Q3757348 (Q3757348): Difference between revisions
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(Changed an Item: Edited by the infer coords bot - inferring coordiantes from postal codes) |
(Created claim: summary (P836): In Lapland, some young people are deprived of vocational education. The main reasons for this are that the young person does not enter or drop out of education at all. Secondary education is the most important pathway for young people to engage in work and society. A wide range of young people are excluded from vocational training. One specific group is immigrant young people, whose share of both lack of education and employment is increasing. T...) |
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In Lapland, some young people are deprived of vocational education. The main reasons for this are that the young person does not enter or drop out of education at all. Secondary education is the most important pathway for young people to engage in work and society. A wide range of young people are excluded from vocational training. One specific group is immigrant young people, whose share of both lack of education and employment is increasing. The project will produce a pre-study of the potential of the VET reform to support unskilled transitions into the world of work through education. On the basis of the study, vocational training is planned in such a way as to enable different individual learning pathways leading to working life. The transfer of learning and guidance from educational institutions to other learning environments will be made possible. The study will be drawn up by representatives of the school environment, workplaces and non-formal learning environments. Possible legal barriers to transitions will be explored. The project’s workshops will address the development of institutional learning and guidance, the development of work-based learning and guidance, unformal learning, flexible transition pathways and barriers to transitions for people without vocational training in the labour market. Legislation on vocational education and training is changing.Project produces 1) School of learning as a learning environment workshop/report 2) Workplace as a learning environment workshop/report3) Non-formal learning environments workshop/report4) Standards and regulations workshop/report5) Preliminary report6) Outcome seminar/result presentation material The reform of the qualification, which entered into force at the beginning of October, will enable the development of vocational training support to facilitate the transition of young people to vocational education and training and through it to work. Personal learning and employment pathways can be built for young people. At the beginning of the studies, students can be awarded competency points for skills acquired in different ways. Study paths can be shortened and incentives for students based on recognition and recognition of skills can be built. (English) | |||||||||||||||
| Property / summary: In Lapland, some young people are deprived of vocational education. The main reasons for this are that the young person does not enter or drop out of education at all. Secondary education is the most important pathway for young people to engage in work and society. A wide range of young people are excluded from vocational training. One specific group is immigrant young people, whose share of both lack of education and employment is increasing. The project will produce a pre-study of the potential of the VET reform to support unskilled transitions into the world of work through education. On the basis of the study, vocational training is planned in such a way as to enable different individual learning pathways leading to working life. The transfer of learning and guidance from educational institutions to other learning environments will be made possible. The study will be drawn up by representatives of the school environment, workplaces and non-formal learning environments. Possible legal barriers to transitions will be explored. The project’s workshops will address the development of institutional learning and guidance, the development of work-based learning and guidance, unformal learning, flexible transition pathways and barriers to transitions for people without vocational training in the labour market. Legislation on vocational education and training is changing.Project produces 1) School of learning as a learning environment workshop/report 2) Workplace as a learning environment workshop/report3) Non-formal learning environments workshop/report4) Standards and regulations workshop/report5) Preliminary report6) Outcome seminar/result presentation material The reform of the qualification, which entered into force at the beginning of October, will enable the development of vocational training support to facilitate the transition of young people to vocational education and training and through it to work. Personal learning and employment pathways can be built for young people. At the beginning of the studies, students can be awarded competency points for skills acquired in different ways. Study paths can be shortened and incentives for students based on recognition and recognition of skills can be built. (English) / rank | |||||||||||||||
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| Property / summary: In Lapland, some young people are deprived of vocational education. The main reasons for this are that the young person does not enter or drop out of education at all. Secondary education is the most important pathway for young people to engage in work and society. A wide range of young people are excluded from vocational training. One specific group is immigrant young people, whose share of both lack of education and employment is increasing. The project will produce a pre-study of the potential of the VET reform to support unskilled transitions into the world of work through education. On the basis of the study, vocational training is planned in such a way as to enable different individual learning pathways leading to working life. The transfer of learning and guidance from educational institutions to other learning environments will be made possible. The study will be drawn up by representatives of the school environment, workplaces and non-formal learning environments. Possible legal barriers to transitions will be explored. The project’s workshops will address the development of institutional learning and guidance, the development of work-based learning and guidance, unformal learning, flexible transition pathways and barriers to transitions for people without vocational training in the labour market. Legislation on vocational education and training is changing.Project produces 1) School of learning as a learning environment workshop/report 2) Workplace as a learning environment workshop/report3) Non-formal learning environments workshop/report4) Standards and regulations workshop/report5) Preliminary report6) Outcome seminar/result presentation material The reform of the qualification, which entered into force at the beginning of October, will enable the development of vocational training support to facilitate the transition of young people to vocational education and training and through it to work. Personal learning and employment pathways can be built for young people. At the beginning of the studies, students can be awarded competency points for skills acquired in different ways. Study paths can be shortened and incentives for students based on recognition and recognition of skills can be built. (English) / qualifier | |||||||||||||||
point in time: 23 November 2021
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Revision as of 04:18, 23 November 2021
Project Q3757348 in France
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | No label defined |
Project Q3757348 in France |
Statements
80,000 Euro
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100,000.0 Euro
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80.0 percent
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1 January 2016
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13 June 2019
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Rovaniemen Koulutuskuntayhtymä
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67°56'16.55"N, 23°45'28.22"E
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99300
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Lapissa osa nuorista jää vaille ammatillista koulutusta. Pääasiallisina syinä tähän on, että nuori ei hakeudu lainkaan perusasteen jälkeiseen koulutuksen tai keskeyttää koulutuksen. Toisen asteen koulutus on nuorille tärkein väylä hänen kiinnittymiselleen työelämään ja yhteiskuntaan. Ammatillista koulutusta vaille jäävien joukkoon kuuluu monenlaisia nuoria. Yksi erityisryhmä ovat maahanmuuttaja nuoret, joiden osuus sekä koulutuspaikkaa vaille jäävistä että työttämistä on kasvussa. Hankkeessa tuotetaan esiselvitys siitä, mitä mahdollisuuksia ammattillista koulutusta koskeva tutkinnon uudistus tuottaa koulutusta vailla olevien siirtymien koulutuksen kautta työelämään tukemiselle. Selvityksen perusteella suunnitellaan ammattillista koulutusta niin, että erilaiset henkilökohtaiset työelämään johtavat oppimispolut mahdollistuvat. Oppimisen ja ohjauksen siirtyminen oppilaitoksesta muihin oppimisympäristöihin mahdollistetaan. Selvityksen laadintaan osallistuvat oppilaitosympäristön, työpaikkojen sekä epävirallisten oppimisympäristöjen edustajat. Mahdolliset lainsäädännön esteet siirtymille selvitetään. Erityisryhmien kuten maahanmuuttajien siirtymien esteet huomioidaan.Hankkeen työpajoissa käsitellään oppilaitoksessa tapahtuvan opiskelun ja ohjaamisen kehittämistä, työpaikalla tapahtuvan opiskelun ja ohjaamisen kehittämistä, ulkopuolella oppilaitoksen ja työpaikan tapahtuvan ohjaamisen kehittämistä (unformal learning) sekä joustavia siirtymäpolkuja koskevia säädöksiä ja niiden tuottamia esteitä ammatillista koulutusta vailla olevien siirtymille työmarkkinoilla. Ammatillista koulutusta koskeva lainsäädäntö on muuttumassa.Hanke tuottaa:1) Oppilaitos oppimisympäristönä työpaja/raportti 2) Työpaikka oppimisympäristönä työpaja/raportti3) Epäviralliset oppimisympäristöt työpaja/raportti4) Normit ja säädökset työpaja/raportti5) Esiselvitysraportti6) Tulosseminaari/tulosten esittelymateriaaliElokuun alussa voimaan astunut tutkinnon uudistus mahdollistaa ammatillisen koulutuken kehittämisen niin, että nuorten siirtymät ammatilliseen koulutukseen ja sen kautta työhön helpottuvat. Nuorille voidaan rakentaa henkilökohtaisia opiskelu ja työllistymispolkuja. Opintojen alussa opiskelijoille voidaan myöntää osaamispisteitä eri tavoin hankitusta osaamisesta. Opintopolkuja voidaan lyhentää ja opiskelijoille rakentaa osaamisen tunnistamiseen ja tunnustamiseen perustuvia kannustimia. (Finnish)
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In Lapland, some young people are deprived of vocational education. The main reasons for this are that the young person does not enter or drop out of education at all. Secondary education is the most important pathway for young people to engage in work and society. A wide range of young people are excluded from vocational training. One specific group is immigrant young people, whose share of both lack of education and employment is increasing. The project will produce a pre-study of the potential of the VET reform to support unskilled transitions into the world of work through education. On the basis of the study, vocational training is planned in such a way as to enable different individual learning pathways leading to working life. The transfer of learning and guidance from educational institutions to other learning environments will be made possible. The study will be drawn up by representatives of the school environment, workplaces and non-formal learning environments. Possible legal barriers to transitions will be explored. The project’s workshops will address the development of institutional learning and guidance, the development of work-based learning and guidance, unformal learning, flexible transition pathways and barriers to transitions for people without vocational training in the labour market. Legislation on vocational education and training is changing.Project produces 1) School of learning as a learning environment workshop/report 2) Workplace as a learning environment workshop/report3) Non-formal learning environments workshop/report4) Standards and regulations workshop/report5) Preliminary report6) Outcome seminar/result presentation material The reform of the qualification, which entered into force at the beginning of October, will enable the development of vocational training support to facilitate the transition of young people to vocational education and training and through it to work. Personal learning and employment pathways can be built for young people. At the beginning of the studies, students can be awarded competency points for skills acquired in different ways. Study paths can be shortened and incentives for students based on recognition and recognition of skills can be built. (English)
23 November 2021
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