Download or read book CEDEFOP 2000 New Publications written by European Centre for the Development of Vocational Training and published by . This book was released on 2000 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book CEDEFOP 2000 New Publications written by European Centre for the Development of Vocational Training and published by . This book was released on 2000 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cedefop 2000 written by and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book CEDEFOP 2000 written by and published by . This book was released on 2000 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Annual Report Cedefop written by European Centre for the Development of Vocational Training and published by . This book was released on 2001 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Annual report 2000 written by European Centre for the Development of Vocational Training and published by . This book was released on 2001 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The European Centre for the Development of Vocational Training (CEDEFOP) moved forward on the four major themes of its medium-term priorities in 2000, which were the following: (1) promoting competencies and lifelong learning; (2) facilitating new ways of learning for a changing society; (3) supporting employment and competitiveness; and (4) improving European understanding and transparency. In tackling this spectrum of activities, the CEDEFOP's accomplishment fell in these two areas: developing knowledge and expertise--encompassing the themes and content within the four priority themes; and serving customers, partners, and policymakers, and fostering research cooperation. In the area of developing knowledge and expertise, a reporting system on lifelong learning was developed; final editing work was completed on key qualifications; a conference on the identification, assessment, and recognition of non-formal learning was conducted; efforts to improve transparency of qualifications were made; and a mechanism to promote mobility was created. In the area of serving its audience, work was completed on reporting on developments in vocational education and training in the European Union (EU); key data on vocational training in the EU were reported; the first report on vocational training policy for the EU was published; an electronic library and information service was improved, and additional research and information exchange was conducted. (Four appendixes include a list of CEDEFOP publications for 2000; human resources of CEDEFOP; staff and financial allocations for 2000; and management board members.) (KC)
Download or read book Annual report 2000 written by European Centre for the Development of Vocational Training and published by . This book was released on 2001 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The European Centre for the Development of Vocational Training (CEDEFOP) moved forward on the four major themes of its medium-term priorities in 2000, which were the following: (1) promoting competencies and lifelong learning; (2) facilitating new ways of learning for a changing society; (3) supporting employment and competitiveness; and (4) improving European understanding and transparency. In tackling this spectrum of activities, the CEDEFOP's accomplishment fell in these two areas: developing knowledge and expertise--encompassing the themes and content within the four priority themes; and serving customers, partners, and policymakers, and fostering research cooperation. In the area of developing knowledge and expertise, a reporting system on lifelong learning was developed; final editing work was completed on key qualifications; a conference on the identification, assessment, and recognition of non-formal learning was conducted; efforts to improve transparency of qualifications were made; and a mechanism to promote mobility was created. In the area of serving its audience, work was completed on reporting on developments in vocational education and training in the European Union (EU); key data on vocational training in the EU were reported; the first report on vocational training policy for the EU was published; an electronic library and information service was improved, and additional research and information exchange was conducted. (Four appendixes include a list of CEDEFOP publications for 2000; human resources of CEDEFOP; staff and financial allocations for 2000; and management board members.) (KC)
Download or read book Arbeitsprogramm written by European Centre for the Development of Vocational Training, Thessaloniki (Greece). and published by . This book was released on 2002 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document details the work program of the European Centre for the Development of Vocational Training (Cedefop) for 2002. The following are among the topics discussed in Chapters 1-5: (1) developing research (the Cedefop research arena; the report on vocational training research in Europe; the "European Journal Vocational Training"; and Agora Thessaloniki; (2) reporting and facilitating a concerted approach (reporting on developments in vocational education and training; reporting on lifelong learning; policy support for new initiatives at the European Community level; the training of trainers network; the information and computer technology learning platform; the European form on transparency of vocational qualifications; the European quality forum); (3) exchange and supporting partners (the community study visits program; familiarization of candidate countries); (4) information, communication, and dissemination; and (5) Cedefop's directorate and administration, facilities, and resources. The following items are appended: Cedefop's medium-term priorities and operational guidelines (for 2000-2003); Cedefop's activity-based budget for 2002; Cedefop's organizational chart; discussions of cooperation between Cedefop and the European Training Foundation (ETF) and among Cedefop, the ETF, and Eurydice; a list of new Cedefop publications for 2002; and a table detailing the relationship between Cedefop's operational guidelines and medium-term priorities for 2000-2003 and Cedefop's activities in 2002. (MN)
Download or read book Green skills and innovation for inclusive growth written by OECD and published by OECD Publishing. This book was released on 2015-07-23 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second ‘green skills’ forum organised by Cedefop and the OECD-LEED in February 2014 provided an open space for discussion between researchers, policy-makers, social partners and international organisations on skills development and training needs for a greener economy. The focus of this ...
Download or read book CEDEFOP INFO N 3 2000 written by and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cedefop Work Programme 2000 written by and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book CEDEFOP written by European Centre for the Development of Vocational Training and published by . This book was released on 2000 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book European Perspectives on Learning at Work written by Martin Fischer and published by Luxembourg : Office for Official Publications of the European Communities. This book was released on 2004 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recoge: 1. Introduction and overview - 2. Individual and organisational dimensions of work process knowledge - 3. Explicit and implicit learning at work - 4. Learning at work: obstacles and opportunities - 5. Analysis of work process knowledge for teaching and learning - 6. Design of curricula and work process knowledge - 7. Policy issues.
Download or read book CEDEFOP Annual Report 2000 written by and published by . This book was released on 2001 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: The European Centre for the Development of Vocational Training (CEDEFOP) moved forward on the four major themes of its medium-term priorities in 2000, which were the following: (1) promoting competencies and lifelong learning; (2) facilitating new ways of learning for a changing society; (3) supporting employment and competitiveness; and (4) improving European understanding and transparency. In tackling this spectrum of activities, the CEDEFOP's accomplishment fell in these two areas: developing knowledge and expertise--encompassing the themes and content within the four priority themes; and serving customers, partners, and policymakers, and fostering research cooperation. In the area of developing knowledge and expertise, a reporting system on lifelong learning was developed; final editing work was completed on key qualifications; a conference on the identification, assessment, and recognition of non-formal learning was conducted; efforts to improve transparency of qualifications were made; and a mechanism to promote mobility was created. In the area of serving its audience, work was completed on reporting on developments in vocational education and training in the European Union (EU); key data on vocational training in the EU were reported; the first report on vocational training policy for the EU was published; an electronic library and information service was improved, and additional research and information exchange was conducted. (Four appendixes include a list of CEDEFOP publications for 2000; human resources of CEDEFOP; staff and financial allocations for 2000; and management board members.) (KC)
Download or read book Arbeitsprogramm written by European Centre for the Development of Vocational Training and published by . This book was released on 1996 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book CEDEFOP Work Programme 2000 written by European Centre for the Development of Vocational Training and published by . This book was released on 2000 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document presents the Work Program 2000 of the European Center for the Development of Vocational Training (CEDEFOP). It is divided into two sections, each of which describes the main aims and expected activities and outcomes of CEDEFOP projects and the activities of its networks in 2000. The first focuses on developing knowledge and expertise which outlines the themes and content of CEDEFOP projects within the four priority themes. Projects are centered around these themes in the medium-term priorities: promoting competence and lifelong learning; facilitating new ways of learning for a changing society; supporting employment and competitiveness; and improving European understanding and transparency. The second section focuses on serving customers, partners, and policymakers and fostering research cooperation. Projects are centered around the following four guidelines: information on vocational education and training; promoting and interpreting research and the identification of innovation; support to meet specific needs of CEDEFOP's partners; and providing forums for debate and links among policymakers, social partners, researchers, and practitioners. Appendixes include medium-term priorities and operational guidelines for 2000-2003; budget outline for 2000; information and communication policy; organizational chart; and cooperation with the European Training Foundation. (YLB)
Download or read book Education for Life and Work written by National Research Council and published by National Academies Press. This book was released on 2013-01-18 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
