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This book describes the initial and continuing professional development of the various teachers and trainers involved in initial vocational training for youth in Germany, Spain, France, and the United Kingdom. The book contains separate, but similarly formatted, sections for each country. The following topics are discussed in all four country reports: initial vocational training (general features of the country's education system, initial vocational training, legal foundation of vocational training, occupational fields, examinations); trainers and teachers in initial vocational training; regulations for the training of teachers and trainers; training programs for trainers at the national level; training paths leading to the occupation of trainer; continuing training for trainers and teachers; and organizations and institutions. Among the country-specific topics examined in the individual country reports are the following: differences between the roles and professional development of teachers and trainers in Germany's dual system and in its full-time vocational schools; regulation of teachers in Spain's programs of regulated vocational training and occupational vocational training; decentralization of France's national programs; and training for the United Kingdom's National Vocational Qualifications. Also included are a total of 42 tables/figures, 55 useful addresses, 63 references, and lists of abbreviations for each of the four country reports. (MN)
Recoge: 1. What is European about vocational education and training in Europe?
CEDEFOP pub. Summary report on a comparison of the training of trainers in EC countries - covers occupational qualifications and working conditions and ways to improve them in view of technological change and youth unemployment; discusses training policies relating to alternating training and continuing vocational training. Diagrams.
This book provides insight into the history and current status of teaching in technical and vocational education across a broad range of countries. It contains studies of the profiles of teachers and lecturers and their educational practices. An overarching introduction embeds the content of the book into the current global context of Technical and Vocational Education and Training. This is the first substantial volume on the topic in 30 years.
"The book will provide both thought-provoking questions and stimulating answers to the key factors in HR development today." IT Training Human Resource Development is the ideal handbook for all professional trainers and provides core information needed by all professional students of this subject. This new second edition has been fully updated and revised, with the inclusion of three new chapters making this the most topical book in this field: *Design, Development and Application of E-learning; *Knowledge Management & Transfer; *Human & Intellectual Capital. Clearly structured with detailed sections covering each aspect of the training cycle, the book also includes sections on: *The Role of Learning Training and Development in Organisations *Learning and Competitive Strategy * The Identification of Learning, Training and Development Needs * The Planning and Designing of Learning, Training and Development *Delivering Learning, Training and Development *Assessment and Evaluation of Learning, Training and development *Managing the Human Resource Development Function Co-ordinated and edited by Dr John P. Wilson, individual contributors include Professor Geoff Chivers, Professor of Continuing Education, Sheffield University, Joan Keogh OBE and Colin Beard both senior lecturers, Sheffield Hallam University, Alan Cattall, University of Bradford plus many more leading academics in the field of Human Resource Development.
This third volume in the series provides a systematic description of the situation of teachers and trainers in vocational education and training (VET) in five European countries: Austria, Belgium, Hellas/Greece, Luxembourg, and the Netherlands. Each country report begins with an outline of the national context--the country's geographical features and the ethnological composition of its population; cultural history and religious considerations are included where they are relevant to VET. A brief description follows of the overall education system of which VET is a part. The next section of each report examines the VET system within which the teachers and trainers who are the subject of this publication serve. The following section describes the teaching and training faculty--in quantitative and qualitative terms to the extent that the relevant information is available--and an account of teachers' and trainers' legal standing, rights, and duties and also those of the teacher unions and other professional organizations that work on their behalf. The final substantive sections explore the inservice and continuing training opportunities open to teachers and trainers in VET and possibilities for career advancement. A separate section lists the addresses of institutes associated in some way with the initial or continuing training of teachers or trainers in VET. Finally, each country report presents a list of acronyms and abbreviations used in the text. (YLB)