Developing Responsiveness in Vocational Education and Training.

Autor/inn/en	Hughes, Maria; MacPherson, Sally
Institution	Learning and Skills Development Agency, London (England).
Titel	Developing Responsiveness in Vocational Education and Training.
Quelle	(2001), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-85338-653-7
Schlagwörter	Adult Learning; Case Studies; Check Lists; College Role; Cooperative Planning; Curriculum Development; Demand Occupations; Education Work Relationship; Educational Needs; Educational Planning; Employment Patterns; Foreign Countries; Guidelines; Information Needs; Information Sources; Information Utilization; Instructional Development; Job Skills; Job Training; Labor Force Development; Labor Market; National Surveys; Needs Assessment; Occupational Information; Partnerships in Education; Questionnaires; Relevance (Education); Research Utilization; Retraining; School Business Relationship; Secondary Education; Skill Development; Systems Approach; Technical Institutes; Two Year Colleges; Vocational Education; United Kingdom + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Case study; Fallstudie; Case Study; Checkliste; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerreserve; Educational need; Bildungsbedarf; Bildungsplanung; Beschäftigungsstruktur; Ausland; Richtlinien; Information need; Informationsbedürfnis; Information source; Informationsquelle; Informationsnutzung; Teaching improvement; Unterrichtsentwicklung; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Arbeitskräftebestand; Labour market; Arbeitsmarkt; Bedarfsermittlung; Berufsinformation; Hochschulpartnerschaft; Fragebogen; Relevance; Relevanz; Forschungsumsetzung; Umschulung; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Systemischer Ansatz; Technische Fakultät; Ausbildung; Berufsbildung; Großbritannien
Abstract	The extent to which providers of post-16 vocational education and training (VET) in the United Kingdom are able to secure timely and relevant learning programs to meet sudden and unpredicted changes in local or national skills profiles was examined in a study that included interviews of nine private training providers and 11 further education (FE) providers and case studies of 5 FE colleges. Forward planning by FE providers did not, by itself, appear to be sufficient to prepare for unexpected demands for VET. A nimble, responsive system is required that can rapidly customize provision to meet emerging needs. The following are among key ingredients of such a system: (1) the capacity to identify skills gaps and assess individuals' development needs; (2) clear articulation of needs in a common language; (3) expert staff who are able to work flexibly without detriment to regular provision; (4) the capacity to customize training packages; and (5) sensitive funding regimens that enable employers, individuals, and the local economy to upskill rapidly. The bibliography lists 14 references. (The following items are appended: an interview topic guide; a list of survey participants; and an example of the use of skills and labor market information in planning.) (MN)
Anmerkungen	Learning and Skills Development Agency, Citadel Place, Tinworth Street, London SE11 5EH, United Kingdom. Tel: 020 7962 1066; Fax: 020 7840 5401; Web site: http://www.LSagency.org.uk (15 British pounds). For full text: http://www.LSagency.org.uk/PDF/R1041/05/01/5000.PDF.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC