Download Education and Training Policy Qualifications Systems: by oecd publishing PDF
By oecd publishing
Within the quest for extra and higher lifelong studying, there's a turning out to be understanding that skills platforms needs to play a component. a few international locations have began to fully grasp that remoted advancements in skills criteria result in uncoordinated, piecemeal platforms. After reviewing the regulations and perform in fifteen nations, the authors current 9 large coverage responses to the lifelong studying time table that nations have followed and that relate on to their nationwide skills procedure. additionally they establish twenty mechanisms, or concrete linkages, among nationwide skills platforms and lifetime studying ambitions. the final target of this e-book is to supply those mechanisms as a device for governments to exploit in reviewing their coverage responses to lifelong studying. proof means that a few mechanisms, similar to these associated with credits move, reputation of previous studying, skills frameworks and stakeholder involvement, are in particular robust in selling lifelong studying. desk of content material :Executive precis bankruptcy 1. Scope and constitution of the learn -The Primacy of Lifelong studying -Assumptions and present proof -A Consensual View of Terminology -Effects on Lifelong studying -The which means and constitution of Mechanisms and coverage Respnses -The Book's constitution -Annex 1.A1. method and Thematic teams -Annex 1.A2. parts of a skills process bankruptcy 2. coverage Responses to enhance nationwide skills structures -Reasons for constructing Lifelong studying -Qualifications structures: Drivers for switch -Responses to Pressures for adjustments in skills platforms -Issues with regards to utilizing skills structures as a device for Reform -In brief, many nations Face a similar type of boundaries bankruptcy three. Do the Numbers inform a narrative? Quantitative proof concerning the impression of skills platforms on studying -The Quantitative heritage for Linking nationwide skills structures and lifetime studying -An test at Correlation -Building a Quantitative proof Base -Annex 3.A1. Assumption, Caveats and Technical Notes -Annex 3.A2. extra Tables -Annex 3.A3. foreign grownup Literacy Survey history Questionnaire bankruptcy four. The interplay among Stakeholders and skills platforms: picking Mechanisms -Stakeholders and kingdom Context -Motivating person to profit -Encouraging Employers to take advantage of and help studying -The skills process and he position of Learnign and skills services -Mechanisms Affecting Behaviour bankruptcy five. placing Mechanisms to paintings assisting coverage Responses -Linking Quantitative and Qualitative facts -Policy Responses and Mechanisms -Power and flexibility of the Mechanism -Change Mechanisms bankruptcy 6. utilizing Mechanisms to study coverage Responses -A confident impression on Lifelong studying -Mechanisms in Strategic mix -Examples of coverage overview - Addressing difficulties -The method ahead -Annex A. precis stories of the Threee Thematic teams --Thematic workforce 1. The Developemtn and Use of skills Frameworks as a way of Reforming and handling skills platforms --Thematic team 2. criteria and caliber coverage in skills with Specail Refernece to the popularity of Non-Formal and casual education. --Thematic workforce three. Co-operation of alternative associations and Stakeholders of the skills structures -Annex B. schooling and coaching procedure: How They Relate to skills -Annex C. checklist of the Fifteen nations that ready a history document and nationwide Co-oerdinators -Annex D. international locations partaking in Thematic teams and Co-ordination -Annex E. checklist of Acronyms -Annex F. Three-Letter nation Codes utilized in the Tables and Figures
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Additional resources for Education and Training Policy Qualifications Systems: Bridges to Lifelong Learning (Education and Training Policy)
The report of the second Thematic Group addressed standards and quality assurance in qualifications, with special reference to the recognition of non-formal and informal learning. Here again, some terms are defined and the distinction between formal, nonformal and informal learning is clarified. The report also addresses the main reason why countries are interested in the deliberations of this second group: elaboration of the policy opportunity and challenges. In terms of opportunity, there is the possible contribution to the quality, quantity and distribution of lifelong learning.
To do so, it has been organised to make research work as robust as possible. In addition to the fact-finding approach adopted for the country background reports, the work of the Thematic Groups focused on particular aspects of the relationship between qualifications systems and lifelong learning. 2 As a consequence, the study has been able to promote talk among country delegates, international organisation3 representatives and experts, to moderate written material, and to initiate ideas. That input, together with the published literature and the OECD expert seminars, has been instrumental in shaping the structure and content of this book.
2). 2. The form of a mechanism National social and economic systems Structural changes National Structural changes and changes Qualifications in conditions System Lifelong learning Quantity Quality Equity Efficiency Changes in conditions This understanding of a mechanism is used in Chapter 4. There, 20 mechanisms are identified through a comprehensive analysis of empirical and theoretical evidence related to the ways the behaviours of the main stakeholders could be changed. In Chapters 5 and 6 these 20 mechanisms are used to optimise the operation of the policy responses made by countries in order to enhance lifelong learning.