The role of counselling and guidance in promoting lifelong learning in france
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Cites background from "The role of counselling and guidanc..."
...In France, for example, all employees have a legal right, every five years, to a skills assessment (bilan de compétences), with separate centres being set up to implement the scheme (Bartlett et al., 2000; Gendron, 2001)....
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28 citations
Cites background from "The role of counselling and guidanc..."
...GENDRON, B. (2001) The role of counselling and guidance in promoting lifelong learning in France....
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...A general aim of lifelong learning in France is to raise the skills and competence level of the workforce through changes in initial education, continuing education and training as well as through changes in policy/process of accreditation or certification of competences (Colardyn 2004)....
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...The national review includes the eight countries included in this study: Denmark, Norway, UK, Poland, Bosnia and Herzegovina, Spain, France and Greece....
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...Countries such as the UK, France, Greece and Denmark have a long history of lifelong learning defined broadly within the context of continuing vocational education and training and adult education; these countries are ahead of others in providing a general legislative framework for lifelong learning....
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...Respondents from France, Spain, Greece, Poland and Norway stated they were not satisfied with their individual countries’ lifelong learning strategies for service users....
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4 citations
Cites background from "The role of counselling and guidanc..."
...Similarly, it is argued that “cooperative training can make TVET more relevant by providing world-of-work experience to trainees” (GTZ, 2006, p. 22). Nevertheless, its success requires sufficient number of apprenticeship places (Walden and Troltsch, 2011) and financial resources. Integration of ICT into TVET: It is argued that ICT facilitates the accessibility of knowledge to all and ensure a flexible and cost-effective delivery, to link theory with practice, to facilitate assessment, and to encourage learners exercise independent (self) learning (Zarini, 2009). In their study in Flanders, Tondeur et al. (2007) pointed out that the integration of ICT into education refers not just to the development of technical ICT skills but to the integrated use of ICT in different processes of learning-teaching. In a study that included schools drawn from 26 countries, Pelgrum (2001) indicated that lack of knowledge among teachers and lack of computers are among the major impediments to the integration of ICT....
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...Similarly, it is argued that “cooperative training can make TVET more relevant by providing world-of-work experience to trainees” (GTZ, 2006, p. 22). Nevertheless, its success requires sufficient number of apprenticeship places (Walden and Troltsch, 2011) and financial resources. Integration of ICT into TVET: It is argued that ICT facilitates the accessibility of knowledge to all and ensure a flexible and cost-effective delivery, to link theory with practice, to facilitate assessment, and to encourage learners exercise independent (self) learning (Zarini, 2009). In their study in Flanders, Tondeur et al. (2007) pointed out that the integration of ICT into education refers not just to the development of technical ICT skills but to the integrated use of ICT in different processes of learning-teaching. In a study that included schools drawn from 26 countries, Pelgrum (2001) indicated that lack of knowledge among teachers and lack of computers are among the major impediments to the integration of ICT. According to Kotsik et al. (2009), ICT can be applied in various aspects of TVET including curriculum/program design, teaching-learning, assessment, labour market information, career education and guidance, graduate placement, virtual internship, addressing the needs of learners with special needs, research and communication, and administration (pp....
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...Similarly, it is argued that “cooperative training can make TVET more relevant by providing world-of-work experience to trainees” (GTZ, 2006, p. 22). Nevertheless, its success requires sufficient number of apprenticeship places (Walden and Troltsch, 2011) and financial resources. Integration of ICT into TVET: It is argued that ICT facilitates the accessibility of knowledge to all and ensure a flexible and cost-effective delivery, to link theory with practice, to facilitate assessment, and to encourage learners exercise independent (self) learning (Zarini, 2009). In their study in Flanders, Tondeur et al. (2007) pointed out that the integration of ICT into education refers not just to the development of technical ICT skills but to the integrated use of ICT in different processes of learning-teaching....
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...Gendron (2001) holds that VGC facilitates educational selection and allocation and promotes learning....
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4 citations
Cites background from "The role of counselling and guidanc..."
...There is a framework for accrediting prior achievements; this was developed partly to encourage other groups such women and unemployed adults to join or return to the labour market (Gendron, 2001), and partly to address the high level of unemployment in the economy (see, also, Colardyn, 2004)....
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References
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