Zoekresultaten

In-depth assessment of the situation of the textile and clothing sector in the EU and prospects

The in-depth assessment of the situation of the European textile and clothing sector is composed by six independent reports with a close focus on key aspects useful to understand the dynamics and the development of the textile and clothing industry, drivers of change – most notably the impact of the financial crisis – and identification of policy responses and best practices. This has been done in six specific tasks leading to the six reports: Task 1 Survey on the situation of the EU textile and clothing sector Task 2 Report on research and development Task 3 Report on SME situation Task 4 Report on restructuring Task 5 Report on training and Education Task 6 Report on innovation practices. This final report draws on the key findings of each independent report, highlighting major conclusions in order to describe the situation of the textile and clothing industry and the way forward for the sector. In line with the terms of reference the findings in the six reports have been analysed in connection with the developments following the recommendations drafted by the High Level Group on textiles and clothing (further referred to as HLG), installed in 2004 as a response to the European Commission Communication of 29th of October 2003 on the textile and clothing industry. The HLG was composed of leading personalities representing stakeholders in the textiles and clothing industry and issued two reports entailing a vision and recommendations.

Escaperoom in Energy education

This paper focuses on utilizing the Celciushouse as an escape room in energy education. In a broader context, it also addresses the incorporation of serious gaming in education. The project is part of COVE SEED. SEED - Sustainable Energy Education, aims to develop innovative vocational education and training, working with experts from five different European regions to phase out fossil fuels and contributing to Europe becoming a fossil free energy continent. SEED is a CoVE (Centres of Vocational Excellence) programme. CoVE’s are part of the Erasmus+ program aiming to establish transnational platforms on, among others, regional development, innovation and inclusion. SEED combines education on various international levels including level 2,3,4, and 6. At this moment, the project ESCAPEROOM IN ENERGY EDUCATION is still in its initial phase. With this paper and the accompanying workshop, we aim to gather insights from other international regions involved in the SEED project collaboration. The acceleration of technological developments means that what is learned today may be outdated tomorrow. Therefore, it is essential for educational institutions to focus on developing general skills such as critical thinking, problem-solving, and the ability to quickly absorb new information. The market demands professionals with modern knowledge and skills. Techniques taught to students today may become outdated tomorrow. Therefore, the ability to learn how to learn is becoming increasingly crucial. Analytical and research skills are therefore gaining importance. It is also essential for students to utilize various learning methods. Not just learning from books but particularly learning from practical experience. Practice-oriented learning, where students gain direct experience in real situations, not only reinforces theoretical knowledge but also develops practical skills that are valuable in the job market. To tackle these problems, serious gaming or the establishment of escape rooms can be a solution.

Effectiveness of Technical and Vocational Education and Training (TVET)

Purpose - This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context. Design/methodology/approach - Using secondary data, this descriptive case study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings - Ethiopia's TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation. Research limitations/implications - Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications - Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVETelsewhere in Africa. Originality/value - A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh. Keywords TVET reform, TVET quality, Total quality management, Internal effectiveness, Realistic evaluation, Developing countries, Ethiopia

Center of Nursing Excellence

The Center of Nursing Excellence (CNE) in Kazakhstan is developed within the ProInCa project. The CNE focuses on the transfer of research outcomes into nursing practice and the research ideas to the universities for research and educational purposes. It includes mechanisms for collaboration and knowledge sharing within the Centre of Nursing Excellence between the academic national and international nursing community (universities and other educational institutions) and society. These mechanisms involve the creation of an e-platform and formalized national and international networks and working groups.

Professional excellence

PurposeHonours programs prepare talented students to become future excellent professionals . However, competences defining an excellent professional have not been elucidated yet. We investigated how professionals characterize an excellent communication professional, aiming to develop a competence profile to guide honours education at Communication Institute of Hanze University of Applied Sciences.Conceptual frameworkThe amount of freedom in honours education is an important aspect distinguishing honours from regular programms. However, also for honoursstudents an amount of structure is needed. Explicit learning goals are an effective way to offer structure and enhance performance (Locke & Latham, 2006). Competence profiles can direct these learning goals in honours education. Research questions and designWe performed empiric research to understand how professionals characterize an excellent communication professional and implemented this competence profile in honours education. One year after implementation, perceptions of students and staff on the profile and its implementation were analysed.Using a mixed-method approach, three focus group discussions were conducted with communication professionals (N=16), followed by a Delphi panel with experts (N=30). In each focus group, professionals discussed competences and behaviors characterizing an excellent communication professional. After validation, the profile was implemented in the honours programme. One year after implementation, students and staff evaluated the use of the profile.Data collection and analysisAll focus group sessions were recorded and transcribed. Analysis was done by two researches independently, using open coding on ATLAS ti., based on the grounded theory method. In a consensus meeting, a concept profile was developed. This concept profile was validated through a Delphi survey with Dutch experts to achieve a quantifiable consensus. One year after implementation, perceptions of students and staff on the profile and its implementation were collected and analysed.Results Data clarify that in addition to possessing solid technical skills and practical knowledge, excellent communication professionals are differentiated by their capacity to be strategic, empathic, expressive, decisive and to see patterns and interrelationships. In a second phase, honours faculty used the excellent professional profile as a benchmark to develop a set of six undergraduate level learning outcomes to structure the honours programme and assessment standards. For each of these learning outcomes, smaller developmental milestones were defined to help students gauge their development and reflect on their progress during three honours years. A digital assessment tool was created to monitor student growth and structure annual summative assessment processes. One year following creation and application, students and staff were asked to evaluate the implementation of the excellence profile and learning outcomes. Results are discussed in terms of implications for both curriculum design, operational effects and assessment quality.  Conclusions This research promotes an connection between the professional field and educators, resulting in curricular changes. The implemmentation of competence profiles of excellent professionals in honours curricula offer clear learing goals to guide student’s development and, furhtermore, improves the transition from educational programs to professional practice, allowing students to develop (or strengthen) competences and behaviors which are, according to professionals themselves, essential for that profession. This exchange between professional field and educators can lead to new standards needed to face future challenges.Theoretical/Practical implications This is the first empiric study profiling the excellent communication professional. Practical relevance of this profile is twofold. For the work field, it describes competences which could be used for strategic selection of high potential candidates. For educators, it offers guidelines for assessment and curricular development, especially in honours education. In this presentation we explain 1) the research conducted to develop a competence profile for the excellent communication professional, 2) how it was subsequently used to guide curricular development and 3) the experiences concerning implementation by staff and students one year following implementation.

Does excellence matter?