Journal of Vocational, Adult and Continuing Education and Training, Volume 3, Issue 1 2020 (original) (raw)
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Journal of Vocational, Adult and Continuing Education and Training, 2021
This publication was produced with support from the Teaching and Learning Development Capacity Improvement Programme, a partnership programme between the Department of Higher Education and Training and the European Union. Its contents are the sole responsibility of the authors and do not necessarily reflect the views of the Department or the European Union.
2016
Paper session 1: Content integrated language learning Chair/Discussant: Haege Nore Nicole Kimmelmann: Integrated content and language learning as a new challenge of vocational training-Experiences from new public funded qualification programs in the health care sector in Germany Janne Kontio: "You talk so posh English": Students of auto mechanics doing language ideology through teasing Paper session 2: Identity, creativity and narrative studies Chair/Discussant: Birgit Schaffar-Kronqvist Karen Evans & Chiara Biasin: Exploring agency, learning and identity in women's' life trajectories in UK and Italy Rocío P. Solís: Theatre and education: Creative and innovative experience in VET Ruhi Tyson: Scaling narrative studies in building didactics: Reflections on three case studies 16.10-17:00 17:00-17:10 10-15 min walk to the Birka terminal. https://en.birka.se/ Check-in, boarding-cards and cabin keys Information about on-board programme and practicalities 17.10-18.10 Room: Stockholm
One of the observable problems facing most developing nations today is the non-availability of adequately trained and well-motivated professionals with the capacity to solving problems of national development. Many University graduate professionals complain of unemployment. However, there exist substantial employment opportunities in Africa and other developing nations but the major challenge being that, the skills to match up with imminent challenges are missing. There is, therefore a need to reintegrate vocational technical skill acquisition into the Educational Curriculum for young professionals with proper mental orientation and practical skills for solving societal problems. This paper underlined the necessity of re-integrating vocational technical education (VTE) courses with special targets on sustainability and capacity building aspect of citizenry lives with a view to ascertain the empowerment of students for self employment after graduation. In a bid to achieve this, the current pedagogical approach and curriculum dynamics employed at the Architecture and Civil Engineering Department of Covenant University Ota, Nigeria was evaluated. Specific reference was made in terms of knowledge application from fabrication, construction in timber, reinforced concrete and steel to the main architectural design project. As regards the capacity building development aspect within the architectural and civil engineering education, the application of the respective vocational technical knowledge, obtained through lectures, site works and work shop practices were of major essence in collaborative design projects. It is expected that the indispensability of VTE courses for a successfully-integrated design would bind every element of the design together in different scales. In this way, the sustainability component of the designs in the studio, engineering workshop practice and energy-efficient design would be put to use. The study recommended the investigation and application of all critical elements of VTE-based curriculum development for a sustainable capacity development of emerging future professionals.
Pedagogy and Capacity Building: Critical Components of Non- Formal Education
2015
While education is widely considered to be an imperative for employability, it is increasingly evident that the problem of functional literacy and employability particularly in developing countries, need to be addressed by the creation of a flexible education system. As academic streams have diversified into formal education, non-formal education, adult education, continuing education, executive education, and vocational education/ workforce retraining, the pedagogy of adult education in determining the extent of need and offering specific programmes has intensified. The NFE system with emphasis on vocational training is gaining significance as an alternative to basic academic education. The most important function of new educational approaches is to establish linkages between learning outcomes from different contexts, levels and institutions. It is the level of competence attained by the individual that is recognized, not how or where this competence was acquired. This further nece...
European Journal of Education, 2009
In 2000, the Lisbon European Council set itself the goal of making the European Union the most competitive and dynamic knowledge-based economy in the world. Education and training are critical factors for achieving the Lisbon strategy's objectives of enhancing economic growth, competitiveness and social inclusion. In this context, the Commission stresses the importance of lifelong learning and the role of adult learning, including its contribution to personal development and fulfilment in reaching those objectives (European Commission, 2001). Although the role of adult learning is increasingly recognised in the Member States' National Reform Programmes, implementation remains weak (European Commission, 2006a). Most education and training systems are still largely focused on the education and training of young people and limited progress has been made in changing systems to reflect the need for lifelong learning. Further action is therefore needed to confront the challenges facing the European Union and the Member States. The European Commission (2006b) refers to five key challenges that need to be addressed by adult learning stakeholders in Europe: (1) Removing the barriers to participation; (2) Ensuring the quality of adult learning; (3) Recognising and validating learning outcomes; (4) Investing in the ageing population and migrants; and (5) Establishing indicators and benchmarks. In order to help strengthen the adult learning sector so that it is able to use its full capacity, the European Commission developed an Action Plan on Adult Learning (European Commission, 2007), the general objective of which is to implement the five key messages above. The professional development and the improvement of the quality of teachers and trainers have been recognised as a priority at European level. After all, it is they who help learners to develop knowledge, skills and attributes. However, not much is known about this particular group of practitioners (Eurydice, 2007). At the European level, there is a lack of information about who they are, how they are recruited, their specific roles and tasks, what competences and qualifications they are expected or required to possess, their employment status, how their professional development is organised, how they are assessed, and the attraction of their profession (European Commission, 2007). This article aims to bridge this gap and describes the variety of contexts in which adult learning staff are working. Furthermore, it seeks to reveal the factors that promote or affect the quality of the work provided by these practitioners. It is