Newsletters

November-December 2019

CVA’s PICK OF THE MONTH

Malawi. Gender Differences in the Effects of Vocational Training: Constraints on Women and Drop-Out Behavior
This paper provides experimental evidence on the effects of vocational and entrepreneurial training for Malawian youth, in an environment where access to schooling and formal sector employment is extremely low. It tracks a large fraction of program drop-outs — a common phenomenon in the training evaluation literature — and examines the determinants and consequences of dropping out and how it mediates the effects of such programs.

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September-October 2019

CVA’s PICK OF THE MONTH

Europe. Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (DigCompEdu)
Teachers need to update their competence profiles for 21st century challenges. Teaching strategies need to change and so do the competences teachers need to develop so as to empower 21st‐century learners. The European Framework for the Digital Competence of Educators (DigCompEdu) represents a paradigmatic example of this endeavour, taking stock of these needs.

July-August 2019

CVA’s PICK OF THE MONTH

UK. The Future of Skills: Employment in 2030
This report maps out how employment is likely to change in the future – including the implications for skills – and anticipates a number of new occupations.

May-June 2019

CVA’s PICK OF THE MONTH

Work-based Learning as a Pathway to Competence-based Education
This book provides a rich collection of research and practice perspectives around central topics in the field of work-based learning (WBL). Based on an extensive prior literature review of the current state of research on WBL in TVET contexts on a global scale, key themes of interest for a competence-based perspective were chosen to call for contributions from researchers and experts in VET from all around the world.

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March-April 2019

CVA’s PICK OF THE MONTH

Europe.The Future of Work and Youth
This report identifies and discusses five key themes that present challenges and opportunities for young people in Europe in the context of the future of work: skills, access to social protection, workers’ rights and wellbeing, just transition and environmental concerns, and equality.

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January-February 2019

CVA’s PICK OF THE MONTH

Australia. Work-based learning: A learning strategy in support of the Australian Qualifications Framework
The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia.

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December 2018

CVA’s PICK OF THE MONTH

Levers and Logic Models: A Framework to Guide Research and Design of High-Quality Competency-Based Education Systems
The report uses logic model frameworks to convey relationships between essential levers (outcomes, drivers and mediating factors) that inform the design of competency-based education systems and critical components of competency-based practice at four interdependent levels (student experience, professional practice of educators, district and school systems and culture). Logic models are tools used to conceptualize organizations, programs or strategies to bring about change and to support the evaluation of effectiveness.

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November 2018

CVA’s pick of the month

Canada/Ontario. Competency-based Education: Driving the Skills-measurement Agenda
Competency-based education is gaining attention internationally. Because they hold the potential to graduate students quickly, cost-effectively and with the skills needed to meet employer demands, CBE programs are ideally suited for groups not always well-served by traditional postsecondary education, such as adult learners.
En français. Canada/Ontario. L’éducation axée sur les compétences : Guider le programme de mesure des compétences

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October 2018

CVA’s pick of the month

Finland. Why the Finns Have Popular TVET
The Finnish example is, of course, no blueprint. Finland has begun to place greater emphasis on entrepreneurship, including incorporating entrepreneurship education into the TVET curriculum. Developing countries also need to address structural issues that impede youth employment.

September 2018

CVA’s pick of the month

Work-Process Based Development of Curricula: A Framework
Education and vocational education have to be finally presented in an operational form i.e. in a curriculum. In any case, when it comes to Technical Education and Vocational Training (TVET), five components are highly relevant as the pillars for a vocational system: Relationship with the private sector, Curricula and occupational standards, Teacher training and further (in-service) training of teaching staff, Conducting research and networking with other institutions, Positive values and esteem for work and for training. These five pillars render the structure when it comes to quality-based training and education.