New approaches to strengthened cooperation facilities for VET institutions and labour market - NecVET (Progetti)

Type
Label
  • New approaches to strengthened cooperation facilities for VET institutions and labour market - NecVET (Progetti) (literal)
Anno
  • 2014-01-01T00:00:00+01:00 (literal)
Alternative label
  • Davide Taibi, Giovanni Fulantelli, Denaro Paola, Giuseppe Chiazzese, Giovanni Todaro (2014)
    New approaches to strengthened cooperation facilities for VET institutions and labour market - NecVET
    (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#autori
  • Davide Taibi, Giovanni Fulantelli, Denaro Paola, Giuseppe Chiazzese, Giovanni Todaro (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#affiliazioni
  • Consiglio Nazionale delle Ricerche - Istituto per le Tecnologie Didattiche (literal)
Titolo
  • New approaches to strengthened cooperation facilities for VET institutions and labour market - NecVET (literal)
Abstract
  • Vocational Education and Training (VET) is a strategic area and EC gives significant importance to vocational education and curriculum developed in this sector. Vocational Education systems have being shaped by European countries with the aims of joining work life of qualified persons who are needed by labor market and decreasing unemployment. Approaches and policies in VET developed in several countries in Europe are reported in following paragraphs. In Italy “The qualifications released under the regional system are recognized at national level. A National Register of qualifications awarded in the VET system was created in 2011. It is made up of two-level professional figures (Professional operator and Professional technician), that can be further subdivided into specializations and regional profiles.” In Greece, “the newly established national authority, the National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP), corresponds to the pressing need of creating and maintaining a holistic and interrelated policy framework for the development of lifelong learning and certification of qualifications in Greece, linking with the open market and responding to the needs of the citizens, a central issue in EU policy. Its mission is geared towards linking VET with labour market needs, upgrading people’s occupational qualifications, reinforcing their employment perspectives and strengthening social cohesion.” In Poland, “The educational policy at the secondary level is formulated by the Ministry of National Education, co-operating with other Ministries. The management and administration of the VET system in Poland has a three level structure: national (Ministries), partially regional (school superintendent – kurator, mainly in the area of pedagogical supervision), district authorities (governing upper secondary schools). Social partners are involved in developing VET system. They can give opinions on the changes planned to be introduced in VET”. In Spain, a VET quality network has been created in order to support regional governments and improve the image of VET, identify, select and share indicators that will be appropriate to evaluate the quality of VET, foster the relationship between systems and educational centers and disseminate information on the events at European level in the area of quality assurance. (http://www.eqavet.eu/gns/what-we-do) In Turkey, The vocational and technical education system includes two main dimensions: theoretical (school training) and practical (in-company training). VET policies and activities are mostly carried out by the MoNE within the framework of a law, which brought about changes to the system, establishing new and strong links of co-operation with industry and commerce. The vocational education system includes: •Vocational and technical high schools providing training in more than 130 occupations and giving access or leading to the qualification of specialized worker and technician; •Apprenticeship training, which is a combination of mainly practical training provided in enterprises and theoretical training provided in vocational education centres; http://projeler.meb.gov.tr/pkmtr/document/e_kitap/vet_reform_turkey.pdf As stated in the report of European Commission called “A new impetus for European cooperation in Vocational Education and Training to support the Europe 2020 strategy”,“The next decade will be the time for delivery, starting with a rapid implementation of the EU common reference tools, such as EQF, ECVET, Europass and EQAVET. The Member States have the prime role, in partnership with social partners and involving, regional and local authorities, vocational providers, teachers and trainers as well as learners at all levels.” (http://eur-lex.europa.eu/legal-content/EN/ ALL/;jsessionid=tpSLTTdPvDNhhGpmvHzdbndMTncfcxzZxGyqLHJpPHsphp1RQRR1!-897704779?uri=CELEX:52010DC0296) With the EQAVET programme(which is being applied by EC), standardization in VET has been aimed. The focus of the EQAVET network for 2013-2015 is to support the use and implementation of the EQAVET Framework in the national contexts, considering: -The need for a systematic, structured and permanent dialogue with social partners as they provide an important contribution to improved responsiveness of VET systems; and in the delivery of continuing vocational education (CVET) and workplace learning” From one hand within this context joining of all local and regional actors in the field of the adaptation of contents and curriculum of vocational education to labor market is envisaged and aimed for 2020. On the other hand, to support EQAVET programme through setting up direct links with labor market and enterprises representatives that policy makers has not conferred with them on the matter sufficiently so far, preparing needs analysis and comparing its results with educational policies of VET institutions are focus point of NecVET project. (literal)
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