enseignement professionnel et formation modulaires ... - emcet 2

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Contact person for international projects (name, contact details) EMCET2 contact person 198 Nigel Lloyd or Marta Jacyniuk-Lloyd 5 Mundella Road, The Meadows, Nottingham NG2 2EQ, UK +44 845 345 5199 email: NigelL@camprof.com; MartaJ@camprof.com Nadeem Ahmad Khan 5 Mundella Road, The Meadows, Nottingham NG2 2EQ, UK +44 845 345 5199 e-mail: NadeemK@camprof.com
Elmo De Angelis, Kylene De Angelis 4.3. Training 2000, Italy Name of the institution (in native language) Training 2000 Name in English Training 2000 Acronym (if any ) Address Via Piano S. Michele, 47/A – Mondavio Country Italy Phone (include international prefi x) +39-0721-979988 Fax number +39-0721-979988 e-mail Training.2000@provincia.ps.it website www.training2000.it Type of an institution Vocational Education and Training Centre Year of Foundation 1991 President/Chairperson (full name, titles) Elmo De Angelis, Dr. Eng. Is your organization a member of international/national/regional/local networks of institutions? List them, please. – Association of Apprenticeship – CNA (Regional Association of Smes), IAL (Trade Union), Province of Pesaro and Urbino – Employment Offi ces, API (Local Association of SMEs), private organizations – Network for Vocational Training and Education – CESCOT Pesaro; Employment Offi ce of FANO, ITC „C. Battisti” – Technical Commercial High-school; ConfArtigianato of Pesaro – Local Association of Artisans; University of Urbino Faculty of Sociology; The Knownet – European research centre (UK); IVLOS – Institute of Education – Utrecht University (Utrecht); ITB – University of Bremen – Modular Education Network (ModENet) Staff 4 research and Administration staff + 2 part-time people involved in European projects. Approximately 30 professionals cooperate with Training 2000 in teaching and training in adult education. Sectors of interest: SMEs in textile and fashion, fi ne mechanics, architectural design and building automation. Training in social areas: women and disabled. Mission statement and aims of your organisation Since 1991, Training 2000 organizes Vocational training courses in the areas of ICT, Textile, innovative English training, Process Automation (Cad-Cam), specifi c training for: 1) development of social skills and competences, 2) better employment for women re-entering the work force and 3) business start-up. Training 2000 is recognized as „Certifi ed centre for training” since it operates with Quality and within a network of major actors in the Region and in Europe: Labour Offi ces, Trade Unions, Associations of Enterprises, Public Institutions (Province of Pesaro and Urbino, Province of Aquila, Regions of Marche, Abruzzo and Sicily), University of Urbino (Department of Economics and Business, Sociology and Communication, Fashion & Design), University of Bremen, University of Utrecht, private and public institutions in the social sector, Associations active in the areas of disadvantaged groups and equal opportunities for women. At the european level Training 2000 is involved within Leonardo da Vinci pilot and reference material programmes, Socrates Grundtvig 1,2 and 3. 199
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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
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Phase de mise en oeuvre Autorité d
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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 and 194: - Methods and procedures of vocatio
Page 195 and 196: Nigel Lloyd, Nadeem Ahmad Khan, Mar
Page 197: 2004-2006 Identity & Training of Oc
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
Page 241 and 242: - - - - - - - - - - - - - - - - - -
Page 243 and 244: 5 - Responsibility. - Emotional res
Page 245 and 246: - Effectively manages the group pro
Page 247 and 248: - 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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