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CVA/ACFP Newsletter
January-February 2025
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Remembering Pierre Morin:
A Pillar of the CVA and the DACUM Community
It is with deep sadness that the Canadian Vocational Association (CVA) announces the passing of Pierre Morin, a cherished colleague, mentor, and friend. His loss leaves a profound void in our organization and in the field of competency management, where he dedicated his career to helping others grow and succeed.
Pierre was more than just an expert in competency analysis, competency-based program development, and performance management—he was a leader with a vision, a teacher with a passion, and above all, a man with a big heart. As the CVA’s DACUM Training Coordinator, he played a pivotal role in shaping vocational education in Canada and around the world. Since 1995, his expertise has guided countless professionals, and his legacy will continue to influence generations to come.
Continue reading here
CVA DACUM TRAINING CALENDAR
2025
Most workshops are delivered in virtual formal
unless demand would justify an in-person delivery
The CVA will be pleased to accomodate any organization requesting
an in-house delivery of its DACUM Training Modules
if such organization commits to registering a minimum number of individuals.
For more information on DACUM :
here
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ARTICLES and PAPERS
Italy. Does Work-Based Learning Facilitate the School to Work Transition? Evidence from an Italian Reform (Paper)
In 2015, school-work alternation programmes (alternanza scuola lavoro) became compulsory in all Italian high schools, with the purpose of enabling students to combine theoretical learning at school with work-based learning. A distinctive feature of this reform was that the intensity of school-work-alternation programs varied across school tracks, higher for technical schools and lower for academic schools. Using a difference–in–differences approach, we show that female students in more intensively treated tracks experienced a decline in the probability of employment during the year following high school graduation, relative to females in less intensively treated tracks. The decline was accompanied by an increase in full-time higher education. These results could be driven by the relatively unattractive conditions offered by the Italian labour market to high school graduates without college education.
Source: IZA – Institute of Labor Economics
Senegal. Digital transformation in Senegal: a new era for vocational training
Vocational training in Senegal has long faced challenges, including communication gaps and a traditional approach often misaligned with the evolving demands of the job market. In response, a series of podcasts has been launched, leveraging digital platforms to bridge these gaps and address key topics such as dual vocational training, the integration of youth into artisanal trades, and the promotion of agricultural training.
Source: Swisscontact
USA. Male Academic Performance and the Promise of Career and Technical Education
As the U.S. economy continues to undergo rapid change that makes occupational pathways even more critical, finding ways to engage and energize male students—many of whom are floundering in traditional settings—is becoming ever more crucial. Career and technical education (CTE) offers an avenue for young men who have fallen behind academically and economically and who may as a result suffer at many points along their life courses.
Source: MDRC
Transitioning towards Tomorrow’s Workforce: Education 5.0 in the Landscape of Society 5.0: A Systematic Literature Review (Paper)
Globalization and technology are presently impacting every aspect of life, with digital technologies helping to set the trend. Human-centricity and the ethical use of technology are integral components of Society 5.0, which emphasizes quality of life, productivity, social responsibility, and sustainability. The purpose of this study was to develop a deeper understanding of how Higher Education 5.0 empowers the future workforce in the landscape of Society 5.0.
Source: Education Sciences
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DOCUMENTS
Canada/Ontario. Navigating the Transition From School to Work: The Impact of Career Development Activities and Services on Graduate Labour Market Outcomes
Experiential learning, networking, and institutional support services are pivotal in graduates’ transition from school to the workforce.
En français. Canada/Ontario. Naviguer dans la transition de l’école au travail : La répercussion des activités et des services de développement de carrière sur les résultats des diplômé·es sur le marché du travail
Source: HEQCO – Higher Education Quality Council of Ontario
France, Germany, USA. Varieties of work-based higher education: France, Germany and the United States compared (Paper)
In recent years, higher education systems worldwide have been marked by a considerable expansion of work-based higher education (WBHE), with the institutional spheres of academia, industry and state increasingly coming together. The study finds that the growth of WBHE in all three countries indicates a reconfiguration of education and training governance of high skills. Nonetheless, actor constellations, organizational interests and especially the degree of state intervention surrounding WBHE remain anchored in long-standing national skill formation patterns.
Source: International Journal of Training and Development
Georgia, Morocco and Tunisia. Migrant women call for skills: What education and training systems can do
This policy briefing presents findings and recommendations to enhance the development of skills and skills recognition for female migrants. The paper provides insights about the perspectives of low- and medium-skilled migrant women, which are often neglected, and aims to promote legal labour migration pathways for them.
Source:ETF – European Training Foundation
Germany and Latin America. Digital media in vocational education and training: Good practice examples from Latin America and Germany
This publication aims to disseminate international good practice examples for the use of digital tools in TVET across contexts and continents.
Source: BIBB – Federal Institute for Vocational Education and Training
Ghana, Kenya, South Africa. Closing the institutional gap: perspectives on the circular economy from selected African TVET institutions
The study highlights the crucial role of TVET systems in this transition, identifying barriers and enablers to integrating circular economy principles in TVET curricula in Ghana, Kenya, and South Africa. Key factors include policy frameworks, industry partnerships, curriculum updates, and coordinated efforts between TVET authorities and industry stakeholders. The study underscores the need for capacity building and investment to realize TVET's potential in supporting a circular economy.
Source: UNESCO-UNEVOC
EU. How to ensure a skills-based future for European competitiveness
This contribution focuses on bolstering strategies that aim to close the EU’s skills gap, with an emphasis on utilising skills intelligence, targeting adults, SMEs and managers, and strengthening policy instruments that aim to tackle consistent underinvestment in training.
Source: CEPS – Centre for European Policy Studies
Validation of non-formal and informal learning in the EU neighbouring countries and Central Asia
This report explores policies and practices on validation of non-formal and informal learning in the ETF's partner countries and presents the results of studies carried out in 16 countries in the period 2021–23. Get an insight into the progress made in creating validation schemes, the features of validation systems, and challenges and good practice examples. The report may serve as a source of inspiration for policy makers aiming at scaling up validation systems.
Source:ETF – European Training Foundation
Bridging Talent Shortages in Tech: Skills-first Hiring, Micro-credentials and Inclusive Outreach
Talent shortages in the tech sector pose significant challenges for firms, workers and governments, hindering productivity, innovation, job satisfaction and economic growth. To address these shortages, this report emphasises the importance of a comprehensive, multi-stakeholder strategy based on innovative policy actions. This includes adopting skills-first approaches to hiring, which prioritise specific skills over traditional qualifications, expanding talent pools and enabling employers to adapt more dynamically to evolving technological demands.
Source: OECD – Organisation for Economic Co-operation and Development
A vocational education and training subject teacher for fostering students' entrepreneurial skills—The development of a conceptual model (Paper)
In the future, a significant portion of the workforce is expected to engage in self-employment or pursue part-time entrepreneurial endeavours, especially in vocational education and training (VET) fields where entrepreneurship serves as a predominant avenue of employment. The primary goal of this article is to investigate the interconnectedness of a teacher's autonomy, agency, and guiding behaviour and to understand their relevance to the teacher's pedagogical decisions and ability to effectively guide students toward entrepreneurship.
Source: International Journal of Training and Development
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OTHER
Canada. Navigating 2040 and Beyond: The Futures of Careers and Career Developer Roles
(Webinar recording)
The purpose is to share key findings from the Career Development in 2040 research project which identifies how the career development sector, advocacy organizations and policymakers need to prepare for 2040 and beyond.
En français. Canada. S’adapter aux changements jusqu’en 2040 et au-delà : l’avenir des carrières et du rôle des professionnels du développement de carrière
Source: CERIC
European Union. STAS – Short-term anticipation of skills trends and VET demand
Effective and responsive skills anticipation is vital for skills provision aligns with labour market developments and trends. While understanding medium-term issues and their implications for skills forecasts has progressed significantly, there is a continued need to enhance short-term monitoring to identify changing needs more promptly.
The STAS tool addresses this by providing regular, short-term projections of employment by occupation and Member State. This complements Cedefop’s existing suite of tools for skills intelligence and online job advertisement analysis. By doing so, Cedefop is able to capture the dynamic nature of the labour market more effectively, offering a comprehensive and timely analysis of trends and skills needs within the EU.
Source: Cedefop – European Centre for the Development of Vocational Training
Glossary of VET
This glossary is a compilation of Australian vocational education and training (VET) terms and acronyms. It includes both current and historical terms, concepts, acronyms and other abbreviations found in Australian VET research, policy and data.
Source: NCVER
Going clean: TVET and the green energy transition (Webinar recording)
The 2024 Learning Lab webinar series focuses on the role of TVET in the transition to clean energy. It fosters inter-regional exchange over four distinct episodes. Each webinar takes a unique lens on skills development for the clean energy sector, showcasing discussions with experts and highlighting promising TVET practices from around the world:
Webinar 1. Preparing the labour force: Future skills identification, reskilling, upskilling and development of core competencies – 2 July 2024
Webinar 2. Mechanisms for integration of new competencies into TVET curricula – 19 July 2024
Webinar 3. Collaboration and network building to foster innovation – 7 August 2024
Video wrap-up: The future of the transition economy and clean energy in TVET – 13 September 2024
Source: UNESCO-UNEVOC
A Skills-First Future: What is it, and how do we get there? (Webinar recording)
Recent shifts in skill demands reveal gaps and mismatches in global labour markets. Employers face challenges in finding candidates with relevant skills, while individuals struggle to identify and signal their skills effectively. A skills-first approach – one that promotes hiring based on skills rather than conventional educational or professional indicators – could be the answer, simultaneously addressing inequalities like hiring bias and in access to lifelong learning opportunities.
Source: OECD – Organisation for Economic Co-operation and Development
Guidelines for Technical and Vocational Education and Training (TVET) and skills systems on preventing and eliminating violence and harassment
These guidelines are designed to support all stakeholders in TVET and skills systems, including governments, employers’ and workers’ organisations, to champion inclusive, safe and healthy learning environments. They offer actionable strategies, checklists and campaign material to guide TVET managers and other actors on how to best protect learners, trainers, staff, and all those involved in skills development systems from all forms of violence and harassment.
Source: ILO – International Labour Organization
Work based learning
Work-based learning (WBL) refers to all forms of learning that occur in a real work environment. It equips individuals with the skills necessary to obtain, maintain and advance in their jobs and professional development. Common types of work-based learning include apprenticeships, internships, traineeships and on-the-job training. These often, but not always, combine workplace learning with classroom-based education.
Source: ETF – European Training Foundation
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