| Distance training (3) |  |
| E-training (8) | |
| Manpower training (3) | |
| Vocational training (113) | |
| Distance training (3) | |
| E-training (8) | |
| Manpower training (3) | |
| Vocational training (113) | |
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
G#2v 4556 Vocational training G#3v 4557 Apprenticeship 0#4#apprenticeship Apprenticeship G#3v 4558 Communication skills
G#3v 4571 Vocational training G#4v 4572 Distance training 0#5#distance training Distance training G#4v 4573 E training
0#5#e training E training G#4v 4574 Manpower training 0#5#manpower training Manpower training G#4v 4575 Vocational training
0#5#vocational training Vocational training G#3v 4576 Writing skills 0#4#drafting skills Writing skills 0#4#writing skills Writing skills
G#1v 4577 Labour law G#2v 4578 Labour inspectorate 0#3#factory inspectorate Labour inspectorate 0#3#industrial inspectorate Labour inspectorate
0#3#labour inspectorate Labour inspectorate G#2v 4579 Labour law 0#3#employment law Labour law 0#3#labour law Labour law
0#3#labour legislation Labour law G#2v 4580 Labour standard 0#3#employment standard Labour standard 0#3#labour standard Labour standard
G#2v 4581 Professional secret 0#3#professional secret Professional secret G#2v 4582 Right to strike 0#3#right to strike Right to strike
G#2v 4583 Social audit 0#3#social audit Social audit G#2v 4584 Trade union rights 0#3#trade union rights Trade union rights
G#2v 4585 Work code 0#3#work code Work code G#1v 4586 Labour market G#2v 4587 Labour force
quality vocational training model, one that offers lifelong, flexible education and is adapted to the needs of the production system.
-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
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;
1. 4. Matching vocational training to labour market requirements 1. 5. Raising rates of school success 1. 6. Promoting full comprehension of English as a third language
and vocational training), throughout society and in public opinion in order to foster entrepreneurship, which can help to increase the will to set up businesses.
universities, 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,
Development of Vocational training (Cedefop) website, 2012b. As of 07/2012 http://www. cedefop. europa. eu/EN/about-cedefop/projects/forecasting-skill-demand
Attendance of vocational training is on the rise In Andalusia a total of nearly 95 000 students attend vocational training, less than half the
number that attend 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;
teaching more foreign languages; and creating at least one vocational centre of excellence in each of the eight Andalusia
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
last decade has seen students increasingly selecting traditional vocational training rather than university education (Junta de Andalucã a, 2009.
and non-university education were separated in the Andalusia government, with vocational training and non-university education remaining in the Ministry of Education.
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 ï Vocational training (Formaciã n Profesional or FP) serves young people as a professional
alternative to the Baccalaureate and university education. Managed by the Regional Ministry of Education, it includes skills training of one-two years for youth unable to graduate high
ï Vocational training for employment (Formaciã n Profesional para el Empleo or FPE) serves either dislocated or incumbent workers.
Recently, the government has created a new institution to regulate vocational training in the region: the Andalusia Institute for Occupational Qualifications (Instituto Andaluz de Cualificaciones
) 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
In Andalusia, a total of 94 710 students attend vocational training †less than half the number that
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
6. The two biggest unions in Andalusia (UGT and CCCO) offer vocational training and apprenticeships both autonomously and in coordination with the Regional Ministry of Employment.
Vocational training will address several gaps in the system that can help link vocational training better to innovation and entrepreneurship †for instance, offering expanded on-line and foreign
but it also targets students (in high school, vocational training schools and universities) and women. ANDALUCIA EMPRENDE has more than 200 business incubators
programs, 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
vocational training schools and secondary schools. Their training is based on improving the skills of employed people (in collaboration with the Ministry of Education) and inspiring young people to
business education at vocational training centres; and 2) a university program promoting entrepreneurship, held at all public universities in Andalusia.
Ministry of Economy, Innovation and Science, there is only one vocational training diploma in Andalusia included under the Energy and Water professional family.
instance of vocational training and industry clusters. In fact, many agencies in other parts of the world
Vocational training, which will link training better to the new economy, also presents an opportunity for RETA to provide input
helping to link vocational training to the many other efforts. In addition it might join forces with FUNDACION EMPRENDE, already the leader in regional entrepreneurship training, to promote
vocational training programmes. Perhaps more could be done to understand the more immediate and routine needs of SMES for improving the productivity of the sector and developing information about markets and best
basic vocational training and technical support in areas such as product development, process innovation and marketing. With both of these kinds of initiative, decision-making should be devolved
vocational training and apprenticeships; Danish firms spend 2. 1 percent of their wage bill on training
provides generous provision for vocational training and retraining both for those in work and the unemployed.
vocational training, information gathering and more practical forms of business support For further information http://ideas. repec. org/p/aal/abbswp/96-6. html
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
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
role in the field of vocational training Barriers and challenges Improving the contribution of universities to regional growth by implementing
vocational training institutions, technology centres and transfer agencies) and the structure of the regional econ -omy (dominant industries, availability of service firms
Devices & Healthcare Managementâ€, the Vocational training Centre (Berufliches Bildungszentrum Tuttlingen †BBT) provides qualification in surgical instrument making
universities on macro level, educational and vocational training institutions on meso level and specific R&d support and education programmes as well as measures fostering re
•Harmonise vocational training system with innovations and technological change Inadequate access to technological know-how •Foster links between enterprises and research centres
tended to spread â€oeknowledge 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 and impacts
providing the framework to encourage ICT skill formation at higher levels, in vocational training and in
especially small firms, vocational training insti -tutions may take the lead in such interactions as they provide a more practical, hands-on
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 and Skills sector of further edu
Investing in education, training and vocational training for skills and lifelong learning 11. Enhancing institutional capacity of public authorities and stakeholders and efficient
ï§To introduce integrated vocational training generally ï§To increase success at school ï§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
present in curriculums for vocational training, university degrees and MA courses related to the production sector, so that future professionals can internalise innovation an habitual process for
Vocational training should be used the tool to professionalise people and help them to obtain and retain employment.
end, we need to advance towards a quality, flexible, 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,
ï§To introduce integrated vocational training generally ï§To increase success at school ï§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
ï§To introduce integrated vocational training generally ï§To increase success at school ï§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
present in curriculums for vocational training, university degrees and MA courses related to the production sector, so that future professionals can internalise innovation an habitual process for
Vocational training should be used the tool to professionalise people and help them to obtain and retain employment.
end, we need to advance towards a quality, flexible, 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,
ï§To introduce integrated vocational training generally ï§To increase success at school ï§To encourage the integration of young people into the employment market
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.
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
SME participation in apprenticeship and other vocational training is limited relatively potentially reflecting inappropriate training supply. Shifts are also occurring in school
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
Vocational training colleges have had traditionally a craft focus. Many of the craft occupations are pursued in practice by the self-employed
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
Interaction with vocational training institutions tends to be more important for skills development in small firms than in larger ones,
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
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
through its various housing, education and vocational training programmes has assisted over 50,000 people in the last ten years
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
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