enseignement professionnel et formation modulaires ... - emcet 2

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Contact person for international projects (name, contact details) EMCET2 contact person 194 Beata Poteralska, Ph.D Head of International Co-operation Team Tel. 0048 48 364 42 41 ext.240 Direct tel. 0048 48 364 40 34 e-mail: beata.poteralska@itee.radom.pl Krzysztof Symela Ph.D., e-mail: krzysztof.symela@itee.radom.pl Ludmiła Łopacińska, e-mail: ludmila.lopacinska@itee.radom.pl tel. +48 48 364 42 41 ext. 239
Nigel Lloyd, Nadeem Ahmad Khan, Marta Jacyniuk-Lloyd 4.2. Cambridge Professional Development, United Kingdom Name of the institution (in native language) Cambridge Professional Development Ltd. Name in English Cambridge Professional Development Ltd. Acronym (if any ) CamProf Address 5 Mundella Road, The Meadows, Nottingham NG2 2EQ Country Great Britain (Cambridge & Nottingham) & Germany (Berlin) Phone (include international prefi x) +44 845 345 5199 Fax number +44 845 345 5299 e-mail nigell@camprof.com website www.camprof.com Type of an institution Private consultancy Year of Foundation 1994 President/Chairperson (full name, Eur Ing Nigel Lloyd titles) Is your organization a member of international/national/regional/local networks of institutions? List them, please We are: members of Modular Education Network (ModENet) organizers of the International Forum for Construction Occupational Standards Staff Nigel Lloyd, Meredith Cox, Marta Jacyniuk-Lloyd, Nadeem Ahmad Khan, John Konrad, John O’Sullivan, Pieter Wolter Mission statement and aims of your organisation „Advising organisations on the development of their professionals”. Cambridge Professional Development is an established consultancy off ering advice, strategy and implementation in skills and professional development throughout the working life. We work with both the private and the public sector, for SMEs and corporates, across the UK and Europe. History (describe main stages of the development of your organisation) – 1994 to present: specialist consultancy in applying standards of competence philosophy to all aspects of HRD. – 1995 produced ‘CISC Users’ Guide’ for SMEs setting out 8 applications of standards of competence. – 1996 to present involved in Leonardo projects, developing a network of partners across Europe. – 2004 opened Nottingham offi ce – 2005 set up International Forum for Construction Occupational Standards (IFCOS). – 2005 opened German offi ce 195
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ENSEIGNEMENT PROFESSIONNEL ET FORMA
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SOMMAIRE INTRODUCTION .............
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Introduction Les changements perpé
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La conférence fi nale du projet or
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personnes sans emploi). Les résult
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de données ModENet) des individus
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- Conception et contrôle d’un ou
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de données EMCET dans la base ModD
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Bibliographie - Symela K.: The Prin
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Wojciech Oparcik, Ludmiła Łopaci
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Fig. 2. Le site principal du projet
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La base stocke les données dans 10
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Fig. 10. Formulaire de recherche de
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solution innovante qui assure un ac
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l’enseignement professionnel et l
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de l’échantillon (dans certains
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une bonne probabilité de recruter
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Off re de ModENet: Le réseau ModEN
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Systems) et VLE (Virtual Learning E
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Recrutement de membres du ModENet A
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«Dans le cadre de l’amélioratio
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Formation Professionnelle lancé en
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Validation des acquis de l’expér
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• informer les candidats des exig
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Niveau 3 PTLLS (Preparing to teach1
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Il existe de nombreux projets perti
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Krzysztof Symela (Pologne) 3.1. Ens
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Schéma 1. Modèle de conception de
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connaissances et caractéristiques
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à un domaine professionnel, par ex
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des modules infl uence l’évoluti
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6. Services et conseil pour les ét
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à deux niveaux: «peut» («est ca
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Nigel Lloyd, Nadeem Ahmad Khan, Mar
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Open College, University for Indust
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Écosse 16 48% 16% 7% … 17 21% 18
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Les tableaux 5 et 6 démontrent l
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abstraction de l’expérience prat
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a progressivement fait un système
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• • leurs caractéristiques ato
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A3. Qualifi cations professionnelle
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Les Masters degrees (MA, MSC, MBA,
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Institué à l’initiative d’Ufi
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* Priorités clés Construire une o
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* Groupes cibles et bénéfi ciaire
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• Enquête sur les pratiques inte
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prépondérance de systèmes qualif
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2. Les unités de formation capital
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doivent interagir durant le process
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* Intitulé Cours de formation modu
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* Transférabilité (cet exemple de
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vertu de la loi 2009/1992. En Grèc
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* Priorités clés • Culture de l
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direction. Les participants jouent
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2. Contexte * Politiques/initiative
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István Kiszter 3.5. Modularisation
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(13 ème année et plus). Une nouve
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• orientation professionnelle à
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professionnelle basés sur les curr
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Nous avons établi des formations p
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4. Résultats * Résultats, réalis
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Svetlana Kozlovskaja, Krista Loogma
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Le curriculum d’établissement sc
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Depuis 1991, la Kuressaare Vocation
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les études. Les curricula modulair
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* Périmètre d’application: nati
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à peine commencé à élaborer un
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• • • • décrivent les comp
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2. Contexte * Politiques/initiative
Page 143 and 144: Phase de mise en oeuvre Autorité d
Page 145 and 146: Que voulons-nous? Nous devons bâti
Page 147 and 148: • • • • trop de modules (un
Page 149 and 150: Programme d’enseignement - Chef d
Page 151 and 152: Programme d’enseignement - Ouvrie
Page 153 and 154: * Périmètre d’application: nati
Page 155 and 156: Rocío Blanco Rodriguez 3.9 Systèm
Page 157 and 158: Tableau: Système de formation prof
Page 159 and 160: Avec toutes ces contributions, il e
Page 161 and 162: système d’évaluation des connai
Page 163 and 164: Certaines universités espagnoles,
Page 165 and 166: formation en plusieurs modules, mai
Page 167 and 168: - Aprender para el futuro: Nuevo ma
Page 169 and 170: 3. Application de l’approche modu
Page 171 and 172: 7. Résolution de problèmes: Etre
Page 173 and 174: Sophie Jourdain 3.10 Enseignement e
Page 175 and 176: - un module doit être indépendant
Page 177 and 178: L’organisation modulaire permet l
Page 179 and 180: * Périmètre d’application: nati
Page 181 and 182: Filippo Bignami 3.11 Description de
Page 183 and 184: - Filière d’enseignement génér
Page 185 and 186: • Les descriptifs de module sont
Page 187: Groupes cibles et bénéfi ciaires
Page 191 and 192: Henryk Bednarczyk 4.1. Institute fo
Page 193: - Methods and procedures of vocatio
Page 197 and 198: 2004-2006 Identity & Training of Oc
Page 199 and 200: Elmo De Angelis, Kylene De Angelis
Page 201 and 202: - Leonardo II - Pilot project - A1
Page 203 and 204: - Facilitation of the integration o
Page 205 and 206: - Technical Assistance for technolo
Page 207 and 208: István Kiszter 4.5. National Insti
Page 209 and 210: - Operates the National Reference P
Page 211 and 212: Special fi eld of interest for tran
Page 213 and 214: Main activities, regular events (co
Page 215 and 216: Tanja Logar 4.8. National Institute
Page 217 and 218: Leonardo da Vinci projects: Virtual
Page 219 and 220: Main departments: FGUVA, with more
Page 221 and 222: Sophie Jourdain 4.10. The Resource
Page 223 and 224: The CR2i is currently taking part a
Page 225 and 226: Filippo Bignami 4.11. Foundation EC
Page 227: Formazione professionale per i lavo
Page 231 and 232: Nigel Lloyd, Nadeem Ahmad Khan, Mar
Page 233 and 234: Article 5: Election of the new memb
Page 235 and 236: There is no limitation on who can j
Page 237 and 238: • • • If a particular issue/q
Page 239 and 240: 5.2. Competence requirements for tr
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Page 243 and 244: 5 - Responsibility. - Emotional res
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- Effectively manages the group pro
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- Participates in the organization
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UNITED KINGDOM Nigel Lloyd, Marta J
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3. Understand how to use teaching a
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3. Understand and demonstrate knowl
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2. Understand key issues in relatio
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trainees, fragmenting the learning
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GREECE Nicole Georgogianni Competen
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HUNGARY István Kiszter Types of te
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the maturity examination (érettsé
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- - - - - - - - - Imre, Nóra,; Nag
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ESTONIA Svetlana Kozlovskaja, Krist
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popular education courses, study ci
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- - - - - Developmental psychology:
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GERMANY Jürgen Mähler Occupationa
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autonomously. School standards and
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decides on the president`s research
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course, this caused drawbacks, too.
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SLOVENIA Saša Grašič Vocational
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4. Creation of learning environment
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SPAIN Susana Lucas Mangas Qualifi c
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Annex II of the Royal Decree specif
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Union for the coming years. This is
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- - - degree and, as the case may b
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abroad for joint curriculums leadin
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training; the ability to work in te
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such as designing activities and ta
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- Metodologías Educativas en la Un
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Unit 2 Training course planning and
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SWITZERLAND Filippo Bignami Trainin
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Krzysztof Symela 5.3. Questionnaire
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Professional Tasks 2. Analysis of t
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Professional Tasks 6. Evaluation a
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Professional Tasks 8. Other (one ca
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tertiary vocational (B.Sc., B.A. de
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