astra domain was triggered too early. This is usually an indicator for some code in the plugin or theme running too early. Translations should be loaded at the init action or later. Please see Debugging in WordPress for more information. (This message was added in version 6.7.0.) in /home/studyfoxx/public_html/proactivetraining.com.au/news/wp-includes/functions.php on line 6131This short paper from CEDEFOP is looking at how countries are working together to achieve a more attractive, inclusive, innovative, agile and flexible VET system in the European Union.<\/p>\n
Yes, we have been featuring a lot of their articles lately, but this paper also seems to cover the sort of rhetoric and adjectival language one hears in Australia about VET.<\/p>\n
CEDEFOP\u2019s 5-page briefing note<\/a> was released in late January this year. A range of European countries have National Implementation Plans (NIPs) for their VET systems that will \u201cbuild on recent or current reforms, national strategy papers on VET, skills, youth and research, as well as a range of reform programmes.\u201d There are a range of priorities in individual national plans, however.<\/p>\n These see, firstly, an agile and resilient VET that is adaptive to labour market needs. To achieve this:<\/p>\n \u201c18 countries stated that they are or will be reviewing and modernising VET standards, curricula, programmes and training courses to align them better with labour market demand and individuals\u2019 development needs. 18 countries stress the need for transversal and basic skills. 16 will integrate digital skills and competences in VET standards and curricula, while 12 will work towards the green transition and more sustainable VET practices.\u201d<\/p>\n Second, proposals see a flexible VET system that provides flexible progression routes that are personalised and learner centred. This will \u201cenable the accumulation, transfer, validation and recognition of prior learning, including in non-formal and informal settings.\u201d Some EU countries will do this by further developing modular VET provision, while others will focus on \u201cmicro credentials, partial qualifications and digital badges,\u201d while yet others \u201cwill reinforce their validation and recognition schemes.\u201d Many will also \u201cdiversify VET learning formats (face-to-face, digital, blended) and increase the use of digital learning platforms and materials\u201d to improve outreach and access for those in rural or regional areas or with disabilities and also by strengthening the focus on continuing and lifelong learning to better enable reskilling and upskilling.<\/p>\n The third focus sees VET as an innovative and excellent education system. We looked at this in VDC News a while ago in an article entitled \u201cShould we set up Centres of Vocational Excellence?\u201d<\/a> Indeed, a number of European countries plan \u201cto create and\/or support centres of vocational excellence to drive VET development within skill ecosystems and link it with higher education and research.\u201d Some also consider the need to \u201cmodernise VET \u2026 infrastructure and improve learning conditions and access to state-of-the-art facilities\u201d while others \u201cplan to improve the digital equipment in VET, while some others are focused specifically \u201con greening their VET providers: not only by teaching environmental and social sustainability but also greening their infrastructure. So, are centres of excellence worth us thinking about?<\/p>\n Fourth, an attractive, modern and digital VET is envisaged through \u201ca focus on improving the permeability between initial and continuing VET, general and vocational pathways, and academic and professional higher education.\u201d Interestingly, a recent TDA newsletter editorial<\/a> has suggested the need for a true tertiary education system in Australia. Let\u2019s think about that.<\/p>\n Teacher and trainer professional development remains a top priority for many EU counties too, with upgrades to their initial and continuing professional development coupled with the design of national strategies aimed at \u201cempowering teachers and trainers to develop their technical and didactic skills and devise innovative teaching methods.\u201d Not a bad idea! Indeed:<\/p>\n \u201c12 EU countries plan to brief [teachers] on the latest pedagogies and to develop their digital competences, allowing them to make better use of digital tools and materials in their work.\u201d<\/p>\n Will the VET Workforce Blueprint currently under development here in Australia look at these sorts of things too?<\/p>\n Next, and fifthly, a range of EU plans envisage an inclusive VET offering equal opportunities that \u201creaches out to vulnerable learners\u201d and initiatives aimed at \u201cwork[ing] towards inclusion and equal opportunities, for example by preventing early leaving from education and training and promoting gender equality. Target groups include people with disabilities, people in remote geographical areas, [as well as the] low-skilled, minorities, migrants and refugees.\u201d Addressing the dual VET missions of meeting industry\u2019s needs and not leaving anyone behind have always been challenging in Australia.<\/p>\n Finally, 15 EU countries \u201cplan to develop their national quality assurance systems further, taking into account the EQAVET quality criteria<\/a> and indicative descriptors applied both at system and provider level.\u201d Indeed, national measures will be aimed at:<\/p>\n\n