enseignement professionnel et formation modulaires ... - emcet 2

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6 Trainer 7 Instructor 8 Course lecturer 9 Teacher/Instructor 10 312 Teacher/Instructor of practical vocational training 11 M<strong>et</strong>hodology advisor 12 Training specialist 13 Training analyst 14 Training evaluator 15 Training manager 16 Training expert 17 other (one can add own proposals) III. RESPONDENT PROFILE Please, compl<strong>et</strong>e this part of the questionnaire with your personal data. 1. Respondent Country 2. SEX Woman Man 3. AGE 18–25 26–40 41 and older 4. EDUCATION LEVEL secondary vocational general secondary UK PL IT EL HU EE DE SI ES FR
tertiary vocational (B.Sc., B.A. degrees) tertiary – Master’s degree other…… 5. CURRENTLY HELD POSITION (Please write): Number of years of work experience Number of years in the current position 6. DATA OF THE TRAINING ORGANIZATION Involved in the design and implementation of modular curricula Interested in the design and implementation of modular curricula Not involved in modular education and training Other 7. NUMBER OF PEOPLE WORKING IN THE ORGANIZATION 1–10 persons 11–50 persons 51–250 persons more than 250 persons Thank you very much for your co-operation and time 313
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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
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• • • • trop de modules (un
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Programme d’enseignement - Chef d
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Programme d’enseignement - Ouvrie
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Rocío Blanco Rodriguez 3.9 Systèm
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Tableau: Système de formation prof
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Avec toutes ces contributions, il e
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système d’évaluation des connai
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Certaines universités espagnoles,
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formation en plusieurs modules, mai
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- Aprender para el futuro: Nuevo ma
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3. Application de l’approche modu
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7. Résolution de problèmes: Etre
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Sophie Jourdain 3.10 Enseignement e
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- un module doit être indépendant
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L’organisation modulaire permet l
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Filippo Bignami 3.11 Description de
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- Filière d’enseignement génér
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• Les descriptifs de module sont
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Groupes cibles et bénéfi ciaires
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Henryk Bednarczyk 4.1. Institute fo
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- Methods and procedures of vocatio
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2004-2006 Identity & Training of Oc
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Elmo De Angelis, Kylene De Angelis
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- Leonardo II - Pilot project - A1
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- Facilitation of the integration o
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- Technical Assistance for technolo
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István Kiszter 4.5. National Insti
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- Operates the National Reference P
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Special fi eld of interest for tran
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Main activities, regular events (co
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Tanja Logar 4.8. National Institute
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Leonardo da Vinci projects: Virtual
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Main departments: FGUVA, with more
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Sophie Jourdain 4.10. The Resource
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The CR2i is currently taking part a
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Filippo Bignami 4.11. Foundation EC
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Formazione professionale per i lavo
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Article 5: Election of the new memb
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There is no limitation on who can j
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• • • If a particular issue/q
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5.2. Competence requirements for tr
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- - - - - - - - - - - - - - - - - -
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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
Page 261 and 262: HUNGARY István Kiszter Types of te
Page 263 and 264: the maturity examination (érettsé
Page 265 and 266: - - - - - - - - - Imre, Nóra,; Nag
Page 267 and 268: ESTONIA Svetlana Kozlovskaja, Krist
Page 269 and 270: popular education courses, study ci
Page 271 and 272: - - - - - Developmental psychology:
Page 273 and 274: GERMANY Jürgen Mähler Occupationa
Page 275 and 276: autonomously. School standards and
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Page 279 and 280: course, this caused drawbacks, too.
Page 281 and 282: SLOVENIA Saša Grašič Vocational
Page 283 and 284: 4. Creation of learning environment
Page 285 and 286: SPAIN Susana Lucas Mangas Qualifi c
Page 287 and 288: Annex II of the Royal Decree specif
Page 289 and 290: Union for the coming years. This is
Page 291 and 292: - - - degree and, as the case may b
Page 293 and 294: abroad for joint curriculums leadin
Page 295 and 296: training; the ability to work in te
Page 297 and 298: such as designing activities and ta
Page 299 and 300: - Metodologías Educativas en la Un
Page 301 and 302: Unit 2 Training course planning and
Page 303 and 304: SWITZERLAND Filippo Bignami Trainin
Page 305 and 306: Krzysztof Symela 5.3. Questionnaire
Page 307 and 308: Professional Tasks 2. Analysis of t
Page 309 and 310: Professional Tasks 6. Evaluation a
Page 311: Professional Tasks 8. Other (one ca
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