Management Class

Open Educational Resources and Learning Centres

Management Class Product Groups:

1. Open Educational Resources are customizable MOOCs-like pre-university level courses which offer education and training at all levels throughout the world, Read more and feel free to join Management Class Global Group.

2. Learning Centres  using Management Class' customizable pubic programmes, courses and modules introduce, publish and share our institutional and organizational partners' degree or higher vocational qualifications level programmes and courses to international clients for online and/or campus-based delivery.

Employability and Skills - Vocational Education

Published on May 28, 2014

Fife Council, Adam Smith College and Lancaster and Morecambe College talk about the impact vocational education and training visits funded by Leonardo have had on their students' skills and employability.

The Leonardo Da Vinci programme has now been replaced by Erasmus+.

Managing Skills and Practices

Published on Mar 28, 2013

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This free online course introduces you to essential business management skills and practices. The course starts by asking what management is, and reviews managerial characteristics and skills. The course covers topics such as managing external relationships such as with customers and suppliers. It introduces management accounting practices and procedures, best practices for managing and using information systems, how to manage information about business competitors, and best practices for human resources management in terms of selecting, training and appraising employees.

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"Erasmus+ opens people's eyes to working abroad"

Published on Dec 18, 2014

Matt Curtis from Derby College shares his reasons for attending the Transitions event, the success of the Green Miles project and new connections for Erasmus+ made as the result of the conference.

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Snapshot of vocational education and Training in Australia

Students and courses

This infographic provides a snapshot of Australia’s publicly funded vocational education and training sector. It presents statistics about student characteristics, qualifications completed, where and what students studied, and participation rates. Statistics about young people’s participation in education and training is also presented. More information including longer term trends, detailed data and explanatory notes are available. The states and territories are diverse in terms of economies, industry and VET policy and this needs to be considered in any detailed analysis. 

Click here for a pdf version of the infographic

Click here for more detail on Students and courses

Click here for more detail on Young people in education and training

Click here for text alternative version

Apprentices and trainees

This infographic provides a snapshot of apprenticeships and traineeships in Australia. It presents statistics on commencements, completions, cancellations/withdrawals, completion rates and training rates. More information including longer term trends, detailed data and explanatory notes are available. The states and territories are diverse in terms of economies, industry and VET policy and this needs to be considered in any detailed analysis. 

Youth on the Move

This website focuses on mobility in the area of vocational training.

It provides information and advice for young people, educational teams, information services and businesses.

It highlights mobility as an opportunity that opens doors and bridges the move into the labour market. Mobility develops skills which enable each and every one to adapt to economic, demographic and technological developments throughout their career. It is also a gateway to personal enrichment, exploring other cultures and professional environments and helps break down stereotypes.

The aim of this website is to encourage young people and give them the right tools so that they can benefit from the various options offered by mobility to gain experience in their future career. Personal accounts and local information will help them build their project. The website will provide information and resources for teams offering advice to young people.

Special pedagogical issues of VET

Pedagogy - "Many discussions of pedagogy make the mistake of seeing it as primarily being about teaching. Mark K. Smith explores the origins of pedagogy and the often overlooked traditions of thinking and practice associated with it. He argues that a focus on teaching as a specialist role is best understood in other ways. Pedagogy needs to be explored through the thinking and practice of those educators who look to accompany learners; care for and about them; and bring learning into life. Teaching is just one aspect of their practice. He also looks to some of the issues facing the development of pedagogical thinking." [http://tinyurl.com/pwwun5j]

Pedagogy-in-use - the way instructors/trainers actually teach.

Extract from report for OECD: "Vocational Education and Training: Issues for a Thematic Review", W. Norton Grubb, University of California, Berkeley, CA U.S.A [http://tinyurl.com/nq8j8g2]

"There are, of course, raging debates about different pedagogical approaches, with proponents of information transfer, drill, and behaviourist approaches to teaching combating advocates for methods variously described as constructivist, student-centred, conceptual, or teaching for understanding; sometimes hybrid or ―balanced approaches have developed drawing on both traditions."

"Within vocational classrooms, these pedagogical differences emerge in ―skills approaches — where time is divided into small units and each unit is devoted to a specific sub-skill — versus ―systems approaches, where instructors teach students how larger systems work before they teach the skills necessary to work on any smaller piece of a system."

"However, the application of different pedagogical approaches to vocational subjects — what Shulman (1968) calls ―pedagogical content knowledge — is much less often discussed except within the German tradition, where there has been a century of developing vocational pedagogy (Gonon, 2006). However, in many ways teaching is even more difficult in vocational subjects than it is in academic subjects, and these differences should be recognised in discussions about teacher training and in discussions about the quality of VET."

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How To Create A Perfect Tweet [INFOGRAPHIC]

Much has been written about how to write the perfect tweet, from what link shortener to use to how many characters to leave room for retweets.

Now the folks at Neomobile have tried their hand at creating a guide to composing the perfect tweet.

Tips and tricks for tweet perfection:

Anything you’d add to or remove from the list?

(Source: NeomobilePerfect 10 image via Shutterstock.)

The way instructors actually teach

.".... Determining pedagogy-in-use — the way instructors actually teach — requires classroom observations ....and actual approaches to teaching may be quite different from ―espoused pedagogy, or how instructors (or administrators or policy-makers) say they teach. "

"Still, the pedagogy of VET teaching is an intrinsic aspect of its quality, since low-quality teaching leads to low-quality outcomes."

"One possibility, of course, is for .... visits ....to include classroom observations. what pedagogical elements exist in [the] preparation of vocational teachers, and to examine the professional development or in-service education of vocational instructors, to see whether pedagogical issues are included."

"But the pedagogical and instructional aspects of VET should not be ignored simply because they are unfamiliar."

European Alliance for Apprenticeships

 

The European Alliance for Apprenticeships (EAfA), jointly coordinated by DG Education and Culture and DG Employment, Social Affairs and Inclusion, aims to bring together public authorities, businesses, social partners, VET providers, youth representatives, and other key actors in order to promote apprenticeship schemes and initiatives across Europe.

There are three strands of action:

1. reform of apprenticeship systems

2. promote the benefits of apprenticeships

3. smart use of funding and resources

Although managed by the European Commission, the success of the initiative lies with the commitment of its partners, notably through the network of ambassadors and pledges by stakeholders.

 

Continuing Professional Development (CPD) is used across many industries all over the world and is considered the primary means by which professionals maintain and enhance their knowledge and skills. With the ever-changing face of VET, on-going CPD is essential to support practitioners in their current roles and assist them in maintaining a pathway of career progression. CPD is all about remaining effective and compliant through the upgrading of knowledge, skills and capabilities. However, whilst the mind is willing, time is often the enemy, as the modern VET practitioner juggles the competing priorities of instruction, assessment, administration and other day-to-day operational activities.

The key to success is to have a systematic process in place to both initiate and record the CPD activities undertaken. The reality is, trainers and assessors are likely to be already participating in learning activities which contribute towards the Continuing Professional Development without realising it.  Below are four simple actions training organisations can to take to achieve their CPD goals:

1. Log Books – this tracks the acquisition of VET knowledge and skills development over time. Its key advantage is that it is maintained by the trainer on an on-going basis and thus the accountability of CPD is shared between them and their organisation. It is also a benefit for practitioners due to its portability, which facilitates easier regular completion and when the trainer concludes employment in one organisation, the log book can leave with them. Examples of activities that can be recorded in the log book include:

  • The names, dates and times of relevant workshops attended (both internal and external).
  • Verified release time back to industry.
  • Moderation or assessment validation activities.
  • Industry engagement activities.
  • Participation in mentoring or peer assessment.

To provide greater authenticity it is important that the log book contains the name and signature of the workshop facilitator, industry liaison, lead assessor, mentor or the like.

2. Subscription to VET industry newsletters, magazines and other publications - most of these are available in an electronic format and can be pushed to mobile communications devices via email. Simply create folders in your Email client (e.g. Outlook or Gmail) and keep copies of the updates as proof of maintaining VET industry currency.

3. E-portfolios – these are collections of electronic evidence assembled and managed by a user. There are a number of free options online (e.g. www.mahara.orgwww.foliofor.me and www.foliospaces.org). An e-portfolio is a great way to maintain records of industry currency and could include:

  • Statements of Attendance from industry workshops, conferences and other training events.
  • Samples of work completed in the development of courseware or assessment materials.
  • Photographs of work in industry (either industry release or industry engagement).
  • Testimonials from supervisors, colleagues and clients.
  • Copies of any relevant industry or training awards and recognition.

4. Podcasts – these days there is so much content available via podcasts, both industry specific and VET-related. They are particularly useful for busy VET professionals stuck on the long commute to and from work. For a place to start, review the following sites:

Again, it is important for organisations to have a system in place to provide evidence of trainers’ engagement with the podcasts. This could be as simple as creating a dedicated bookmark on their web-browser or a folder on their listening device (e.g. within the “Podcasts” App on the iphone or “Beyond Pod” on android devices.

In the Australian RTO world, Continuing Professional Development is more than just a good idea, it is a requirement issued by the National Skills Standard Council (NSSC). Depending on the RTO’s jurisdiction, the competencies to be held by trainers and assessors will need to be maintained in accordance with either Standard 1.4a of the AQTF Essential Conditions and Standards for Initial and Continuing Registration or SNR 4.4 and 15.4 of the Standards for NVR Registered Training Organisations. A summary of the relevant sections related to ongoing professional development, are listed below:

AQTF Standard 1: The RTO provides quality training and assessment across all of its operations.

Element 1.4: Training and assessment are delivered by trainers and assessors who:

  • c) can demonstrate current industry skills directly relevant to the training / assessment being undertaken, and
  • d) continue to develop their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/ assessor competence.

Standards for NVR Registered Training Organisations 2012 of the VET Quality Framework

SNR 4.4 / SNR 15.4 Training and assessment are delivered by trainers and assessors who:

  • c) can demonstrate current industry skills directly relevant to the training/ assessment being undertaken, and
  • d) continue to develop their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/ assessor competence.

RTO’s need to collect proof of industry currency for the fields each trainer/assessor is involved in (e.g. Business Services, Health) as well as documented evidence of their professional development in VET knowledge and skills. As such, the four tips highlighted in this article will put trainers and training organisations on the road to success in meeting their Continuing Professional Development requirements.

Marc Ratcliffe

Vocational Education in UK

Published on Feb 4, 2015

A brief introduction to the Vocational Education and Training system in the UK and some reflections on the role of Educational Technology in the VET curriculum. The video focuses specifically on the method of SOLEs as developed by Sugata Mitra.

The TVET Academy

Published on Jan 15, 2015

Presentation of TVET Academy

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TVET for Better skills and Better life

Published on Dec 2, 2014

Get trained in technical skills and improve your life !