with countries like Denmark
Australia, Germany and France often being referred to as good practice. Apprenticeships combine classroom teaching, often in vocational training institutions, with on-the-job
training. In France, for example, since 1925 firms have been obliged to pay an apprenticeship tax (0. 5%of the payroll), up to 40
%of which is earmarked for apprenticeships. All firms apart from those employing apprentices) pay this â€oeapprenticeship tax†(Stone and Braidford
2008). ) Germany furnishes a second example †there the VET dual system includes on-the-job training or in-company training combined with part-time vocational school training.
Since 2002 the demand for apprenticeship positions has exceeded constantly their supply, both in eastern and western Germany (Zwick, 2007.
The German model is considered effective contributing to innovation by nurturing the skills needed by the firms.
the â€oeaustralian Apprenticeshipsâ€, bring together the traditional apprenticeship and the traineeship systems. This initiative has been especially successful,
escalating from about 120 000 apprentices in 1995 to over 400 000 by 2003. The numbers in Australian
Apprenticeships represent 3. 5%of the working population, one of the highest rates of contracted training in the developed world.
Training Organisations and New Apprenticeship Centres, rather than leaving the â€oeselling†of the programmes to training providers (Smith and Smith, 2007
Traditional apprenticeship programmes aim to train skilled employees and do not explicitly train entrepreneurship skills, however,
Interaction with vocational training institutions tends to be more important for skills development in small firms than in larger ones,
their own apprenticeship programmes. However, improving entrepreneurship skills in SMES through vocational education and training is challenging due to obstacles to SMES in
Schemes such as training leaves are not fully taken up by employees. Participation in voucher-type schemes is high among employees, but on
Training packages and apprenticeship schemes have been very successful in some countries as employers use the national qualification system to upgrade the skills of
in vocational training institutes which is designed too often around conventional norms of business management education and not enough around the motivations of entrepreneurs
traditionally exercised by vocational training colleges †a teaching de-contextualised from developing the individual †and management development,
Another step that can be taken to fit the vocational training offer more closely to what is
Across the EU-15 countries, data from the Eurostat Continuing vocational training Survey show that employees in enterprises with less than 50 employees receive
communication skills to creative thinking and integration of technical knowledge Although not formally recognised by standard qualifications,
increase apprenticeships in SMES since they are ideal for entrepreneurship skills development â Increase the use of informal learning sources
CEDEFOP (European Centre for the Development of Vocational training)( 2008a), Future Skills Needs in Europe: Medium-term Forecast, Office for Official Publications of the European communities
Supported by Apprenticeship Training as a Context for Learning†in M.-L. Stenstrã m and P. Tynjã¤lã
â Reinforce training in SMES by launching in-company projects, increasing SME apprenticeships a developing the training function of small business support programmes,
but also social and communication skills related to team work and language skills Basic skills Generic and routine skills found in occupations present in most industries and
The establishment of Waterford City as a National Centre of Excellence for Crystal Production with the development of a Crystal Making Apprenticeship Scheme through a partnership between the House of Waterford Crystal and Waterford Institute of technology
but with no apprenticeship scheme in the glass industry, the skills base for an industry integrally associated with the city is vanishing
A Â Crystal Making Apprenticeship Scheme through a partnership between the House of Waterford Crystal and Waterford Institute of technology would take advantage of the exceptional artisan glass blowing
The establishment of Waterford City as a National Centre of Excellence for Crystal Production with the development of a Crystal Making Apprenticeship Scheme through a partnership between the House of Waterford Crystal and Waterford Institute of technology
of their high quality apprenticeships and internships by half over three years, from the current 9, 000 to 13,500.
through its various housing, education and vocational training programmes has assisted over 50,000 people in the last ten years
apprenticeship. As of late December 2009 there were 3, 261 companies registered as CICS Governance Ownership structures bring with them important dynamics that may help or
academies, apprenticeships, and training programmes. One example 5 SCALING AND DIFFUSION 93 Organic farming students at Everdale.
new system of apprenticeships in green industries, or to green existing industries Systemic finance We describe many different finance tools in other sections which can
management, business intelligence, e training. Examples of innovative working processes are customer call centers, Intranets that link business partners, data
-up, for community building, e-learning tools, support for e-learning and e training (in technology and in e-business), methodologies and practices of networked business
sharing e-learning and e training modules knowledge basis including models and e-business practice, benchmark implementation of digital business ecosystems
e training and e-learning modules Shortage of Capital Actions: support for venture capital, investment forum Stafford Beer, Platform for Change,,
vocational training institutions take the lead over universities in engaging into joint initiatives with local firms (especially with low-tech, low/non-R&d small firms) that prefer the more
practical, shorter-term oriented opportunities of the vocational training institutions to the more complex, long-term programmes of the university (Ranga et al. 2008
entrepreneurs had no vocational training at all 3. 2 Variables and measures 3. 2. 1 Dependent variable. The dependent variable used in this study is the introduction
supporting apprenticeships †Develop new ideas by helping businesses accelerate innovation and by improving intellectual property protection
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