Institute for Holistic Learning Based on Montessori Education

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58 Oleynikova, Olga - Russia - observer@netclub.ru
Challenges <strong>for</strong> VET in a Greater Europe
Though not contemplating entry in the EU Russia is nevertheless an active player on the European continent and
Russian education aims at integrating into the European education dimension.
VET, regarded a focal factor in ensuring the country’s competitiveness, aims at integrating in the European VET
dimension to enhance academic and labour mobility of Russian students and the work <strong>for</strong>ce at large. To this end joining
the Copenhagen process is being currently considered by the RF government as a political step to ensure
compatibility and comparability of qualifications acquired in Russia with European standards.
The latter is a challenge in itself, given a different structure of the Russian VET, with the sector of continuing VET not
yet fully shaped, and the early stage of both the qualifications framework development, and transition to
competence-based VET.
Nevertheless, there is both a political will of policy-makers and determination of the VET community at large to move
towards European integration in real terms.
In the context of the above and with a view to additional constraints caused by a lack of appropriate in<strong>for</strong>mation
support to the integration processes the following steps are currently discussed:
to enhance the in<strong>for</strong>mation flow and initiate a public debate on issues related to the Copenhagen process;
to develop a strategy and work plan to implement life-long learning;
to achieve a transition to a competence-based VET and develop a credit system;
to devise practical steps to introducing a Common Quality Assurance Framework (including a shift to output-based
VET standards; development of a single National Qualifications Framework; introduction of self-assessment procedures
contained in the European Guide on Self-Assessment, etc.);
to develop practical steps to introduce the EUROPASS;
to enhance participation Russian VET stakeholders in European VET discourse by activating communication between
relevant experts.
59 Pereira, Clarence A. - South Africa - petuniar@eec.edu.za
Vocational Education and Training – a contribution towards poverty reduction?
A definition of poverty provides the basis <strong>for</strong> the discussions in this paper. The author investigates the causes of
poverty and highlights what is in his view the five most pertinent causes. These causes of poverty are looked at with a
view to getting to the root of the problem. The author further explores ten intervention strategies which governments,
NGOs and VET institutions together can embark upon to break the back of poverty or at least reduce the incidence
thereof. He argues that VET institutions cannot do it alone and need the engagement of critical role players.
60 Peterson, Ruth - New Zealand - ruth.peterson@manukau.ac.nz
UP FROM UNDER DOWNUNDER: Linking Career Development in New Zealand with Recognition of Prior
<strong>Learning</strong> in Vocational Education and Training
Arising from the considerable evidence available about the `gap' in participation and achievement of Pacific peoples in
tertiary education, the New Zealand Government's Pasifika Education Plan <strong>for</strong> tertiary education nominates as its focus
`increasing participation and achievement, improving retention and encouraging higher levels of study'. While Pacific
peoples' participation has increased over the last decade it is still lower than that of the general population, and there
is a lack of understanding about why the `gap' persists.
A Centre <strong>for</strong> Assessment of Prior <strong>Learning</strong> (CAPL) was established at Manukau <strong>Institute</strong> of Technology in 2002. The