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Association canadienne de la formation professionelle

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March-April 2022

CVA - ACFP
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CVA/ACFP Newsletter

March-April 2022


CVA DACUM TRAINING CALENDAR 2022

DACUM I Training Module : DACUM Analysis Facilitator
DACUM I : Facilitateur d’analyses DACUM
9 to 13 May. Virtual, in French
9 to 13 May. Virtual, in English
12 to 16 September. Virtual, in English
14 to 18 November, in Toronto, Ontario

DACUM II Training Module: DACUM and CBT Programme Development Facilitator
DACUM II : Facilitateur de développement de programmes de formation par compétence

17 to 21 October in Calgary, Alberta, in English
22 to 26 November in Montréal, Québec. Virtual, in French
For more information on DACUM : here


CVA's PICK OF THE MONTH

Canada. Microcredentials are surging in popularity, but how should they be shaped?
Governments need to be mindful of how microcredentials are developed and the role they play in education and training across Canada.
En français. Canada. Les microcertifications gagnent en popularité, mais quelle forme leur donner ?
Source: Options Canada

ARTICLES and PAPERS

Canada. How universities and employers can both address Canada’s human skills shortages
The economy needs more human skills. There is opportunity for both universities and employers to take steps to address this.
Source: University Affairs

Canada. Powering Up: Preparing Canada's skilled trades for a post-pandemic economy
- 25% of Canada’s 4 million tradespeople will need to upgrade their skills within five years amid significant digital disruption.
- Canada will face a shortage of at least 10,000 workers in nationally recognized Red Seal trades over that period—a deficit that swells tenfold when 250 provincially regulated trades are included.
Educators, employers and policymakers will need to address chronic problems in the trades pipeline, tap into underused pools of talent, and address a widening digital skills gap amid rapid technological advances in the workplace.
Source: Royal Bank of Canada
 
Nigeria. Technical, Vocational Education and Training (TVET): Tool for Combating Insecurity in Nigeria
Inclusive TVET has been observed as one of the ways to achieve participation and inclusion of most Nigerians in legal and meaningful profit-oriented activities to earn their living, eradicate poverty and combat insecurity. 
Source: IJVTER - International Journal of Vocational and Technical Education Research
 
 
Uganda. Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces
The study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. 
Source: Empirical Research in Vocational Education and Training

Transforming workplace
A global change in the way we work: A series examining global perspectives of the opportunities, challenges and risks of the transforming workplace.
Source: Norton Rose Fulbrigh

Measurements of Skill and Skill-Use Using PIAAC
We develop new indices of skill and skill use, drawing on the alley of skill and skill-use questions in the Programme for the International Assessment of Adult Competencies (PIAAC). We demonstrate that the proposed skill and skill use indices explain the wage gap between males and females, as well as the gap between immigrants and natives. We also show that the skill use index captures the side effect of parental- leave policies on females that conventional labor-market outcomes fail to capture.
Source: IZA – Institute of Labor Economics

Reviving the art of apprenticeship to unlock continuous skill development
Postpandemic skill gaps need filling, and formal learning alone won’t do the trick. Scaling the lost art of one-on-one learning can make the difference.
Source: McKinsey Insights

Competency-Based Education as Curriculum and Assessment for Integrative Learning
Competency-based medical education (CBME) is an educational method that assumes integrative learning by relying on defined competencies for learners to master during their education. In CBME, learners progress through their program by demonstrating acquisition of competencies, which are often integrative statements in themselves. In integrative learning, the question of how to assess a learner’s progress through their program remains a challenge. 
Source: Education Sciences
DOCUMENTS

Australia. Delivering high-quality VET: what matters to registered training organisations (RTO)?
The research finds that definitions of quality depend on an RTO’s purpose, mission, student characteristics and operating context. RTOs use a wide range of information and data to build a comprehensive picture of delivery quality throughout the student life-cycle or learning journey, although the measures used varies by RTO type and size.
Source: NCVER - National Centre for Vocational Education Research

Canada. Industry 4.0, the future of work and skills: Building collective resources for the Canadian aerospace industry
In the context of the COVID-19 pandemic—and the devastating impact it has had on the airline and aerospace industries—the recovery of the industry will have to rely more than ever on the collaboration of all stakeholders for the production of collective resources. It is essential for the industry to be at the technological forefront of product and process innovation. Canada needs a long-term strategy to achieve productivity and cost-cutting, while also creating good jobs and high-quality work through I4.0.
En français. Canada. Industrie 4.0, l’avenir du travail et des compétences: Renforcer les ressources collectives de l’industrie aérospatiale canadienne
Source: Future Skills Centre

Canada. Skills Training That Works: Lessons from Demand-Driven Approaches
Doubts about the usefulness of spending public dollars on skills training are based on outdated perceptions stemming from past evaluations of large-scale training programs whose methodology is now being questioned. To better align Canada’s skills development systems with employers’ needs and changing labour markets, the authors recommend that policy-makers actively explore the feasibility of applying these models in the Canadian context; test and scale up those that show promise; and commit to learning what works. 
Source: IRPP - Institute for Research on Public Policy

Canada/Ontario. Who Grants Degrees? An Overview of Ontario’s Evolving Credential Landscape
The report charts the influences that have shaped Ontario’s credential offerings at colleges and universities over the past several decades. 
En français. Canada/Ontario. Qui décerne les grades? Survol du paysage évolutif des titres de compétences en Ontario 
Source: HEQCO - Higher Education Quality Council of Ontario

Canada/Québec. Training Mutuals in Quebec: A Model to Be Strengthened or Emulated?
In the past few years, skills development for working age adults has become increasingly important, especially in the context of technological change and an aging population. To improve the resilience and mobility of the workforce and increase business productivity, governments must address the barriers to training, such as lack of funding and fear of losing employees to competitors.
En français. Canada/Québec. Les mutuelles de formation au Québec : un modèle à renforcer ou à imiter ?
Source: IRPP -  Institute for Research on Public Policy

Trends mapping study - Digital skills development in TVET teacher training
The study’s findings – in terms of data, policy trends and identification of good practice examples – offer guidance to governments and TVET institutions that wish to improve teachers’/trainers’ acquisition of digital skills, as well as their capacities and propensities to apply digital tools, services and technologies to deliver quality, learner-centred education and training. 
Source: UNESCO-UNEVOC

UNESCO Strategy for Technical and Vocational Education and Training 2022-2029 adopted at Executive Board 
In accordance with 212 EX/Decision 7, the Director-General submits to the Executive Board a draft strategy to support technical and vocational education and training (TVET) in the Member States in the period 2022 to 2029. Any financial and administrative implications related to the present document will be borne within the framework of 41 C/5.
En français. La Stratégie de l’UNESCO pour l’enseignement et la formation techniques et professionnels 2022-2029 a été adoptée au Conseil exécutif
Source: UNESCO
OTHER

Canada. Developing Indicators for Skill Demand
Three approaches to developing indicators for skill demand using online job posting data.
En français. Canada. Élaboration d’indicateurs de la demande de compétences
Source: LMIC - Labour Market Information Council
 
Canada. Mentorship Strategies in Work-Integrated Learning (#WIL)
A mentorship guide to introduce some general mentorship strategies to WIL supervisors. This guide can help establish positive mentorship relationships in the workplace and contribute to quality WIL experiences.
En français. Canada. Stratégies de mentorat dans l'apprentissage intégré au travail (#AIT)
Source: Business + Higher Education Roundtable

A practical guide to recognition: implementing the Global Convention on the Recognition of Qualifications Concerning Higher Education
This Guide provides a step-by step practical approach to recognition of foreign qualifications both for credential evaluation practitioners and for individuals seeking recognition of their foreign qualifications.
En français. Guide pratique: mise en oeuvre de la Convention mondiale sur la reconnaissance des qualifications relatives à l’enseignement supérieur
Source: UNESCO

Training Manual on TVET Curriculum Development Ensuring 21st Century Skills
This training manual is a guiding document to plan, prepare, and implement this program for trainers who are involved in occupational analysis and curriculum development fields. This program is extremely important for those who wish to learn the techniques on how to integrate different components like greening skills, entrepreneurship skills, IR 4.0 etc. in to the TVET curriculum apart from 21st century skills.
Source: Colombo Plan Staff College

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