Webinars offer a huge potential benefit both for the formal and non-formal education providers, as well as for the learners in general. They can expand access to educational services, enrich the service offer, and drastically cut costs for providers and learners alike.
This Cedefop research paper examines the role played by learning outcomes approaches in pedagogical change in initial vocational education and training (VET) in 15 EU Member States.
Understanding the effects of vocational pedagogies, and particularly of learner-centred approaches, matters. It enables policy-makers to develop models and tools which can help VET teachers and trainers more effectively match teaching and learning methods to the needs of their students and their contexts. Through such means, vocational pedagogies can directly impact on the quality of teaching and learning, and achieving VET’s wider goals.
The study builds upon previous evidence published by Cedefop on the design and delivery of learning outcome-based curricula which have drawn attention to the importance of appropriate pedagogies for achieving intended learning outcomes. It examines the benefits that learner-centred pedagogies have for learners and discusses the way that teachers and trainers, learning environments and learning materials support or hinder pedagogical change.
Cedefop organises a validation workshop to discuss the preliminary findings of the ongoing research on the role of VET in reducing early leaving from education and training. Selected policies and measures from fifteen European countries are examined in-depth during this second year of the research.
Key stakeholders and policy makers from Europe will debate on a set of success indicators and criteria for policy transfer to different countries and contexts.
The findings of this project aim to support the European Commission, Member States, social partners and other stakeholders in their effort to implement EU policies to reduce early school leaving and to achieve the EU target by 2020.
The conclusions of this workshop together with the findings of the study will be published in 2016 in a Cedefop research paper and two policy briefs, one for national and local policy makers and another one for EU level policy makers.
Participation to this event is by invitation only.
Vocational education and training (VET) needs a strong commitment to raise its profile and strengthen its ties with the world of employment,
writes Cedefop Director James Calleja in the July issue of the Social Agendamagazine.
Debating ‘the skills imperative’, the issue’s central theme, Mr Calleja argues that such a commitment ‘infers a bigger share of Erasmus+ funding, increased financial support to apprenticeship programmes and work-based learning at continuing and higher VET levels, and continuing professional development programmes for VET teachers, trainers and mentors.’
He notes that while ‘employers view VET as a fast track to employability, production and capital,’ the potential it provides ‘is overlooked as academic university education remains a target for many European families, even though it may not lead to jobs.’
Mr Calleja stresses that ‘attracting learners to both academic education and vocational training at all levels, including universities, is a recipe for economic success,’ adding that ‘youth unemployment is low in countries where VET is strong.’
In the magazine, which is published by DG Employment, Social Affairs and Inclusion, Director-General Michel Servoz writes that the first task of a comprehensive skills strategy, set to be proposed by the European Commission in 2016, will be ‘to streamline the EU tools and networks which already exist, so that they may respond ever more effectively to the EU, national governments and people’s needs.’