This resource guide on skills development for workers’ organizations has been developed to build the capacity and engagement of workers’ organizations in skills development and lifelong learning.
https://www.ilo.org/skills/areas/skills-policies-and-systems/WCMS_761035/lang–en/index.htm
Canada’s rapidly changing labour market creates both opportunities and challenges that force us to reflect on the future of work and learning. For post-secondary institutions, this raises many important questions about how best to support learners coming to them at all stages of their lives.
https://www.collegesinstitutes.ca/policyfocus/canadians-perceptions-of-post-secondary-education-retraining-and-lifelong-learning/
En français.Canada. Perceptions des Canadiens et Canadiennes à l’égard des études postsecondaires, du recyclage professionnel et de la formation continue
Training for working Canadians is scarce, and the people who most need it are the least able to get it. As global competition and technological change increase, Canada needs to create effective and inclusive systems of training, which are essential for innovation, growth, employment and good incomes.
https://ppforum.ca/publications/skills-training-and-lifelong-learning/
En français. Canada. Compétences, formation et apprentissage continu
Reflecting on the role of Asia-Europe Meeting (ASEM) as an overarching political process advancing ASEM Education Process (AEP) and TVET as a priority area, it becomes apparent that fostering a culture of lifelong learning that engages business (as learning organisations) in the process of education and training is greatly enhanced when members learn from the experiences of their counterparts in Europe and Asia and from experts who are ahead of the curve.
https://www.lemmens.de/medien/buecher-ebooks/wissenschaft-hochschule-forschung/asem
Chapter of the book Looking Back and Looking Ahead: The ASEM Education Process – History and Vision 2008-2018 ((p177-183)
The study covers a general challenge for VET teachers, but is of particular relevance in systems with a high degree of school-based VET, full-time employed VET teachers, and VET teachers who are responsible for students’ vocational learning.
http://www.ijrvet.net/index.php/IJRVET/article/view/276
In English. Canada. Colloquium Transitions: School to work to lifelong learning, 1995
https://drive.google.com/open?id=1h9B79aHmsE9orCqx6hD_RDr18dNyXgbA
En français. Canada. Colloque Transition: de l’école au travail à l’apprentissage perpétuel, 1995
https://drive.google.com/open?id=1vuBBSf6rTVk0rkIwGIt6zixK_0kAgryV
The willingness of not just workers, but employers, to embrace the shift toward renewable learning will impact our ability to address the most pressing challenges facing the workforce today – from skills gaps to employee diversity to talent retention. Renewable learning is no longer a nice to have, but a need to have for employees and employers to succeed in today’s rapidly evolving world of work.
https://www.forbes.com/sites/schoolboard/2017/10/09/the-future-of-your-career-depends-on-lifelong-learning/#131b1421bd71
This report provides a systematization of the discussions at the Regional Meeting of Ministers of Education of Latin America and the Caribbean held 24‐25 January 2017 in Buenos Aires, Argentina. This was the first ministerial meeting to be organized within the framework of the 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs), in particular SDG 4 – “Ensure inclusive and quality education for all and promote lifelong learning”.
http://unesdoc.unesco.org/images/0025/002501/250117e.pdf
Think your employees are too busy to care about continuing education? Try again. Lack of growth opportunities is one of the key reasons for employee turnover, and 87% of millennials say professional development is important in a job.
https://www.forbes.com/sites/jeffkauflin/2017/09/29/how-to-keep-employees-engaged-with-continuing-education/#4f2f3b104c51
The paper concludes that the globally converging discourse of LLL tends to serve the interests of the market ahead of those of the community, and argues that an alternative characterization of LLL, anchored in social justice, is necessary in the light of the 2030 Agenda for Sustainable Development, and especially Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all.
http://unesdoc.unesco.org/images/0025/002500/250027e.pdf
Technological change demands stronger and more continuous connections between education and employment. The faint outlines of such a system are now emerging.
https://www.economist.com/news/special-report/21714169-technological-change-demands-stronger-and-more-continuous-connections-between-education
An important issue in the design of secondary-level education is the balance between conveying general and occupation-specific (vocational) skills. On the one hand, vocationally oriented programmes, providing occupation-specific skills with immediate labour market relevance, have repeatedly been shown to secure safe pathways into employment. On the other hand, these programmes tend to put less emphasis on developing general knowledge, skills and competencies, including numeracy and literacy, which are foundational to lifelong learning. Hence, when the needs of the labour market change, employees who opted for a vocational track when they were at secondary school risk being less flexible in adapting to such changes later in their career.
https://www.researchgate.net/publication/315309837_Returns_on_vocational_education_over_the_life_cycle_Between_immediate_labour_market_preparation_and_lifelong_employability
This study concerns the continuing professional development (CPD) of vocational teachers. This study aims to explore vocational teachers’ participation in this CPD programme. The analysis is based on registry data on participation in the initiative. Our theoretical foundation is the socio-cultural theory of identity formation, with a focus on the boundary crossing between different communities of practice, and a theory of adults’ participation in education. The findings show differences in participation according to age, vocational area, and geographic location. The results indicate that participation opportunities may be influenced by, for example, institutional factors and situational factors. This implication is discussed in relation to vocational teachers’ development of a professional identity and their teaching of the vocational subject.
https://ervet-journal.springeropen.com/articles/10.1186/s40461-015-0019-3
Continuing training and professional development is a fundamental element in a continuum of learning that equips adults with the knowledge, skills and competencies to fully engage in rapidly-changing societal and working environments. The UNESCO Recommendation concerning Technical and Vocational Education and Training (2015) contains relevant provisions in this area.
http://unesdoc.unesco.org/images/0024/002451/245179e.pdf
En français. UNESCO. Recommandation sur l’apprentissage et l’éducation des adultes 2015
http://unesdoc.unesco.org/images/0024/002451/245179f.pdf
The paper presents empirical data to consider some of the current debates concerning the nature of vocational knowledge taught in further education colleges to students following craft, vocational and occupational courses. The concept of ‘knowledge in motion’ and workplace learning theories are employed as a conceptual framework to examine the continuing professional development (CPD) activities of vocational teachers. This is used to shed light on the ways in which teachers use CPD as a means of accessing and transporting vocational knowledge from occupations to classrooms. Findings suggests that vocational knowledge is distributed and networked and this conceptualisation makes visible some of the ways teachers are able, through CPD activity, to transport vocational knowledge from occupations to classrooms.
http://www.voced.edu.au/content/ngv%3A73477
Continuing medical education, increasingly termed continuing professional development (CPD), constitutes an important aspect of the educational life for any health care practitioner. In many high-resource countries, health care professions have licensure or certification requirements for ongoing CPD, increasing the odds that most providers will engage in these activities. Due to these requirements and the attendant well-financed interest from health care professionals, there exist a wealth of options for CPD within high-resource countries, touching on all aspects of medicine and provided in a huge range of formats.
http://www.annalsofglobalhealth.org/article/S2214-9996(15)01154-6/fulltext
In such resource-challenged settings, access to postgraduate medical education often is limited due to inadequate financial, structural, and academic resources. A crucial component to improved health in Haiti is the expansion of continuing medical education (CME). To our knowledge there have been no previous studies investigating the continuing professional development needs of Haitian physicians working in this context. The objectives of this study are to describe the educational resources available to Haitian physicians and to understand their continuing professional development needs.
http://www.annalsofglobalhealth.org/article/S2214-9996(15)01153-4/fulltext
If a higher education institution decides to deliver industry education, it should be for the opportunity to be recognized as industry experts and the chance to influence day-to-day operations of businesses. Increasing revenue should be an afterthought and often will not happen in the short term.
http://www.evolllution.com/opinions/universities-and-continuing-industry-education-making-an-impact-is-key/
Continuing education and training provides a means to improve performance among health care professionals (HCP). Research shows, however, that continuing professional education activities have inconsistent effects on HCP competence, performance, and patident health outcomes. Furthermore, the trainer’s role as a facilitator of knowledge translation (KT) has been understudied. Creating an effective training, one that leads to transfer, requires active planning, communication, and command of the training topic by skilled trainers.
http://sgo.sagepub.com/content/2/2/2158244012448486.full
The guide gives interested stakeholders information on how training and skills development can be pursued in the context of an SME (Small to medium-sized enterprises;). The guide details some of the key challenges SMEs face and information on how to deal with them and find innovate solutions. It also provides various examples from across Europe that stakeholders can benefit from.
http://bookshop.europa.eu/en/guide-for-training-in-smes-pbKE7809874/
Emergency Medical Service (EMS) educators are faced with the daunting task of providing prehospital care providers with quality continuing professional education (CPE) while meeting the needs of various stakeholders. This study sought to find how EMS educators make CPE offering decisions by examining three primary areas: the sources of information used to generate CPE topic ideas, factors that influence decision making, and strategies used to collect and analyze data. Additionally, a comprehensive list of CPE offered by study participants from the last two years was generated, which demonstrates how these three areas drive EMS CPE.
http://athenaeum.libs.uga.edu/xmlui/handle/10724/27719
Lifelong learning has become one of the keys to making workers’ career paths more secure at both the French and the European policy level. However, the implementation of these policy lines raises delicate questions as to how the responsibility for vocational training should be shared among employees, employers and public institutions. The study, based on quantitative and qualitative surveys in which employers and their employees were consulted, shows that the environment provided by the company contributes more decisively than employees’ previous training and career paths to the capability of the latter to attend vocational training and develop professionally at work. Relying on these empirical findings, it proposes a scheme for a capability-based conceptualization of professional development.
http://www.voced.edu.au/content/ngv52881
In Romania, the concept of lifelong learning as such is quite new. Some aspects, like adult continuous education and professional training as well as the apprenticeship at workplace were offered extensive attention, but an integrative vision on lifelong learning was not transposed into legislation and practice, until recently. The paper offers a review of the measures taken for the development of the lifelong learning system in Romania. The most recent, the Law of Education 1/2011 set the premises for the desired lifelong learning system and aligned the Romanian educational system with the European vision on lifelong learning to facilitate the emergence of the knowledge economy.
http://www.rcis.ro/images/documente/rcis37_03.pdf
Lessons learnt from the New Opportunities Initiative, Portugal This paper describes a unique experience in bridging new knowledge, generated from research sources, and paradigm changes in the Portuguese public policy landscape.
http://unesdoc.unesco.org/images/0021/002140/214088e.pdf
Policies encouraging wide participation in continuing training are an important component of lifelong learning strategies. Very little is known concerning differences in continuing training or their causes and consequences. Such information would be useful for assessing policy choices related to training, such as whether to encourage an overall increase in training levels or to attempt to redirect training investments toward groups currently receiving little training. This publication deals with some of these issues.
http://bookshop.europa.eu/en/the-distribution-of-adult-training-in-european-countries-pbLBNA24895/
In international comparative terms, German companies remain behind expectations when it comes to the continuing training of their employees. In light of the clearly impending shortage of skilled workers and rising requirements with regard to activities and skills, there ought, however, to be an increasing demand on the part of firms for company-based continuing training to act as an important instrument for the securing of economic efficiency and to cover training needs. The present paper serves as the basis for highlighting both this correlation and further possible factors exerting an influence on the willingness of companies to provide continuing training.
https://www.bibb.de/en/23274.php
