LOT 2

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Information about LOT 2

Published on February 20, 2007

Author: eileen.luebcke

Source: slideshare.net

Description

project presentation of LOT 2

TRAINERS IN VOCATIONAL EDUCATION AND TRAINING A European study on trainers, tutors in private and public training institutions ‘ LOT 2’

TEAM Research voor Beleid, a private company established in Leiden PLATO, Center for Educational Research of Leiden University 10 Experts covering different parts of Europe

Research voor Beleid, a private company established in Leiden

PLATO, Center for Educational Research of Leiden University

10 Experts covering different parts of Europe

Aim of the Study to make an inventory of the organizational background, recruitment, selection, training and continuing professional development of teachers and trainers in various settings either being privately or institution based.

to make an inventory of the organizational background, recruitment, selection, training and continuing professional development of teachers and trainers in various settings either being privately or institution based.

Focus of the Study 1 2 Corporate education and training 3 Non regular vocational education and training 1 Regular vocational education and training

Focus of the Study 2 What we will study is not regular vocational education or training as it is provided in schools for vocational training as part of the regular vocational school system and neither is it corporate education or training as provided by corporate trainers working within organisations. We will study the education and training provided by others than ones own organization or company, and that is not the regular (vocational) school curriculum, even though schools as such as providers are not excluded. We think it may include the kinds of education and training as provided by associations of employees, or employers, by Chambers of Commerce, by private agencies operating in the field of education and training or by trade unions, municipal or other public employment agencies, or whatever else.

What we will study is not regular vocational education or training as it is provided in schools for vocational training as part of the regular vocational school system and neither is it corporate education or training as provided by corporate trainers working within organisations.

We will study the education and training provided by others than ones own organization or company, and that is not the regular (vocational) school curriculum, even though schools as such as providers are not excluded.

We think it may include the kinds of education and training as provided by associations of employees, or employers, by Chambers of Commerce, by private agencies operating in the field of education and training or by trade unions, municipal or other public employment agencies, or whatever else.

Topics in the inventory 1 1. Organisational background: What kinds of institutions do provide Vocational education and training Scope of the organisations content-wise and geographically How many people are employed and on what basis Common organizational structures Modes of Funding Societal links Turn over 2. Market: How is the market roughly composed? What is the weight of the training market compared to the GDP of a country Is the market growing/decreasing? What kind of training do these organisations provide, e.g. initial, continuing, specialist training etc.

1. Organisational background:

What kinds of institutions do provide Vocational education and training

Scope of the organisations content-wise and geographically

How many people are employed and on what basis

Common organizational structures

Modes of Funding

Societal links

Turn over

2. Market:

How is the market roughly composed?

What is the weight of the training market compared to the GDP of a country

Is the market growing/decreasing?

What kind of training do these organisations provide, e.g.

initial, continuing, specialist training etc.

Topics in the Inventory 2 3. Recruitment: How are trainers recruited by training institutions? Which competences/skills and qualifications are they expected , or needed, to have? Do national/regional/sectoral standards exist? 4. Status: Are trainers employees of the respective organisations or are they self-employed (free lancers) who work on a project or contract basis for the organisation? In the latter case, how do training institutions or enterprises select their freelance trainers? 5. Quality of training: What are the mechanisms to measure the quality of a trainer or of the training provided? Are trainers regularly assessed? If so, by whom and how is this done? 6. Professional development: Which are the career perspectives offered by training institutions to their trainers? Do trainers update their knowledge, skills and competences? 7. Attractiveness of the profession:

3. Recruitment:

How are trainers recruited by training institutions?

Which competences/skills and qualifications are they expected , or needed, to have?

Do national/regional/sectoral standards exist?

4. Status:

Are trainers employees of the respective organisations or are they self-employed (free lancers) who work on a project or contract basis for the organisation?

In the latter case, how do training institutions or enterprises select their freelance trainers?

5. Quality of training:

What are the mechanisms to measure the quality of a trainer or of the training provided?

Are trainers regularly assessed? If so, by whom and how is this done?

6. Professional development:

Which are the career perspectives offered by training institutions to their trainers?

Do trainers update their knowledge, skills and competences?

7. Attractiveness of the profession:

Research method The study consists of three phases: inception, interim and final phase. In the inception phase the research team investigates the training landscape in Europe by studying documents and interviewing representatives of key organization in the field of training but also in the broader world of labor (policies). In the second, interim, phase a quick scan analysis of 32 countries is made by the so called country cluster coordinators, a selected group of experts in the field of vocational education and training. In the final phase an in-depth analysis of 15 countries is made. In this phase the final overall analysis and report is made by the research team, and will be presented to the European Commission.

The study consists of three phases: inception, interim and final phase. In the inception phase the research team investigates the training landscape in Europe by studying documents and interviewing representatives of key organization in the field of training but also in the broader world of labor (policies).

In the second, interim, phase a quick scan analysis of 32 countries is made by the so called country cluster coordinators, a selected group of experts in the field of vocational education and training.

In the final phase an in-depth analysis of 15 countries is made. In this phase the final overall analysis and report is made by the research team, and will be presented to the European Commission.

Cluster coordinators Ms. Maud Baumgarten Sweden, Norway, Denmark, Finland, Iceland Scandinavia Prof. Dr Pierre HEBRARD France, Portugal, Spain South West Europe Ms. Giuliano Rosciglione Italy, Malta Central South Europe Dr. George Zarifis Bulgaria, Cyprus, Greece, Turkey South East Europe Ms. Magdalena Balica Romania, Hungary East central Europe 2 Ms. Franci Klužer Slovenia, Croatia Western Balkan Dr. Grzegorz Mazurkiewicz Czech Republic, Poland, Slovakia East central Europe 1 Drs. Klaas Jan Reincke Estonia, Latvia, Lithuania Baltic states Prof. i. V. Dr. Dietmar Frommberger* Austria, Germany, Lichtenstein West Central Europe Prof dr. Michael Osborne Drs. Frowine den Oudendammer Belgium, Luxembourg, Netherlands, UK, Ireland North West Europe Expert / Researcher Countries Cluster

Co-operation with ‘Bremen’ (LOT 1) A meeting with our fellow researchers in Bremen revealed a mutual willingness to work together. We will be participating in each others expert meetings and workshops, so we will have common ground and understanding to build on while doing this study. We intend to find a balance between the benefits of co-operation and the advantages of multiple perspectives. Research voor Beleid and PLATO also are awarded by the Commission to carry out the study on Adult learning professions (EAC/35/06). We will combine the teams and be able to introduce relevant information and contacts to the team of the LOT 1 – project. to appoint one project manager who oversees both projects.

A meeting with our fellow researchers in Bremen revealed a mutual willingness to work together. We will be participating in each others expert meetings and workshops, so we will have common ground and understanding to build on while doing this study. We intend to find a balance between the benefits of co-operation and the advantages of multiple perspectives.

Research voor Beleid and PLATO also are awarded by the Commission to carry out the study on Adult learning professions (EAC/35/06). We will combine the teams and be able to introduce relevant information and contacts to the team of the LOT 1 – project. to appoint one project manager who oversees both projects.

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