Institute for Holistic Learning Based on Montessori Education

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74 73 Sewdass, Nisha - South Africa - nsewdass@postino.up.ac.za Further Education and Training (FET) as a means of encouraging lifelong learning within the knowledge economy: a South African perspective. Emerging from the changing global economy is a new set of values. This has meant that developing as well the developed countries are <strong>for</strong>ced to shift from the industrial to the in<strong>for</strong>mation era. Job security is becoming more important and individuals will have to become more innovative and proactive in order to retain their positions in organizations. It is further noted that traditional career planning is not adequate to help individuals to cope with the rapid rate of change in technology, society and the knowledge-based economy. The increasing competitiveness of modern economies requires society with lifelong learning as part of its norms and standard practices. Furthermore, policy-makers, decision makers in government, business and industry must integrate the lifelong learning ethos into the competitive strategy of the nation. The National Training Board (NTB) in South Africa has endorsed the concept of lifelong learning and has adopted a holistic approach towards education and training by combining the socio-economic needs of the country and the development needs of the individual. This approach changes the thinking around education and training as separate activities, to one of ‘lifelong learning’. Institutions will there<strong>for</strong>e have to move towards structuring themselves to support the creation of learning and knowledge-centred organizations. This paper will focus on discussing what lifelong learning is and why it is important in developing knowledge economies such as South Africa. It will further concentrate on what FET is, and the FET Act of South Africa that en<strong>for</strong>ces the concept of lifelong learning <strong>for</strong> all individuals. The manner in which the education and training structure has changed will also be covered. Continuous development, like lifelong learning is capable of taking place in all sorts of settings both <strong>for</strong>mal and in<strong>for</strong>mal and the continuous development spiral model will be <strong>for</strong> discussed as being useful <strong>for</strong> encouraging lifelong learning. 74 Sharma, Mukesh; Hahn, Dietmar J.; R. Parasuram - India - mukeshsharma@crispindia.com Vocational Education in India - A tool <strong>for</strong> sustainable development Poverty is defined as “the state or fact of being in want” or simply the lack of enough income and resources. In the third world countries like India, the roots of poverty lie in the macro and micro government policies, inefficient delivery mechanism and lack of political commitments to poverty reduction. As an initiative, India’s 10th Five-Year plan proposes to shift the focus of planning from merely resources to policy, procedural and institutional changes which are essential <strong>for</strong> every Indian to realise his or her potential. The development of individual’s skills through Vocational Education and Training (VET) is one of the most important factors <strong>for</strong> sustainable livelihoods. No one ever disputes that vocational education is the demand of time, the country needs more skilled manpower, we need more skilled technicians and personnel, industries based on modern technology require different skill profiles than what is being supplied today, the ever expanding service sector requires a large number of enterprising young people. Further, the rural development depends on the skill base in rural areas and the aimless pursuit of higher education must be halted so that requirement of a variety of services of millions of people can be met and <strong>for</strong> that vocational education and training (VET) is an inevitable solution to reduce the ever increasing unemployment and poverty. This paper tries to address the ef<strong>for</strong>ts which were made to install the vocational education in India and some of the major factors responsible <strong>for</strong> its slow growth in the past. It expresses the major concerns and their remedy. The paper discusses the effect of VET on employability, its need <strong>for</strong> sustainable economic and social development, its relevance with present and future job opportunities. The paper also presents some of the success stories, which took place in the state of Madhya Pradesh, the central province of India. These successful examples demonstrate, how the
vocational education and training helped the unemployed/ underemployed youth belonging to socially disadvantaged category and rural area, to enhance their skills that resulted into improved earnings and sustainable livelihoods. These successful case studies show us a way to take up VET in full sincerity as a tool <strong>for</strong> sustainable development and fight against poverty not only in India but in other third world countries also. 75 Stenström, Marja Leena - Finland - marja-leena.stenstrom@ktl.jyu.fi Linkages between Education and Working Life: Career Development of the Polytechnic Graduates in Finland The Finnish polytechnics have been developed using an experimental method in 1990s. Although the Finnish polytechnic re<strong>for</strong>m has been a national project, the <strong>for</strong>mulation of the re<strong>for</strong>m was influenced by the Dutch (HBO) and German institutions (Fachhochschule) (Salminen, 2001). This study focuses on the transition from Finnish polytechnics to working life at a point of time when working life is still unfamiliar with polytechnic degrees, intended to qualify their holders <strong>for</strong> tasks requiring professional expertise. It looks also at how well the skills acquired in polytechnics meet the skills requirements of working life. The data consist of the results of a questionnaire survey based on the polytechnic graduates’ answers carried out in autumn 2003 in the study fields of business and administration (n=626), technology and transport (n=637) and health and social services (n=625). The graduates had left their polytechnics about three years earlier, in 2000. The findings suggest that the polytechnic graduates have been successful in making their entry to the world of work. In 2003, 82% of polytechnic graduates in business and administration, technology and transport, and health and social services were in employment. Comparing this result with earlier findings (Stenström 2003) reveals that at the end of the 1990s, 75% of polytechnic graduates in these fields had a job. The graduates’ study field seems to be one of the most important factors affecting their transition to working life: 89% of the engineers, 82% of the business and administration and 75% of the health and social services graduates were working. In 2003, most of the polytechnic graduates had a permanent position. It appears that these polytechnic degrees have been become well-known on the labour market and that the polytechnics have fulfilled their tasks quite well. However, although polytechnic graduates seem to have successfully gained entry to working life, there is a gap between the skills acquired in education and the skills actually needed in working life. According to the polytechnic graduates, working life demands more skills than their education can offer them. These findings are not surprising because some skills, such as practical skills, including tacit ones, and self-regulation skills are learnt only in working life (Bereiter, 2002; Bereiter & Scardamalia, 1993). There is a real challenge here to develop teaching and teaching methods in polytechnics. 76 Stenström, Marja Leena - Finland - marja-leena.stenstrom@ktl.jyu.fi Searching <strong>for</strong> Innovative Practice-Oriented Assessment Models in Vocational Education and Training: Introducing a European Project QUAL-PRAXIS The most essential reason making the assessment in VET education more important is the growing emphasis placed on lifelong learning. Assessment, qualifications and certificates are important determinants of students’ future opportunities. Furthermore, there is a demand <strong>for</strong> more transparent qualifications and certificates which would promote work<strong>for</strong>ce mobility across national boundaries, between levels of occupational hierarchies and from one geographical region to another. The focus of the project ‘Quality Assurance and Practice-Oriented Assessment in Vocational Education and Training’ (QUAL-PRAXIS) under the Leonardo da Vinci Programme is to identify current innovations and future developments in practices of and approaches to the assessment of work-based (<strong>for</strong>mal and in<strong>for</strong>mal) learning in 75
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Austrian Federal Economic Chamber W
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Table of Contents Welcome Messages
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Welcome 8 As the Federal Minister <
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Welcome Address 10 I would like to
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Education - in all its various <str
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Dear IVETA Conference Participants
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Chair - Conference Organising Commi
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Opening Ceremony - Wednesday 25 Aug
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Reception at the Vienna Town Hall -
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22 Institute <stro
Page 24 and 25: 24 PROGRAMME SCHEDULE AT A GLANCE R
Page 26 and 27: 26 14th International IVETA TVET Co
Page 32: 32 14th International IVETA TVET Co
Page 35: Educational Visits 24 August 2004 4
Page 38 and 39: 38 Competitiveness in educational i
Page 40 and 41: 40 51 Lifka, Erich - Austria - eric
Page 42 and 43: 42 01 Al Zaroo, Salah; Kuhail, Hish
Page 44 and 45: 44 07 Barabasch, Antje; Persaud, Na
Page 46 and 47: 46 centre with twenty-eight 486 com
Page 48 and 49: 48 required by the 21st century wor
Page 50 and 51: 50 increases in labour productivity
Page 52 and 53: 52 E-learning makes it easier to sp
Page 54 and 55: 54 26 Dyomin, Viktor M. - Russia -
Page 56 and 57: 56 29 Finder, Gunthilde; Ebner-Thal
Page 58 and 59: 58 - Development of new work life -
Page 60 and 61: 60 It is worth noting that systems
Page 62 and 63: 62 42 Karrasch, Hartmut - Germany -
Page 64 and 65: 64 representation in European proje
Page 66 and 67: 66 53 Masisi, Rose G. - Botswana -
Page 68 and 69: 68 58 Oleynikova, Olga - Russia - o
Page 70 and 71: 70 effective dissemination of Natio
Page 72 and 73: 72 69 Seibt, Frank - Germany - fran
Page 76 and 77: 76 European countries such in Austr
Page 78 and 79: 78 81 Vishwakarma, Suresh; Vishwaka
Page 80 and 81: Important Conference Phone Numbers
Page 82 and 83: Lunch Arrangements 82 Lunch is not
Page 84 and 85: Route Description from Your Hotel t
Page 86 and 87: Conference Hotels 86 Hilton Vienna
Page 88 and 89: Some ideas on what to see in Vienna
Page 90 and 91: Companies and Institutions 90 BIT M
Page 93: KIST-Consult (Knowledge-Ideas-Servi
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Institute for Holistic Learning Based on Montessori Education

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