Suche nach Schlagworten '00000705'

In europäischen Strategiepapieren wird die Notwendigkeit betont, die Quantität und Qualität der internationalen Mobilität im Bildungssektor generell weiter zu verbessern. Anliegen dieser Studie ist es in diesem Zusammenhang, aktuelle Informationen zur Mobilität von Lernenden im Sekundar- und Tertiärbereich und in der beruflichen Bildung zu liefern. In der Studie wird der Umfang der Inward- und Outward-Mobilität von Lernenden dargestellt. Außerdem werden nationale Maßnahmen zur Förderung der Mobilität von Lernenden beleuchtet und im Hinblick auf ihre Effektivität und Effizienz verglichen. Zur Beurteilung nationaler Maßnahmen wurden Richtwerte bestimmt. Den Abschluss bilden Empfehlungen für eine effizienzorientierte Strategie zur Förderung der Mobilität. [Ute Lanzendorf, Ulrich Teichler] | European policy papers stress the need to further improve the quantity and quality of overall international mobility in education. In this context, the study aims at providing up to date information on student mobility in secondary and tertiary level education and in vocational training. The study evaluates the extent of student mobility into and out of individual EU Member States. National measures to promote student mobility are analysed and compared with regard to their effectiveness and efficiency. Benchmarks for the assessment of national measures are supplied. Finally, the study formulates recommendations for an efficiencyoriented strategy to promote mobility. [Ute Lanzendorf, Ulrich Teichler]

INTRODUCTION
1. BRIEF DESCRIPTION OF VET SYSTEMS
Syria
West Bank and Gaza Strip
Lebanon
Jordan
Israel
Egypt
2. JOB DESCRIPTIONS
3. TRAINERS' CONDITIONS OF EMPLOYMENT
4. TEACHER AND TRAINER TRAINING INSTITUTIONS
5. PRE-SERVICE TRAINING
6. IN-SERVICE TRAINING
7. FUNDING
8. QUALITY AND RELEVANCE OF TRAINER TRAINING
9. STRATEGIC ORIENTATIONS AND DEVELOPMENT OF TRAINER TRAINING
LIST OF ACRONYMS

1. THE SYRIAN VET SYSTEM
Introduction
1.1 The socio-economic context in Syria
1.2 A brief description of the VET system
1.3 Governance
1.4 Relevance of the VET system to labour market needs
1.5 The institutional side and size of the VET system
2. JOB DESCRIPTION
3. TRAINERS' CONDITIONS OF EMPLOYMENT
3.1 VET requirement
3.2 Trainers' payment
3.3 Trainers' career path
4. TEACHER- AND TRAINER-TRAINING INSTITUTIONS
4.1 Specialised training centres
4.2 Short period training centres
4.3 Educational colleges
4.4 Ministry of Industry trainer-training centre
4.5 Private-sector training centres
5. PRE-SERVICE TRAINING
5.1 Curricula and teaching plans of intermediate institutes
5.2 Testing and certification
6. IN-SERVICE TRAINING
6.1 Pedagogical training
6.2 Technical upgrading of teachers
7. FUNDING: INTERNATIONAL DONORS AND THE PUBLIC BUDGET
7.1 Budget allocated for teacher training
7.2 International donor assistance
8. QUALITY AND RELEVANCE OF TEACHER AND TRAINER TRAINING
8.1 Trainer-training competences, self-evaluation
8.2 Satisfaction with courses attended
8.3 Participation of teachers in designing the curriculum
8.4 Teaching/learning methods
8.5 The training environment
8.6 Problems encountered while training and qualifying TEVT trainers of the Ministry of Education
8.7 Problems and obstructions encountered while training and qualifying TEVT staff of the Ministry of Agriculture
9. STRATEGIC ORIENTATIONS AND DEVELOPMENT OF TTT STRATEGY
9.1 Ministry of Education TEVT department's plans for better qualification of TEVT trainers
9.2 Ministry of Education TEVT department's future proposals to train and further upgrade the level of vocational teachers
9.3 Information technology and communication strategy of the Ministry of Education
9.4 Trainer training within the human resource development model
9.5 Social institutions and involvement of soci

This report presents the findings of a study commissioned by Eurofound and carried out by the Danish Technological Institute on anticipating the challenges facing educational and training services across Europe. The purpose of the study was to provide empirical evidence about how changes in the education and training sector in the 27 EU Member States (EU27) influence the present and future job prospects, skills and working conditions of those employed in the sector as teachers and trainers. Within the overall context of lifelong learning, the sector is undergoing profound changes and the study aims to identify trends that present the greatest challenges, and the most important opportunities, for teachers and trainers. It also seeks to illustrate practices that can serve as a source of inspiration for those working in the field. [Tine Andersen, Hanne Shapiro, Tom Leney, Clara Emilie Ellegaard]

This case report - Teach First - forms part of a study conducted by the Danish Technological Institute for Eurofound. The purpose of the study is to provide empirical evidence about the state of the education and training sector in Europe within the overall context of lifelong learning, to identify and illustrate trends and practices that can function as a source of inspiration. The aim is to produce original scenarios for the sector in the European Union (EU27) in order to provide Eurofound and its stakeholders with a sound and pragmatic knowledge base to improve the understanding and anticipation of change in the sector up to 2020 in the EU. [Mark Rickinson]

This case report - Aalto University - forms part of a study conducted by the Danish Technological Institute for Eurofound. The purpose of the study is to provide empirical evidence about the state of the education and training sector in Europe within the overall context of lifelong learning, to identify and illustrate trends and practices that can function as a source of inspiration. The aim is to produce original scenarios for the sector in the European Union (EU27) in order to provide Eurofound and its stakeholders with a sound and pragmatic knowledge base to improve the understanding and anticipation of change in the sector up to 2020 in the EU. [Clara Emilie Ellegaard]

This case report - ATKM Project - forms part of a study conducted by the Danish Technological Institute for Eurofound. The purpose of the study is to provide empirical evidence about the state of the education and training sector in Europe within the overall context of lifelong learning, to identify and illustrate trends and practices that can function as a source of inspiration. The aim is to produce original scenarios for the sector in the European Union (EU27) in order to provide Eurofound and its stakeholders with a sound and pragmatic knowledge base to improve the understanding and anticipation of change in the sector up to 2020 in the EU. [Tom Leney]

This case report - MAYDAY - forms part of a study conducted by the Danish Technological Institute for Eurofound. The purpose of the study is to provide empirical evidence about the state of the education and training sector in Europe within the overall context of lifelong learning, to identify and illustrate trends and practices that can function as a source of inspiration. The aim is to produce original scenarios for the sector in the European Union (EU27) in order to provide Eurofound and its stakeholders with a sound and pragmatic knowledge base to improve the understanding and anticipation of change in the sector up to 2020 in the EU. [Clara Emilie Ellegaard]

This case report - ITpreneurs - forms part of a study conducted by the Danish Technological Institute for Eurofound. The purpose of the study is to provide empirical evidence about the state of the education and training sector in Europe within the overall context of lifelong learning, to identify and illustrate trends and practices that can function as a source of inspiration. The aim is to produce original scenarios for the sector in the European Union (EU27) in order to provide Eurofound and its stakeholders with a sound and pragmatic knowledge base to improve the understanding and anticipation of change in the sector up to 2020 in the EU. [John René Lauritzen]

This case report - FECCOO - forms part of a study conducted by the Danish Technological Institute for Eurofound. The purpose of the study is to provide empirical evidence about the state of the education and training sector in Europe within the overall context of lifelong learning, to identify and illustrate trends and practices that can function as a source of inspiration. The aim is to produce original scenarios for the sector in the European Union (EU27) in order to provide Eurofound and its stakeholders with a sound and pragmatic knowledge base to improve the understanding and anticipation of change in the sector up to 2020 in the EU. An overview report and an executive summary are available. [Clara Emilie Ellegaard]

Socially irresponsible behaviour by financial institutions played a major part in causing the financial crisis, which has developed into a serious economic, social and political crisis. Financial innovation and a general lack of transparency in the system have made it hard for the people of Europe to understand what is in any case an inherently complex and globalised market, overwhelmed by a vast range of financial products.Financial education is a strategic tool which should go hand in hand with the new process of better regulation of the financial system. A more robust, safe and transparent financial system needs responsible consumers who are actively involved in improving their financial awareness.[Michael Smyth, President of the Section for Economic and Monetary Union and Economic and Social Cohesion, EESC]

1 Introduction
1.1 The aims of the assignment
1.2 Work progress and activities undertaken
1.3 Structure of this report
2 The evaluation of CEPOL
2.1 Introduction
2.2 Assessment of the organisation and governance of CEPOL
2.3 Assessment of the relevance of CEPOL
2.4 Assessment of delivery of CEPOL
2.5 Contribution to law enforcement policy and culture
2.6 Complementarity and synergy with other JHA Agencies/networks
3 Problem assessment
3.1 Political concerns about the structure of CEPOL
3.2 The need to adapt CEPOL in view of the EU’s upcoming training policy
3.3 Address shortcomings identified in the evaluation
3.4 The need to take into account new developments
3.5 The baseline scenario
3.6 EU right to act
3.7 Considerations on subsidiarity and proportionality
4 Definition of policy objectives and additional assessment criteria
5 Elaboration of the Policy options
5.1 Introduction
5.2 General remarks on the policy options
5.3 Detailed overview of the policy options
6 Assessment of the policy options
6.1 Methodology
6.2 Scenario 1 - Disbanding CEPOL or reverting CEPOL into an intergovernmental network
6.3 Scenario 2 - Merging CEPOL with Europol
6.4 Scenario 3 - Optimising CEPOL without changing its legal basis
6.5 Scenario 4 - Strengthening the EU learning policy by maximising the legal basis of CEPOL
7 Comparison of the options and considerations on possible preferred options
7.1 Comparative analysis of the policy options
7.2 Considerations on the ‘package’ of policy options which could be included in the preferred policy option
7.3 Assessment of the preferred policy option