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Displaying results 76 to 100 of 120.

  1. Don't judge a book by its cover
    the role of intergroup contact in reducing prejudice in conflict settings
    Author: Maiti, Surya Nath; Pakrashi, Debayan; Saha, Sarani; Smyth, Russell
    Published: 2020
    Publisher:  Global Labor Organization (GLO), Essen

    We study the potential for pleasant and cooperative contact to reduce preconceived prejudice between religious groups in the context of India. We randomly assign Hindus and Muslims into groups, in which they interact over the course of a week-long... more

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    We study the potential for pleasant and cooperative contact to reduce preconceived prejudice between religious groups in the context of India. We randomly assign Hindus and Muslims into groups, in which they interact over the course of a week-long vocational training program. We find that intergroup contact reduces the prejudice of both Hindu and Muslim participants toward members of the other religion one week after the training program finished. While we find that most of the positive effect of intergroup contact on reducing prejudice dissipates after six months, the baseline results for Hindu attitudes toward Muslims are persistent.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/217487
    Edition: This version: May2020
    Series: GLO discussion paper ; no. 549
    Subjects: religion; attitude; prejudice; vocational training
    Scope: 1 Online-Ressource (circa 61 Seiten)
  2. Curriculum guidelines 4.0
    future-proof education and training for manufacturing in Europe : final report
    Published: January 2020
    Publisher:  Publications Office of the European Union, Luxembourg

    We are in the age of the Fourth Industrial Revolution. The main challenges are related to the exponential growth of digital tools that include robots, cobots, connected objects, communication systems, data centers and associated energy consumption.... more

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    We are in the age of the Fourth Industrial Revolution. The main challenges are related to the exponential growth of digital tools that include robots, cobots, connected objects, communication systems, data centers and associated energy consumption. The industrial sector must find new technologies, new designs, new architectures, new communication and data storage concepts, in order to increase the performances of the digital world and, at the same time, to minimise the related energy consumption. Specifically, Europe needs highly skilled, flexible, emotionally and socially intelligent manufacturing professionals that can solve tomorrow's problems already today. While skill requirements are changing rapidly, enterprises, especially SMEs, struggle to find the talent they need. For industry, it is crucial to support the upskilling of their workforce towards new and higher-skilled roles, as competition for talent will become even fiercer in the coming years. For workers, there is a need to take personal responsibility for their learning trajectory and embrace the concept of lifelong learning. How can education and training providers keep pace with this unprecedented level of change? How does a future-proof curriculum look like? While there are already examples of effective approaches towards adapting engineering training to the needs of Industry 4.0, numerous education and training providers only now begin to consider the necessary development. Reshaping curricula is a considerable challenge, implying complex decision-making processes and various administrative obstacles. Many departments and faculties are still dominated by traditional approaches and subject-related 'silo thinking', while the new industrial age requires fundamentally new mind-sets and visionary leadership. The current initiative (January 2018 - December 2019) aimed to address the abovementioned challenges by developing the Curriculum Guidelines 4.0, offering education and training providers a systemised overview of the new ways of organising learning experiences of individuals and groups for Industry 4.0. The guidelines aim to provide key stakeholders with an analytical base for developing curricula for the new industrial age. The objective is to offer a source of inspiration, conceptual guidance and good practice examples. The guidelines aim to be applicable for both designing fundamentally new educational offers and advancing existing curricula, depending on the level of required change.

     
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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9789292028237
    Other identifier:
    Series: Skills for industry
    Subjects: Industrie 4.0; Qualifikation; Berufsbildung; Fachkräfte; EU-Staaten; vocational training; education; professional qualifications; processing industry; innovation; small and medium-sized enterprises; teaching curriculum; labour market; continuing education; school-industry relations; EU Member State; report
    Scope: 1 Online-Ressource (circa 214 Seiten), Illustrationen
  3. A firm of one's own
    experimental evidence on credit constraints and occupational choice
    Author: Brudevold-Newman, Andrew; Honorati, Maddalena; Ipapa, Gerald; Jakiela, Pamela; Ozier, Owen
    Published: [2023]
    Publisher:  Center for Global Development, Washington, DC

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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Series: Working paper / Center for Global Development ; 646 (May 2023)
    Subjects: youth unemployment; vocational training; cash grants; microenterprises; entrepreneurship; occupational choice; creditconstraints; Africa; gender
    Scope: 1 Online-Ressource (circa 55 Seiten), Illustrationen
  4. Thematic country review on upskilling pathways for low-skilled adults in France
    key findings of the first research phase
    Published: 2023
    Publisher:  Publications Office of the European Union, Luxembourg

    This report summarises the outcomes of the first (micro) phase of the thematic country reviews (TCRs) on upskilling pathways in France, which reflect the points of view of both the beneficiaries of the outreach and guidance schemes and services under... more

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    This report summarises the outcomes of the first (micro) phase of the thematic country reviews (TCRs) on upskilling pathways in France, which reflect the points of view of both the beneficiaries of the outreach and guidance schemes and services under investigation, and the professionals involved in their implementation. The TCR on upskilling pathways for France highlights outreach and guidance for low-skilled adults, and the crosscutting dimensions of governance and financial and non-financial support in relation to the two areas of focus. Cedefop's work on the thematic country reviews on upskilling pathways aims at supporting Member States in the development of systematic, coordinated and coherent approaches to upskilling pathways for low-skilled adults. The aim is to undertake in-depth reviews of countries' national approaches to the implementation of the upskilling pathways Recommendation, with the support of key national stakeholders. France and Italy were the first two countries that undertook this TCR exercise in 2021; implementation is expected to last until the end of 2023.

     
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  5. European guidelines for validating non-formal and informal learning
    Published: 2023
    Publisher:  Publications Office of the European Union, Luxembourg

    The European guidelines for validation of non-formal and informal learning seek to clarify the conditions for developing and implementing validation. The guidelines are written for everybody involved in initiating, developing and implementing... more

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    The European guidelines for validation of non-formal and informal learning seek to clarify the conditions for developing and implementing validation. The guidelines are written for everybody involved in initiating, developing and implementing validation and are meant as a source of inspiration and reflection. The development and implementation of validation relies on several interconnected elements that, when combined, can strengthen the role of validation at national and European levels. The guidelines put the individual at the heart of the process, responding to needs and objectives. They provide insights into validation provision and methodologies and how the process can be coordinated and carried out. This third update of the European guidelines follows and expands the principles agreed in the 2012 Council Recommendation on validation, and considers the evaluation of the Recommendation and follow-up. The guidelines are the result of consultation with stakeholders and validation experts during the last 3 years.

     
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    Source: Staatsbibliothek zu Berlin
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9789289635905
    Other identifier:
    Edition: Third edition
    Series: Cedefop reference series ; 124
    Subjects: Validierung; Methodologie; Berufsbildung; Lebenslanges Lernen; Qualifikation; Arbeitsmarkt; EU-Staaten; non-formal education; recognition of vocational training qualifications; professional qualifications; vocational training; updating of skills; continuing education; education policy; user guide
    Scope: 1 Online-Ressource (76 Seiten)
    Notes:

    Band 124 der Reihe doppelt gezählt
  6. Entrepreneurship competence in vocational education and training
    case study: Austria
    Published: 2023
    Publisher:  Publications Office of the European Union, Luxembourg

    Vocational education and training (VET) in Austria is mainly offered as apprenticeship (dual system) as well as in VET schools and VET colleges for higher vocational education. Adult education comprises a broad range of programmes from remedial... more

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    Vocational education and training (VET) in Austria is mainly offered as apprenticeship (dual system) as well as in VET schools and VET colleges for higher vocational education. Adult education comprises a broad range of programmes from remedial training and second-chance education to higher education. Austria employs a broad definition of entrepreneurship competence. The education ministry uses the term 'entrepreneurship education', which is understood as 'enabling the individual to take the initiative and think and act independently, actively and responsibly. Entrepreneurship education in a wider sense encompasses all education measures that encourage entrepreneurial attitudes and skills. The development of specific values, attitudes and personal qualifications helps graduates starting up their own businesses but is also essential for finding jobs with existing enterprises. The interviews with managers, teachers and learners of VET schools and colleges revealed an even broader understanding of entrepreneurship competence, including the generation of ideas, creativity, self-reliance, taking initiatives and responsibility. In the interviews with companies providing VET, entrepreneurship competence is mainly understood as project planning and management, problem-solving and risk assessment, but also personal and social skills.

     
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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9789289636094; 9789289636087
    Other identifier:
    Series: Research paper / Cedefop ; no 95
    Subjects: Entrepreneurship; Gründungsausbildung; Berufsbildung; Österreich; labour market; entrepreneurship; professional qualifications; knowledge management; policymaking; vocational training; vocational education; Austria; case study
    Scope: 1 Online-Ressource (circa 84 Seiten)
  7. Entrepreneurship competence in vocational education and training
    case study: France
    Published: 2023
    Publisher:  Publications Office of the European Union, Luxembourg

    This case study provides evidence on how entrepreneurship competence and entrepreneurship education are integrated in French vocational education and training (VET) and to what extent entrepreneurial learning ecosystems facilitate acquiring... more

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    This case study provides evidence on how entrepreneurship competence and entrepreneurship education are integrated in French vocational education and training (VET) and to what extent entrepreneurial learning ecosystems facilitate acquiring entrepreneurship competence in VET in France. It also explores policies, methods, tools and approaches that support embedding entrepreneurship competence in VET. The study is organised in three parts: the concept of entrepreneurship competence, the entrepreneurial learning ecosystem, and the support mechanisms, methods and tools that enable the development of entrepreneurship competence in VET.

     
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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9789289636117; 9789289636100
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    Series: Research paper / Cedefop ; no 96
    Subjects: Entrepreneurship; Gründungsausbildung; Berufsbildung; Frankreich; labour market; entrepreneurship; professional qualifications; knowledge management; policymaking; vocational training; vocational education; France; case study
    Scope: 1 Online-Ressource (circa 66 Seiten)
  8. Entrepreneurship competence in vocational education and training
    case study: Finland
    Published: 2023
    Publisher:  Publications Office of the European Union, Luxembourg

    This case study provides evidence on how entrepreneurship competence and entrepreneurship education are integrated in vocational education and training (VET) in Finland. It also shows to what extent, and how, the dimensions of entrepreneurial... more

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    This case study provides evidence on how entrepreneurship competence and entrepreneurship education are integrated in vocational education and training (VET) in Finland. It also shows to what extent, and how, the dimensions of entrepreneurial learning ecosystems facilitate acquiring entrepreneurship competence, and what policies, methods, tools and approaches support embedding the competence in VET. The findings are targeted to policy-makers, social partners, VET providers and researchers. For this study, entrepreneurship competence is defined as a key competence applying to all spheres of life: from nurturing personal development to actively participating in society, (re-)entering the job market as an employee or as a selfemployed person, and starting new ventures. It is understood from a wider perspective rather than as a competence for business creation only. This is aligned with the European entrepreneurship competence framework (EntreComp) (Bacigalupo et al., 2016): like that, it also defines entrepreneurship as something that can help 'turn ideas into action' and value-creation, referring to a wider sense of initiative needed for personal development, active citizenship, social inclusion and employment (Bacigalupo et al., 2016) beyond mere business creation. The concept of an entrepreneurial learning ecosystem paves the way towards embedding entrepreneurship competence in VET as an interplay between elements at policy-making, provider and learning environment levels.

     
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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9789289636124; 9789289636131
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    Series: Research paper / Cedefop ; no 97
    Subjects: Entrepreneurship; Gründungsausbildung; Berufsbildung; Finnland; labour market; entrepreneurship; professional qualifications; knowledge management; policymaking; vocational training; vocational education; Finland; case study
    Scope: 1 Online-Ressource (circa 56 Seiten)
  9. Entrepreneurship competence in vocational education and training
    case study: Sweden
    Published: 2023
    Publisher:  Publications Office of the European Union, Luxembourg

    This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Sweden. It complements existing knowledge with examples of methods, tools and approaches that can help policy-makers, VET providers and... more

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    This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Sweden. It complements existing knowledge with examples of methods, tools and approaches that can help policy-makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the research of Cedefop's study Entrepreneurship competence in VET. It is part of a series of eight national case studies (Spain, France, Croatia, Italy, Latvia, Austria, Sweden and Finland) and a final report.This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Sweden. It complements existing knowledge with examples of methods, tools and approaches that can help policy-makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the research of Cedefop's study Entrepreneurship competence in VET. It is part of a series of eight national case studies (Spain, France, Croatia, Italy, Latvia, Austria, Sweden and Finland) and a final report.

     
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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9789289636155; 9789289636148
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    Series: Research paper / Cedefop ; no 98
    Subjects: Entrepreneurship; Gründungsausbildung; Berufsbildung; Schweden; labour market; entrepreneurship; professional qualifications; knowledge management; policymaking; vocational training; vocational education; Sweden; case study
    Scope: 1 Online-Ressource (circa 42 Seiten)
  10. Entrepreneurship competence in vocational education and training
    case study: Croatia
    Published: 2023
    Publisher:  Publications Office of the European Union, Luxembourg

    This case study provides evidence on the integration of entrepreneurship competence in vocational education and training (VET) in Croatia; it explores the dimensions of entrepreneurial learning ecosystems and how they facilitate the acquisition of... more

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    Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg, Universitätsbibliothek
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    This case study provides evidence on the integration of entrepreneurship competence in vocational education and training (VET) in Croatia; it explores the dimensions of entrepreneurial learning ecosystems and how they facilitate the acquisition of entrepreneurship competence in VET. It also highlights the policies, methods, tools, and approaches that are most effective in embedding such competence in VET. The research was conducted from May to December 2022, combining deskbased and field research; it involved VET stakeholders from government agencies, six VET providers, including management, teachers and workplace mentors from the companies providing apprenticeships and learners. The selection of VET providers was based on their experience in offering entrepreneurship education across a wide range of VET programmes throughout the country.

     
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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9789289636179; 9789289636162
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    Series: Research paper / Cedefop ; no 99
    Subjects: Entrepreneurship; Gründungsausbildung; Berufsbildung; Kroatien; labour market; entrepreneurship; professional qualifications; knowledge management; policymaking; vocational training; vocational education; Croatia; case study
    Scope: 1 Online-Ressource (circa 50 Seiten)
  11. Noncognitive skills, school achievements and educational dropout
    Author: Coneus, Katja; Gernandt, Johannes; Saam, Marianne
    Published: 2010
    Publisher:  DIW, Berlin

    We analyse the determinants of dropout from secondary and vocational education in Germany using data from the Socio-Economic Panel from 2000 to 2007. In addition to the role of classical variables like family background and school achievements, we... more

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    Niedersächsische Staats- und Universitätsbibliothek Göttingen
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    Leibniz-Institut für Wirtschaftsforschung Halle, Bibliothek
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    We analyse the determinants of dropout from secondary and vocational education in Germany using data from the Socio-Economic Panel from 2000 to 2007. In addition to the role of classical variables like family background and school achievements, we examine the effect of noncognitive skills. Both, better school grades and higher noncognitive skills reduce the risk of becoming an educational dropout. The influence of school achievements on the dropout probability tends to decrease and the influence of noncognitive skills tends to increase with age.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/150856
    Edition: Rev. version
    Series: SOEPpapers on multidisciplinary panel data research ; 311
    Subjects: Abbrecher; Kognition; Allgemeinbildende Schule; Berufsbildung; Bildungsniveau; Bildungsertrag; Deutschland; Noncognitive skills; school grades; secondary education; vocational training
    Scope: Online-Ressource (27 S., 0,51 MB), graph. Darst.
  12. Noncognitive Skills, School Achievements and Educational Dropout (Revised Version)
    Author: Coneus, Katja; Gernandt, Johannes; Saam, Marianne
    Published: 2010
    Publisher:  Deutsches Institut für Wirtschaftsforschung (DIW), Berlin

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  13. Noncognitive Skills, School Achievements and Educational Dropout
    Author: Coneus, Katja; Gernandt, Johannes; Saam, Marianne
    Published: 2009
    Publisher:  Deutsches Institut für Wirtschaftsforschung (DIW), Berlin

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  14. Noncognitive skills, school achievements and educational dropout
    Author: Coneus, Katja; Gernandt, Johannes; Saam, Marianne
    Published: 2009
    Publisher:  Universitätsbibliothek Mannheim, Mannheim

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  15. Kompetenzen für die Digitalisierung in der pflegeberuflichen Bildung
    Author: Telieps, Johanna; Peters, Miriam; Falkenstern, Malte; Saul, Surya
    Published: 2022
    Publisher:  Bundesinstitut für Berufsbildung, Bonn

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  16. Vermittlung von Medienkompetenz in der inklusiven Berufsbildung : Ein Unterrichtskonzept mit offenen Bildungsmaterialien am Beispiel des Berufsbilds Kaufleute für Büromanagement am Berufsförderungswerk Köln. Working Paper No. 8 im Rahmen des Projekts IDiT – INCLUDING.DIGITAL.TWINS.
    Author: Murmann, Jule; Zorn, Isabel; Gühnemann, Denise
    Published: 2022
    Publisher:  Bibliothek der Technischen Hochschule Köln, Köln

  17. Noncognitive skills, school achievements and educational dropout
    Author: Coneus, Katja; Gernandt, Johannes; Saam, Marianne
    Published: 2009
    Publisher:  Zentrum für Europ. Wirtschaftsforschung, Mannheim

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  18. Insights into skill shortages and skill mismatch
    learning from CEDEFOP's European skills and jobs survey
    Published: 2018
    Publisher:  Publications Office of the European Union, Luxembourg

    This publication focuses on a topic of critical concern for policy-makers in recent years: skill mismatch. Cedefop has been active in skill mismatch research and analysis for almost a decade now, identifying significant areas of concern and... more

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    This publication focuses on a topic of critical concern for policy-makers in recent years: skill mismatch. Cedefop has been active in skill mismatch research and analysis for almost a decade now, identifying significant areas of concern and contention surrounding the issue, including clarification of key concepts. It has also engaged in original data collection and analysis, resulting in several publications. Most prominently, in spring 2014 Cedefop undertook the first European skills and jobs survey (ESJS), a large-scale primary data collection of about 49 000 adult employees in 28 EU Member States. This report summarises many of the insights gained by closer empirical scrutiny of this new European data set. We focus on skill mismatch because the economic crisis, with its mass destruction of jobs in some sectors, was associated with a significant decline in employment for individuals with lower qualifications and skills. The average duration of unemployment was extended and long-term unemployment, primarily comprising the lower-educated, expanded to a wide range of employees at all levels. In some EU countries traditional modes of production and business models have been disrupted greatly. Research revealed that these growing labour market imbalances have seeped into higher structural unemployment rates, with the consequence of exacerbated concern that skill mismatch is worsening in the EU. Shifts in skill demand and supply have been reflected in the stated inability of employers to fill their vacancies with people that have the right skills. Data repeated by several sources indicated that four in 10 EU employers said in 2013 that they have difficulty finding the right skills when recruiting. When looking to the future, further concern arises that Europe may be unprepared for the evolution of a new digitalised economic reality. For example, Cedefop's European skills forecasting model projects that by 2025 about 48% of all job opportunities in Europe will need to be filled by individuals with tertiary-level qualifications. The ESJS also shows that about 85% of all EU jobs need at least a basic digital skills level. It is visible, even to the untrained eye, that unripe technological advances, such as machine learning, big data analytics, the internet of things and advanced robotics, together with restructuring in global value chains, are reshaping the world of work as we know it today. Existing research on skill mismatch has revealed that there are sizeable differences in the magnitude and economic costs of the many different types of skill mismatch. One-size-fits-all policies are unlikely to be effective as EU countries tend to suffer from different forms of the problem but it is clear that undertaking policies to reduce skill mismatch can result in sizeable efficiency gains. A Cedefop estimate, based on the ESJS, has shown that the existing skills of the EU's workforce fall about one fifth short of what is needed for workers to carry out their jobs at their highest productivity level. This calls for concerted action to stimulate further adult learning in Europe.

     
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    Source: Staatsbibliothek zu Berlin
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9789279856693
    Other identifier:
    3075 EN
    Series: CEDEFOP reference series ; 106
    Subjects: Qualifikation; Fachkräfte; Unterbeschäftigung; Humankapital; Berufsbildungspolitik; Digitalisierung; Arbeitsmarkt; EU-Staaten; skilled worker; unemployment; job vacancy; apprenticeship; firm governed by commercial law; vocational education; vocational training; labour market; EU Member State; report
    Scope: 1 Online-Ressource (circa 108 Seiten), Illustrationen
  19. Globale Wertschöpfungsketten und nationale Institutionen
    eine wirtschaftssoziologische Analyse zu Entwicklern digitaler Spielesoftware in Deutschland, Schweden und Polen
    Author: Teipen, Christina
    Published: 2019
    Publisher:  Nomos, Baden-Baden

    Die Computerspieleentwicklung steht wie kaum eine andere Branche in Europa für kreative Wissensarbeit unter z. T. riskanten Beschäftigungsbedingungen. Die weltweiten Zahlen des Computerspielemarktes deuten darauf hin, dass wir es mit einer wachsenden... more

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    Universität Potsdam, Universitätsbibliothek
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    Die Computerspieleentwicklung steht wie kaum eine andere Branche in Europa für kreative Wissensarbeit unter z. T. riskanten Beschäftigungsbedingungen. Die weltweiten Zahlen des Computerspielemarktes deuten darauf hin, dass wir es mit einer wachsenden Branche zu tun haben, deren Bedeutung in europäischen Volkswirtschaften eher zu- als abnehmen wird. Für drei Länder wird das Zusammenspiel von makro-institutionellen und branchenspezifischen Bedingungen sowie den Arbeits- und Beschäftigungssystemen auf der Unternehmensebene untersucht. Auf der Mikroebene wird ein Schwergewicht auf die Interessenvertretung, die Flexibilität von Arbeit und Beschäftigung sowie die Rolle der Ausbildung und Qualifizierung gelegt. Auf der makroinstitutionellen Ebene konzentriert sich die Studie auf das System der Arbeitsregulierung sowie das Ausbildungs- und das Finanzsystem. Die Verfasserin forscht und lehrt im Bereich komparativer Institutionenanalyse sowie globaler Wertschöpfungsketten. Along with only a small handful of European industries, video game development typifies creative knowledge work under high-risk employment conditions. Data on the global video game market indicate that the industry is expanding worldwide and will only continue to gain in relevance for European economies in the future. In this context, the author of this study analyses the interaction between macro-institutional and industry-specific conditions as well as work and employment systems at company level in three countries. At the micro-level, the author focuses on interest representation, employment flexibility and the role of worker qualifications and skills. At the macro-institutional level, she focuses on analysing labour regulation as well as on educational and financial systems. The author, Christina Teipen, conducts research and teaches in the areas of comparative institutional analysis and global value chains.

     
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    Source: Staatsbibliothek zu Berlin
    Language: German
    Media type: Dissertation
    Format: Online
    ISBN: 9783748900375
    Other identifier:
    RVK Categories: MS 5500 ; QR 770
    Edition: 1. Auflage
    Series: Array
    HWR Berlin Forschung ; Band 66
    HWR Berlin Forschung (vormals: fhw forschung [Fachhochschule für Wirtschaft]) ; 66
    Subjects: Computerspieleindustrie; Softwareentwicklung; Betriebliche Wertschöpfung; Vergleichende Kapitalismusforschung; Arbeitsbeziehungen; Bildungswesen; Risikokapital; Deutschland; Schweden; Polen; Bildung; Finanzsystem; Internationaler Vergleich; Gamesbranche; Varieties of Capitalism; Kreativsektor; globale Wertschöpfungsketten; Arbeitsbedingungen; Arbeit; Computerspiele; Wertschöpfung; Ausbildung; Wirtschaft; Unternehmen; Europa; Europe; economy; companies; value creation; work; working conditions; vocational training; computer games
    Scope: 1 Online-Ressource (407 Seiten)
    Notes:

    Habilitationsschrift, Humboldt-Universität zu Berlin, 2018
  20. European guidelines for validating non-formal and informal learning
    Published: 2023
    Publisher:  Publications Office of the European Union, Luxembourg

    The European guidelines for validation of non-formal and informal learning seek to clarify the conditions for developing and implementing validation. The guidelines are written for everybody involved in initiating, developing and implementing... more

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    The European guidelines for validation of non-formal and informal learning seek to clarify the conditions for developing and implementing validation. The guidelines are written for everybody involved in initiating, developing and implementing validation and are meant as a source of inspiration and reflection. The development and implementation of validation relies on several interconnected elements that, when combined, can strengthen the role of validation at national and European levels. The guidelines put the individual at the heart of the process, responding to needs and objectives. They provide insights into validation provision and methodologies and how the process can be coordinated and carried out. This third update of the European guidelines follows and expands the principles agreed in the 2012 Council Recommendation on validation, and considers the evaluation of the Recommendation and follow-up. The guidelines are the result of consultation with stakeholders and validation experts during the last 3 years.

     
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    Source: Staatsbibliothek zu Berlin
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9789289635905
    Other identifier:
    Edition: Third edition
    Series: Cedefop reference series ; 124
    Subjects: Validierung; Methodologie; Berufsbildung; Lebenslanges Lernen; Qualifikation; Arbeitsmarkt; EU-Staaten; non-formal education; recognition of vocational training qualifications; professional qualifications; vocational training; updating of skills; continuing education; education policy; user guide
    Scope: 1 Online-Ressource (76 Seiten)
    Notes:

    Band 124 der Reihe doppelt gezählt
  21. Thailand's vocational training and upward mobility
    impact heterogeneity and policy implications
    Author: Chongcharoentanawat, Patima; Gassmann, Franziska; Mohnen, Pierre A.
    Published: 2018
    Publisher:  Maastricht Economic and Social Research Institute on Innovation and Technology (UNU-MERIT), Maastricht, The Netherlands

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Series: Working paper series / United Nations University, UNU-MERIT ; #2018, 043
    Subjects: vocational training; socioeconomic upward mobility; human development; impact evaluation; Thailand
    Scope: 1 Online-Ressource (circa 36 Seiten), Illustrationen
  22. Different systems, same inequalities?
    post-compulsory education and young adults' literacy in 18 OECD countries
    Author: Borgna, Camilla
    Published: [2017]
    Publisher:  ZBW, [Kiel

    Education is increasingly seen as a substitute for social policy, but opportunities for skill development vary by social background and educational institutions are not neutral in this respect. While previous research has extensively examined how... more

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    Education is increasingly seen as a substitute for social policy, but opportunities for skill development vary by social background and educational institutions are not neutral in this respect. While previous research has extensively examined how schooling affects skills distribution, the role of post-compulsory education has been long overlooked. Using data from the 2011/2012 Programme for International Assessment of Adult Competences, this article investigates how selected features of upper secondary and tertiary education are connected to the social stratification of young adults' literacy skills in 18 OECD countries. First, I use individual-level regressions to assess the extent to which disparities in the skills of 24- to 29-year-old individuals are explained by parental education in each country. Second, I apply fuzzy-set qualitative comparative analysis across countries to investigate under which institutional conditions the social stratification of young adults' literacy skills is most severe. The findings point to the existence of functionally equivalent education regimes: young adults face severe disparities not only in socially selective higher education systems but also in relatively open systems characterized by institutional differentiation; moreover, disparities arising during compulsory schooling are consequential for the skill distribution of young adults, underscoring the importance of a life-course approach to education policies.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/182570
    Parent title: Sonderdruck aus: Journal of European social policy; vol. 27 (2017) 4, pp. 332-345
    Subjects: educational inequalities; educational systems; fuzzy sets; higher education; QCA; vocational training
    Scope: 1 Online-Ressource (circa 15 Seiten), Illustrationen
  23. Handbook of ICT practices for guidance and career development
    Published: 2018
    Publisher:  Publications Office of the European Union, Luxembourg

    This handbook supports the transfer and adaptation of career development tools used in guidance, early school leaving prevention, employment services, youth centres and other organisations. It provides insights for policy-makers and managers of... more

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    Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg, Universitätsbibliothek
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    This handbook supports the transfer and adaptation of career development tools used in guidance, early school leaving prevention, employment services, youth centres and other organisations. It provides insights for policy-makers and managers of careers into how to use the potential of ICT to help people find training and jobs, increase their employability, and develop their competences. Using detailed analysis of the most established and effective practices in the EU, it also offers a decision-making tool, to help readers select the best options for their local context and target group(s).

     
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  24. Spotlight on VET
    2018 compilation : vocational education and training systems in Europe
    Published: 2019
    Publisher:  Publications Office, Luxembourg

    Like the previous edition published in 2015, this compilation addresses all those who need a quick overview of essential features of VET in Europe. Clarifying the place of VET in countries' overall education and training systems, it presents main... more

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    Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg, Universitätsbibliothek
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    Like the previous edition published in 2015, this compilation addresses all those who need a quick overview of essential features of VET in Europe. Clarifying the place of VET in countries' overall education and training systems, it presents main accession and progression routes for learners; types and levels of qualifications they lead to; types of programmes, delivery modes, work-based learning ratio and duration. The approach and terminology used for the systems charts and descriptions aim for a balance between national and international readers' understanding and for some comparisons between systems. This overview confirms trends that Cedefop identified in its policy monitoring: work-based learning has been strengthened, notably in form of apprenticeships; formal VET is opening up to different age groups to allow people to progress and upgrade their qualifications.

     
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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9789289627153
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    Subjects: Berufsbildung; Berufsbildungspolitik; EU-Staaten; Island; Norwegen; vocational training; educational system; education policy; quantitative analysis; level of education
    Scope: 1 Online-Ressource (circa 82 Seiten), Illustrationen
  25. Skill development in Indian agriculture and food processing sectors
    a scoping exercise
    Author: Ganguly, Kavery; Gulati, Ashok; Braun, Joachim von
    Published: September 2019
    Publisher:  Zentrum für Entwicklungsforschung (ZEF), Center for Development Research, Bonn, Germany

    The agriculture and food sector in India employ a significant proportion (about 44 percent) of the workforce, the majority of whom are not very educated and lack formal or informal skill training. Hence, they are unable to make the most out of their... more

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    The agriculture and food sector in India employ a significant proportion (about 44 percent) of the workforce, the majority of whom are not very educated and lack formal or informal skill training. Hence, they are unable to make the most out of their occupation. About 67 percent of the population in India is aged 15-64 years while 27 percent is aged 0-14 years (UNFPA n.d.). This offers both a challenge and an opportunity to skill the youth as well as the existing workforce in India with the objective to improve their productivity and enhance their incomes. This paper is a scoping study of policies and institutions that are operational in this context of skill formation in India, with a focus on the agriculture and food sector. It takes stock of ongoing initiatives and programs, their design and scope in achieving skill development in general and related to the agriculture and food sector in particular. In terms of policy, skill development has been accorded high priority with an objective to make the programs aspirational for youth as well as for them to recognize the value of experience and knowledge. The focus is laid on quality of training, assessment, and certification thus ensuring standards and greater market acceptability. These are prerequisites for investments in skills to bring higher returns in terms of remunerative jobs. The government has been a catalyst of change in this area in terms of designing, implementing and financing of such programs. The role of private players including both potential employers as well as global partners (government, business and nongovernmental organizations) has been widely recognized in upgrading the scope, target and outcomes as well as ensuring sustainability of the national skill development program. As technology plays a very important role in sustainable value chains, it creates demand for a better skilled workforce, and accordingly rewards them with better paid jobs and higher returns in farming. Hence designing appropriate qualification packs and training programs with a focus on innovations all along the value chains (that help promote technology adoption, facilitate effective value chain management, etc.) are critical. Also, innovative models of outreach (for example, classroom training for agricultural professionals, agricultural entrepreneurs, farmer field schools, and e-platforms) can add substantial value to skills at very low cost. Hence, scaling up fast is necessary to benefit the agriculture and food sector in India. While this paper gives an overview of the landscape of various programs and projects, and how they are being implemented by various actors (government, domestic private sector and international agencies), there is dire need to evaluate their outcomes in terms of increased incomes and more stable jobs of those trained through these programs.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/206973
    Series: Working paper / ZEF, Center for Development Research, University of Bonn ; 183
    Subjects: skill development; vocational training; agriculture and food
    Scope: 1 Online-Ressource (circa 48 Seiten), Illustrationen