2017 Report on INEW Member Institutions
Presentation
2017 Report on INEW Member Institutions: General Characteristics
T
he International Network of Education for Work (INEW) is an organization committed to strengthening the link between EDUCATION and WORK globally. It was born out of the need to unite and identify strategies to promote vocational training as a key tool in developing solutions to the new challenges of the labor market.
including geographic location, institution and management types, and the number and age range of students served. Services and principal activities of member institutions are then detailed, with information regarding their respective professional training areas. Lastly, complementary activities and programs are included, such as distance learning courses, educational and vocational counseling, educational exchanges, professional internships, assessment and tracking of processes, skills certification, and training of trainers.
In a globalized world, what happens at a global level affects local realities through economic, social, and technological transformations, all of which impact the forms of labor markets and the competencies of productive processes and the provision of services. This interdependence produced on the global economic stage propels our work toward coordinated actions, as we share new spaces of dialogue and collaboration, and connect diverse actors in the fields of education and work.
We believe it fundamental that all members of the Network are able to learn about the characteristics and primary activities of fellow member organizations. We hope that in doing so, they may reflect on their similarities, differences, and potential institutional synergies, in order to foster brainstorming that may lead to improvements in each institution and in the Network as a whole, ultimately promoting quality in education through cooperative work and collective development. The report seeks to strengthen the potential of networking, which allows us to share our unique visions and experiences, identify the specific needs and working environment of each member organization, and think together to find solutions through shared visions.
We therefore assume the mission of creating partnerships at both local and global levels with educational institutions, corporations, trade unions, science- and technology-related entities, and governmental and non-governmental organizations. The Network is composed of vocational centers, universities, and civil organizations around the world, and promotes actions aimed at improving work-oriented educational experiences. We seek to create connections among our members, enabling horizontal work through alliances with strategic actors in order to share experiences and develop joint actions. At INEW we encourage meeting points for collaborative work among
inew Members INEW receives new members on an ongoing basis through cooperation agreements with each institution. We therefore communicate that as of March 2017, when this report was written, 36 members were associ-
member centers, educators, business leaders, the State, and other organizations related to education for work. Being a member of INEW entails an individual commitment to working together toward results that produce social transformations in the field of education for work through concrete, joint actions.
ated with the Network. Those who were incorporated at a later date are not included in this document.
This report aims to identify and systematize the institutional activities of INEW member organizations, emphasizing the importance of strengthening relationships among members and strategic partners. The document presents general characteristics of member institutions,
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2017 Report on INEW Member Institutions: General Characteristics
GENERAL CHARACTERISTICS OF MEMBER INSTITUTIONS GEOGRAPHIC LOCATION OF MEMBER INSTITUTIONS 45% america
7% africa 5% Oceania
GEOGRAPHIC LOCATION OF MEMBER INSTITUTIONS
asia
europe
7%
36% From this graph we see that the continent with the most institutions is America, with 45.5%. From this total, 15 institutions belong to South America, 1 to Central America, and 4 to North America. Europe, in second place, has 16 institutions, with 36.4% of the total.
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International Network of Education for Work
Of note is the number of institutions per country: Spain has the most member institutions, with 10. Argentina has 9 member institutions. The rest of the countries represented have 1 or 2 member intuitions.
TYPE OF INSTITUTION 25
This graph illustrates that, with 23 cases, vocational training centers are the most common type of institution in INEW, representing more than half of the member institutions. With fewer institutions are universities (6), nongovernmental organizations (5), and research teams (4).
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TYPE OF MANAGEMENT
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Regarding the management of member institutions, according to the number of responses (88.6% of members), we observe that the distribution of members in the public sphere and the private sphere is quite even: 40% of institutions function with public management and 47% with private management.
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FINANCING OF VOCATIONAL TRAINING COURSEs Of the responses received (about 80% of all members), we see that 32% of institutions offer free training courses, 30% are paid, and 16% function with mixed financing.
30% PAID NO ANSWER
2% PRIMARILY PAID
Financiamiento de los cursos de formaciรณn profesional
MIXED FINANCING
16%
6
FREE OF CHARGE
32%
20%
2017 Report on INEW Member Institutions: General Characteristics
NUMBER OF STUDENTS PER INSTITUTION Students
Number of Institutions
Fewer than 250
9
251 – 1,500
12
1501 - 5000
5
More than 5001
6
To comparatively measure matriculation, the following scale was developed:
• • • •
Fewer than 250 251 - 1500 1501 - 5000 More than 5001
The first category, member institutions that have fewer than 250 students, comprises 20.4% of all members. 27.2% of institutions have annual student matriculation between 251 and 1,500. INEW member institutions with between 1,501 and 5,000 students represent 11.3% of the total, and institutions with more than 5,001 matriculated students represent 13.6%.
NUMBER OF LOCATIONS PER INSTITUTION Institution
Country
Numbers of locations
Fundación PESCAR
Argentina
26
Instituto Nacional de Aprendizaje
Costa Rica
54
RESEFOP
Argentina
15
FUNDATED
Guatemala
10
Colegio Nacional de Educación Profesional Técnica (CONALEP)
Mexico
309
Western Sydney Institute
Australia
11
SENAC Bahía
Brazil
13
École Hôtelière de Montréal
Canada
8
The above table shows the member institutions with the most locations. CONALEP of Mexico, with 309 locations, is the institution with the most locations. With far fewer, though still considerable amounts, are INA, of Costa Rica, and the PESCAR Foundation, of Argentina, with 54 and 26 locations respectively.
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PRIMARY SERVICES AND ACTIVITIES Services The primary services offered by member institutions are related to training for the development of abilities that will help students adapt to the demands of a specific job. Thirty-one members offer vocational training in a wide range of areas, which we classify as: Industry; Construction; Commerce; Design and Communication; Computer Science; Hospitality, Tourism and Gastronomy; Fashion and Beauty, Health and Sports; and Languages.
PROFESSIONAL GROUPS AND AREAS OF TRAINING The primary training areas of member institutions are as follows: Physical Activities and Sports; Administration and Management; Agriculture; Graphic Arts; Commerce and Marketing; Construction; Electricity and Electronics; Mechanics; Hospitality and Tourism; Audiovisual Communications; Food Industries; Mechatronics; Computer Science and Communications; Installation and Maintenance; Maritime and Fishing; Chemistry; Health, Safety and the Environment; Textiles; Gastronomy; Handicrafts; Languages; Climate Control and Refrigeration; Metalworking; Education and Pedagogy; Logistics; Business; Entrepreneurship; Mechanical Manufacturing; and Teacher Training.
OTHER INSTITUTIONAL ACTIVITIES Member institutions also offer activities to complement their training courses. The following table lists these services and the number of institutions offering each. Activities
Number of institutions
Distance learning
17
Vocational guidance
30
Institutional assessment and tracking of graduates 20
Internships
21
Certification of competencies
20
Training of trainers
29
Courses for foreigners
9
Interaction with the incarcerated 9
Description of activities Distance learning courses Thirty eight percent of member institutions offer distance learning, through opportunities for education online.
Educational and vocational guidance An important point to highlight is that 68% of member centers provide their students with educational and vocational guidance. This area includes counseling for students on the completion of a level of education beyond or complementary to their current level, and assistance with job placement.
Institutional assessment and tracking of graduates Assessment of the impact of vocational training is fundamental for institutions. Through evaluating how training has influenced program participants, member institutions may determine if they have met their institutional goals and objectives. Evaluation is also a tool for the improvement of management and training processes, as well as a mechanism of accountability. 45.5% of the institutions analyzed carry out institutional assessment and tracking of their graduates.
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2017 Report on INEW Member Institutions: General Characteristics
Certification of competencies These instruments aim to recognize, through evidence of performance and knowledge, the educational and labor expertise of people in a specific job function. It is important to note that these certifications function under an umbrella of the so called “frames of reference,” which involve a set of criteria and standards that certificates or degrees should meet in order to validate a certification of competencies. With regard to our Network, 45% of member institutions are working with frames of reference and certification of competencies.
Training of trainers The educational reality of the world of employment presents constant challenges that require the ongoing updating and adapting of the methods and contents of vocational training for the labor environment. Therefore, the training of trainers is fundamental in supporting educators’ teaching and in the development of key skills and competencies in the area of education for work.
Courses for foreigners 20.45% of member institutions offer special courses for foreigners, typically short-term and in English.
Interaction with the incarcerated 20.45% of INEW member institutions offer activities specifically designed for incarcerated populations. Within institutions of confinement, educational environments are created: spaces for sharing and reflection on the educational and professional goals of the incarcerated, with the objective of (re)considering their future life projects. These programs coordinate with vocational training centers to develop projects connected to the structure, materials, and contents of the courses, aimed at improving the conditions for work placement and continuing education for students once released.
CONCLUSIONS Although education for work takes on different forms in each country, certain shared challenges call for the identification of good practices, solutions, and replicable strategies. Our hope is that this information will contribute to the knowledge of different INEW member institutions and foster collaboration and exchange among members. Our goal is to strengthen existing member partnerships and create new alliances and synergies to advance our members’ work through concrete actions that improve the relationship between the world of education and the world of work.
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Institutional Descriptions of Members by Continent
NORTH AMERICA CANADa Institution: CSPI - CALIXA-LAVALLÉE. École Hôtelière de Montréal 1. INSTITUTIONAL INFORMATION Country: Canada Website: www.cspi.qc.ca/calixa-lavallee Type of institution: Vocational training center Year founded: 1960 Contac: François Matthey, profesor Email: f-matthey-jonais@cspi.qc.ca
2. INSTITUTIONAL SUMMARY The Calixa Lavallée Vocational Training Center is a public educational institution, located in Montreal, that offers training courses in the areas of hospitality and gastronomy.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION ••Free courses. ••Annual matriculation: 300. ••Student age range: 16 and older. ••Requirements to participate in courses: minimum age of 16 and a high school degree. 3.1 Areas of training. ••Cooking. ••Bakery. ••Pastry making. ••Hospitality. ••Entrepreneurship.
4. OTHER ACTIVITIES 4.1. Educational and vocational counseling for students. 4.2. International exchange programs for students and instructors. 4.3. Real-life, hands-on learning experiences at the restaurant-school in the areas of bread and pastry making, butchery, and catering. 4.4. Internships. 4.5. Program for the recognition of prior knowledge. 4.6 Coordination with institutions of confinement: training for students with parole.
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2017 Report on INEW Member Institutions: General Characteristics
CENTRAL AMeRICA COSTA RICA Institution: INA - INSTITUTO NACIONAL DE APRENDIZAJE 1. INSTITUTIONAL INFORMATION Country: Costa Rica Website: www.ina.ac.cr Type of institution: Vocational training center Year founded: 1965 Contact: Ileana Leandro Gómez, Technical Assistant Manager Email: informacion@ina.ac.cr or ileandro@ina.ac.cr
2. INSTITUTIONAL SUMMARY INA is an autonomous institution made up of 9 regional centers that provide vocational training to people older than 15 years of age, strengthening productive work in all areas of the economy, and thus contributing to an improvement in living conditions and the socioeconomic development of the country.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION •• Free courses. •• Annual matriculation: 123,787. •• Student age range: 20 to 24. •• Composed of 9 regional centers. •• Services for matriculated students that include social work, vocational guidance and psychologists. •• Services of employment mediation, as well as a platform called buscoempleo.com, coordinated by the Ministry of Labor and Public Education. •• Three programs for trainers of trainers: •• Training for the design of competencies. •• Execution of competencies. •• Supervision of vocational training services, as well as a Human Resources Development Department that supports ongoing learning for teaching and administrative staff. •• Department of Service of Coordination for Disabilities. •• 12 training units that carry out research projects according to their area of action. 3.1 Areas of training. •• Farming. •• Food industry. •• Artisan processes. •• Graphic arts industry. •• Nautical fishing. •• Textile and garments. •• Material technology.
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International Network of Education for Work
•• Auto mechanics. •• Electrical studies. •• Metalworking. •• Business and services. •• Tourism. •• Lesson planning and pedagogy. •• Health, culture and handicrafts.
4. OTHER ACTIVITIES 4.1. Training programs, development, technical assistance, and certification of competencies. 4.2. Distance learning courses. 4.3. Teacher exchanges to develop competencies. 4.4. Training programs with supervised practicums. 4.5. Recognition of both empirical and acquired labor competencies. 4.6. Courses for foreigners with residence or work permits. 4.7. Advising for equality and gender equity. 4.8. INAPYME Plataform: A space for virtual interactions that allows users to register and access a virtual campus of personalized mentoring where experts advise on different topics, with categories including: Technical issues: business and services; auto mechanics; material technology; farming; metalworking; textiles; electrical studies; nautical fishing; tourism; food industry; health, culture and handicrafts; and graphic arts. Administrative issues: general administration; legal issues; human resources; business; marketing; occupational health; accounting and finance; and production.
GUATEMALA Institution: FUNDATED - FUNDACIÓN ASISTENCIA TÉCNICA PARA EL DESARROLLO 1.INSTITUTIONAL INFORMATION Country: Guatemala Website: www.fundatedguatemala.org Type of institution: Non-governmental organization Year founded: 1983 Email: lily.fundated@gmail.com
2. INSTITUTIONAL SUMMARY This NGO facilitates processes and professional services based in participatory methodologies at a national and international level, aimed at sustainable development and the empowering of vulnerable peoples and communities. It is focused on the creation of sustainable development through participatory, local, and community methods involving regional youth leaders, promoting access to quality education as a key tool. Furthermore, the organization works to strengthen gender equality in decision-making, and the exchange of cultures through international professional exchanges. It seeks to empower people through the development of basic strategies of self-governance.
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2017 Report on INEW Member Institutions: General Characteristics
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION ••Primarily free courses ••10 educational centers in the country ••An interdisciplinary team provides educational and vocational guidance ••Projects for people with disabilities that include experience in real workspaces, to foster their inclusion in the national labor market ••Areas of work: student scholarship projects; international professional exchanges; advancement of youth as social leaders through the program Youth Potential; microcredits for female community leaders; health projects through psychological and social therapies to reduce the impact of community diseases and strengthen the individual, the family, and the community 3.1 Areas of training • Educational quality • Processes of identification, diagnostics, and management of learning difficulties • Comprehensive training in psycho-social processes • Comprehensive training in youth entrepreneurship and leadership
4. OTHER ACTIVITIES Student exchanges between Guatemala, Norway and Tanzania; professional exchange program between Guatemala and Nicaragua.
MEXICO Institution: CONALEP - COLEGIO NACIONAL DE EDUCACIÓN PROFESIONAL TÉCNICA 1.INSTITUTIONAL INFORMATION Country: México Website: www.conalep.edu.mx Type of institution: Public vocational training center Year founded: 1978 Email: contact@conalep.edu.mx
2. INSTITUTIONAL SUMMARY CONALEP is a center for training, assessment and certification of labor and technical service competencies. It offers dual training and professional development for technical professionals and degree-holding technical professionals.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION ••Majority of courses are paid. ••309 educational centers. ••Annual matriculation: 307,000. ••Student age range: 15 to 17.
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International Network of Education for Work
3.1 Areas of training. ••Educational offerings include 47 degree programs, grouped into 7 areas of occupational training: ••Production and transformation. ••Maintenance and installation. ••Technology and transportation. ••Health. ••Electricity and electronics. ••Accounting and administration. ••Tourism.
4. OTHER ACTIVITIES 4.1. Tutorials on educational and vocational guidance. 4.2. Educational exchanges for students and teachers. 4.3. Internships in businesses and an international program with a chain of hotels in Ibiza, Spain. 4.4. Laboratory and workshop spaces. 4.5. Job bank for students. 4.6. Tracking of graduates and evaluation of institutional impact. 4.7. Evaluation and certification of professional, linguistic, and digital competencies.
5. OTHER PROGRAMS ••Teacher training. ••Programs for students with motor disabilities and visual and hearing impairments, utilizing pedagogies with inclusive language; adequate physical spaces and infrastructure.
DOMINICAN REPUBLIC Institution: FUDCI - FUNDACIÓN DOMINICANA DE CIEGOS 1. INSTITUTIONAL INFORMATION Country: Dominican Republic Website: www.fudci.org Type of institution: Non-governmental organization Year founded: 1984 Contact: Lino Rafael Delgado Marte, President Email: info@fudci.org o fudci84@gmail.com
2. INSTITUTIONAL SUMMARY FUDCI is an organization that provides services for people with visual impairments, its primary objectives being to: integrate people with visual impairments into all aspects of a normal life within society; facilitate the productive incorporation of people with visual impairments through training for work programs, thereby contributing to their social independence; develop and strengthen educational and cultural achievements, facilitating access to information technology through a specialized system of audiobooks and Braille literacy; and implement different projects and programs at the national and international levels.
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2017 Report on INEW Member Institutions: General Characteristics
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION ••Paid courses. ••Scholarships. ••2 educational centers. ••Annual matriculation: 400. ••Student age range: 14 to 59. 3.1 Areas of training. ••Public Speaking, Computer Science, Confectionery, Bakery, Aromatic Lamps, Body Massage, Telephone Switchboard Operating, Radio and Communication, Customer Service, Self-esteem, Teacher Training, Fashion Jewelry, Production of Swapers, Cleaning Product Production, Manufacturing of Rugs, Sales, Microenterprises and Human Development, among others.
4. OTHER ACTIVITIES 4.1. Tracking of graduates, evaluation of institutional impact. 4.2. “Agora Project” offers educational and vocational advising, interviews interested participants, develops a personalized training and employment plan, and works jointly with businesses to offer internships.
SOUTH AMERICA ARGENTINA Institution: UNIVERSIDAD METROPOLITANA PARA LA EDUCACIÓN Y EL TRABAJO (UMET) 1.INSTITUTIONAL INFORMATION Country: Argentina Website: www.umet.edu.ar Type of institution: University with labor union administration, founded by the Building Workers Union Year founded: 2012 Email: info@umet.edu.ar
2. INSTITUTIONAL SUMMARY The Metropolitan University for Education and Work, the first in Latin America created by a labor union, was founded with a strong commitment to the community, education, and professional development. Its objectives include the development, sharing, and promotion of culture, knowledge, and training for people committed to social issues.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION ••Undergraduate and graduate degree programs. ••Broad research programs. ••Paid courses, with access to scholarships. ••Publication of content, promoting the development of written texts and other visual forms of knowledge sharing; editing of professors’ intellectual property and of university research, creating a policy of open dissemination and communication. 3.1. Areas of training. • University degree in Social and NGO Management. • University degree in Real Estate Management.
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International Network of Education for Work
• University degree in Public Policy and Government. • University degree in Environmental Administration and Sustainable Development. • University degree in Operational Management and Intelligent Construction. • University degree in Computer Science. • University degree in Tourism. • University degree in Physical Education and Sports. • University degree in Audiovisual Communications. • University degree in Social Communication. • University degree in Cultural Administration. • University degree in Pedagogy. • Early Childhood and Literacy. • University degree in Education, Public Policy and Pedagogical Organizations. • Masters Program in Labor Relations Studies (FLACSO-UMET). • Diploma of Advanced Studies in Theory, Curatorship and Film Criticism.
4. PROGRAMS Entrepreneurial Development: Students take 8 courses on this topic; a Seed Money Program encourages the creation of social and business entrepreneurships. Social Responsibility: Through connections with business sectors, civil society organizations and NGOS, technical counseling is provided to interested institutions. Community Development: Activities foster awareness raising, citizen participation, and community integration. Institutional Development: Support is offered to research that is seeking financing for the development of strategic projects. Technology, Innovation and Quality in Vocational Training: Signs agreements with networks of mutual cooperation, identifies weakness in the vocational training program so as to strengthen it, supports vocational training instructors in their connections with the productive sector, and offers “soft skills” according to institutional needs. The area of research is dividend into different groups of studies: Studies on Government and Security: Leads the building of bridges between science, production and the world of work, promoting a research agenda that contributes to workers’ progress that may benefit all of society. Studies on Labor Policies and Relations (NEPyRT): Develops studies and research on labor policies and relations so that they may be put into place by governments and different social actors; intervenes in and contributes to the process of public policy development regarding work and social security, among others. Studies on Urban Public Policy Research (NIPPUR): Studies, proposals, and tracking of plans, programs, and projects involving socio-spacial intervention that are aimed at positive transformation of habitats. Studies on Educational Policy: Development of a research agenda on the state of education in the region. Studies on Labor and the Economy (NEET): Analysis of economic issues in general, and labor issues in particular, with two areas: labor and work studies, and economic and productive studies. CITRA: A research and services unit that carries out work in the areas of science, technology and development.
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2017 Report on INEW Member Institutions: General Characteristics
INSTITUTION: FUNDACIÓN PESCAR 1. INSTITUTIONAL INFORMATION Country: Argentina Website: www.pescar.org.ar Type of institution: fundation Year founded: 2007 Contact: Dolores Mase, Coordination Email: doloresmase@gmail.com or pescar@pescar.org.ar
2. INSTITUTIONAL SUMMARY Fundación Pescar Argentina is a non-profit civil society organization whose primary objective is to promote and carry out activities that strengthen links among education, youth, and work. The Foundation achieves this goal through various lines of action, among them the “Pescar Centers – Educating for Work,” which consist of educational centers that offer personal and professional guidance to youth with limited resources and opportunities. Pescar has a strong relationship with many NGOS and government organizations that specialize in work related to development and education. It participates in diverse strategic programs in the areas of management, training, tracking, and evaluation of social projects. Pescar forges alliances that help to strengthen each of the organizations involved in these joint actions.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • 26 educational centers across the country. • Free vocational training courses. • Annual matriculation: 660. • Student age range: 16 to 23. • Requirements to participate in courses: to be enrolled in the last year of secondary school or have recently graduated, the target participant group being youth in vulnerable conditions. 3.1. Areas of training. • Airport services. • Agribusiness assistance. • Retail. • Accounting and finance. • Customer service and sales. • Mechatronics. • Quality and processes of industrial production. • Cellphone repair. • Logistics and food handling. • Programming.
4. OTHER ACTIVITIES • Online distance learning. • Educational and vocational guidance for students. • Educational and work internships in businesses, through the Centros Pescar Program. • Assistance with job placement for graduates through the sharing of job searches.
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International Network of Education for Work
• Tracking of graduates, through a network of Pescar graduates that supports them for two years after finishing the training program. • Ongoing professional development for the foundation’s teachers and counselors.
Institution: RED SINDICAL DE ESCUELAS DE FORMACIÓN PROFESIONAL (RESEFOP) 1.INSTITUTIONAL INFORMATION Country: Argentina Website: www.resefop.com.ar Type of institution: Labor union-administered network of vocational training centers Year founded: 2014 Contact: Mauricio Nicolao, Head of Communication Email: contact@resefop.com.ar or resefopcomunicacion@gmail.com
2. INSTITUTIONAL SUMMARY RESEFOP is a union network of vocational training schools that represents a space of cooperation among institutions related to the promotion of vocational training throughout the country. It is comprised of organizations committed to education and work, with the aim of strengthening the link between training processes and work environments through mutual cooperation, responding to the challenges presented in the socio-productive world that is in constant fluctuation.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • 16 member institutions. • Vocational training research. • Student age range: 18 to 90. 3.1. Areas of training. • Health in the workplace. • Research and statistics. • Teacher training. • Vocational guidance. • Disability and the elderly. • Work and employability. • Gastronomy. • Tourism. • Languages. • Trades (electricity, gas, plumbing, masonry). • Administration. • Computer science. • Audiovisual (graphic design, photo, and video editing). • Specializations for specific sectors (pharmacy and biochemistry, sanitary workers, consortium administration workers, athletic organization workers, motor vehicle operators, naval industry workers, plastic industry workers, subway workers, teacher training, etc).
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2017 Report on INEW Member Institutions: General Characteristics
4. OTHER ACTIVITIES 4.1. Labor documents and their sharing, publications, and the production of didactic resources. 4.2. Diffusion of the vocational training courses offered by unions that are part of the network. 4.3. Free courses for members and paid courses for the general public. 4.4. Distance learning courses with partnerships: Distance school librarian (Partnership with the National University of Mar del Plata). Distance learning English (Partnership with CUI, the University Center for Languages of the University of Buenos Aires). 4.5. Vocational guidance: in coordination with the Government of the City of Buenos Aires, through the Completion of High School Plan, which offers assistance to youth and adults in completing their high school degrees; some centers provide vocational counseling. 4.6. Promotes the educational exchange of directors, instructors, and students. 4.7. Educational and work internships offered through certain educational centers. 4.8. Agreements with institutions that help refugees access the educational offerings of RESEFOP free of charge. 4.9. Uniting Education and Work Awards: the UNIENDO Awards are a public recognition of individual and collective contributions to the area of education and work.
Institution: PROGRAMA DE ESTUDIOS SOBRE JUVENTUD, EDUCACIÓN Y TRABAJO (PREJET) - INSTITUTO DE DESARROLLO ECONÓMICO Y SOCIAL (IDES) 1.INSTITUTIONAL INFORMATION Country: Argentina Website: prejet.ides.org.ar Type of institution: Research center Year founded: PREJET en 2007, IDES en 1960 Contact: Claudia Jacinto, Director of PREJET Email: claudiajacinto01@gmail.com or prejet@ides.org.ar
2. INSTITUTIONAL SUMMARY The Program of Studies on Youth, Education and Work (PREJET), founded in 2007, is located in the Center of Social Research (CIS-Conicet) of the Institute of Economic and Social Development (IDES). The group brings together sociologists and academics in education and labor relations. The objective is to investigate, systematize, and disseminate knowledge and debates on educational policies related to vocational training and work, the institutional actors of the area (schools, training centers, civil society organizations, local to national public organizations, business, and unions, among others), the institutional experience, and the paths of youth and adults who participate. An emphasis is placed on relationships among policies, programs, and the career and employment paths of young people, as well as the work of different institutions in relation to social construction.
3. SUMMARY OF PRIMARY CHARACTERISTICS OF THE INSTITUTION • Projects that provide institutional support to: Conicet, the National Agency of Scientific and Technological Research, Norrag, the National Ministry of Education, and IIPE-UNESCO, among others.
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International Network of Education for Work
• Academic partnerships with universities and research centers in Brazil, Uruguay, Colombia, Mexico and France. • Academic activities: support for fellows and thesis writers; internal discussion seminar on texts and advances in research; research discussion workshops; teaching activities; counseling from different groups involved in the field. • Projects on gender, high school education, and vocational training for youth; job placement.
Institution: ASOCIACIÓN CIVIL CENTRO BASURA CERO 1.INSTITUTIONAL INFORMATION Country: Argentina Website: www.centrobasuracero.org Type of institution: Non-profit organization Year founded: 2008 Contact: Jorge Amar, Director Email: info@centrobasuracero.org or centrobasuracero@gmail.com
2. INSTITUTIONAL SUMMARY The organization’s mission is the retrieval and recycling of electronic waste and products in disuse. Its objective is to create inclusive jobs that allow for the continual advancement of excluded groups, dedicated to strengthening an ecological, social, and productive commitment that defends the indispensable human resources that a quality of life demands.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Seeks to raise awareness in the population through donations of electronic waste to be recycled. • Holds “Materials Support and Recycling Agreements“ with prestigious national and international companies through a system of selective retrieval of computing elements, which benefits institutions who receive the certification of discarded products. • Promotes the collection of electronic waste generated in schools and collaborative activities such as: • Collection drives. • Awareness-raising for students. • Involvement of parents. • Consciousness building.
4. OTHER ACTIVITIES Basic Training Course in Computer Science and Computing for Senior Citizens, offered as part of a collaboration with the Public Advocacy for the Elderly of the City of Buenos Aires, the Centro Basura Cero Civil Association, ANSES, and IBM Argentina. Characteristics of the course: • Free. • 16 hours. • Each student receives a recycled computer at the end of the course.
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2017 Report on INEW Member Institutions: General Characteristics
Institution: CENTRO DE FORMACIÓN PROFESIONAL Nº 28 “JOSÉ MARÍA FREIRE” 1. INSTITUTIONAL INFORMATION Country: Argentina Website: www.suterh.org.ar (Capacitación tab) Type of institution: Educational center Year founded: 1992 Nombre de Contact: Pedro Zamorano, Director Email: cfp28_de4@bue.edu.ar or zamorano.p@suterh.org.ar
2. INSTITUTIONAL SUMMARY The center is a publicly managed educational institution that offers vocational training through a partnership with the Government of the City of Buenos Aires (GCBA) and the Building Workers Union.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • 4 educational centers. • Free courses. • Annual matriculation: 7,000. • Student age range: 18 to 50. 3.1 Areas of training. • Construction. • Electric energy. • Gastronomy. • Audiovisuals. • Beauty. • Apparel. • Computer science. • Handicrafts. • Languages. • Climate control and refrigeration. • Health and Safety. • Metalworking.
4. OTHER ACTIVITIES 4.1. Educational and vocational guidance for students in the Comprehensive Building Worker degree track. 4.2. International educational exchanges. 4.3. Cooking and buffet workshop run by graduates of the School of Gastronomy. 4.4. Counseling to assist the graduates of plumbing, electricity and gas in obtaining their license through a regulatory body. 4.5. Tracking of SUTERH members, as related to specific programs of the center. 4.6. Development courses for teachers. 4.7. Research projects: implementation of new vocational training paths with national certification.
5. OTHER PROGRAMS Primary and secondary education for adults through in-person and distance learning courses.
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Institution: FUNDACIÓN EXCELENCIA 1. INSTITUTIONAL INFORMATION Country: Argentina Website: www.fundacion-excelencia.org Type of institution: fundación Year founded: 1992 Contact: fundacion.excelencia@hotmail.com
2. INSTITUTIONAL SUMMARY The foundation consists of a group of professionals and executives connected to industry and issues of energy, who are interested in providing the best and most up to date training for all levels of professional development. The institution has branched out to other industries and businesses related to services as well as marketing and production.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • 3 educational centers. • Some free courses and others paid. • Annual matriculation: 250. • Student age range: 18 to 35. 3.1. Areas of training. • Generation and transmission of electric power. • Air conditioning installation. • Home sanitary installation.
4. OTHER ACTIVITIES • Online courses in electrical installation – 3 months long. • Educational and work internships in businesses. • Databank of students and graduates for businesses that seek certain worker profiles. • Training of instructors to give technical courses in businesses related to electrical studies.
5. OTHER PROGRAMS Technical training and a future university degree in development with the Metropolitan University for Education and Work (UMET).
6. RESEARCH PROJECTS Train specialists qualified for specific certifications that enable them to work in diverse business sectors at a national level.
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2017 Report on INEW Member Institutions: General Characteristics
Institution: UNIVERSIDAD NACIONAL DE SAN MARTÍN (UNSAM) 1. INSTITUTIONAL INFORMATION Country: Argentina Website: www.unsam.edu.ar Type of institution: University Year founded: 1992 Email: comunicacion.institucional@unsam.edu.ar
2. INSTITUTIONAL SUMMARY UNSAM is a national Argentine university that is public and free of charge. It offers a broad range of undergraduate and postgraduate degrees, diplomas and courses, technical secondary school, and doctoral programs in the areas of social and human sciences as well as natural and exact sciences.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION Academic areas: Schools: Science and Technology, Business and Economy, Business, Humanities, Policy and Government Institutes: Dan Beninson, Higher Social Studies, Artes Mauricio Kagel, Industrial Quality, Studies in Legal Sciences, Environmental Research and Engineering, Environmental Engineering, Biotechnological Research, Rehabilitation and Movement, Technology, Transportation, TA- REA-IIPC Research on Cultural Heritage, Architecture, Design and Urban Studies, Interdisciplinary Academic Department of Health.
4. OTHER ACTIVITIES • Offers national and international scholarships. • ”Unsam digital,” a virtual campus for distance learning. • Professor mobility: opportunities for research and teaching in foreign universities. • Student mobility: opportunities for undergraduate students for semester- or year-long study in a variety of foreign universities. • Employment office that is open to the community: counseling and guidance services, training and labor intermediation for people seeking work or developing enterprises. • An independent university publishing house for research and books.
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International Network of Education for Work
Institution: FEDERACIÓN ARGENTINA DE INSTITUCIONES DE CIEGOS Y AMBLIOPES (FAICA) 1. INSTITUTIONAL INFORMATION Country: Argentina Website: www.faica.org.ar Type of institution: Civil association Year founded: 1986 Email: agora@faica.org.ar
2. INSTITUTIONAL SUMMARY The Argentine Federation of Institutes for the Blind and Partially Sighted (FAICA) is a non-profit civil association that brings together organizations led by people with visual impairments, located throughout the country. It represents the field in local, national and international contexts, advocating for the rights of people with visual impairments. Its most established program works in the areas of training and employment, addressing issues related to education, youth, gender, guide dogs, and rehabilitation, among others.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Free courses. • Computing equipment, an auditorium and a micro-cinema; screen readers and letter enlargement software for training courses for visually impaired people. • FAICA location as well as the virtual platform to guarantee accessibility of contents for people with disabilities. • Annual matriculation: 48 in the Autonomous City of Buenos Aires, varied in the rest of the country. • Student age range: 18 to 50. 3.1. Areas of training. • Computer science. • Preparation for the world of work. • Social network management.
4. OTHER ACTIVITIES • Online distance learning courses. • Counseling for graduates prior to their first experience in the workplace; a database of all people with visual impairments in the country for use by institutions seeking employees. • Teacher training in computer science and pre-labor training for people with visual impairments; instructors in training may be people with disabilities. • Research on the impact of the International Convention on the Rights of Persons with Disabilities on the daily lives of the disabled. • Support for the incorporation of people with disabilities in vocational training centers: analysis of necessary adaptations; training on inclusion for staff, directors and teachers; workshops for teaching and non-teaching staff. • Partnerships and collaborations with diverse institutions that promote job placement for people with visual impairments.
5. OTHER PROGRAMS AGORA Program: a focus on professional development and labor inclusion, offering educational and vocational guidance throughout the year for people with visual impairments, as well as the facilitation of a free program of vocational guidance in the Argentine University of the Social Museum (UMSA).
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2017 Report on INEW Member Institutions: General Characteristics
BRASIL Institution: PROGRAMA DE POST GRADUACIÓN EN EDUCACIÓN EN EDUCACIÓN DE JÓVENES Y ADULTOS. UNIVERSIDADE DO ESTADO DA BAHIA - MPEJA 1. INSTITUTIONAL INFORMATION Country: Brasil Website: www.uneb.br/mpeja Type of institution: Master’s program and research team Year founded: 2013 Nombre de Contact: Tania Dantas, Coordination Email: tdantas@uneb.br
2. INSTITUTIONAL SUMMARY MPEJA is a Postgraduate Program of the University of the State of Bahia. The Master’s Program works toward the production of knowledge, the constant updating of development in science and technology, and the training of professionals in the areas of youth and adult education, responding to social and professional demands. The principal objective of the postgraduate course is the professional development of human resources with scientific, pedagogic, technical, political, and ethical capacities in the teaching process as well as through research and management of the area of youth and adult education, responding to the particularities of the field and to the new educational paradigms of the area. Characteristics of the Master’s Program. • Free. • Length: 2 years (840 hours in total). • Three tracks: Education, Work and the Environment; Teacher Training; Educational Administration and New Technologies.
3. RESEARCH PROJECTS • History and the status of youth and adult education in the last ten years in Brazil. • The creation of an electronic glossary about youth and adult education. • Applied technology for youth and adult education.
4. OTHER ACTIVITIES Exchanges with Portugal, Spain, and other countries to facilitate conferences, international meetings, research, and the joint publication of books and scientific articles. International Meeting on Literacy and Youth and Adult Education (ALFAeEJA), where researchers participate from different states of Brazil, Mexico, Portugal, and Spain, among other countries. More information at www.alfaeeja.com.
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International Network of Education for Work
Institution: SERVIÇO NACIONAL DE APRENDIZAGEM COMERCIAL DA BAHIA - SENAC BAHIA 1. INSTITUTIONAL INFORMATION Country: Brasil Website: www.ba.senac.br Type of institution: Unites different vocational training centers Year founded: 1947 Nombre de Contact: Monique Badaro, Technical Consultant to Regional Management Email: senac@ba.senac.br; monique.badaro@ba.senac.br
2. INSTITUTIONAL SUMMARY SENAC is a private non-profit institution, founded with the objective of providing vocational training for areas related to real estate, services, and tourism. It is an organization in the Fecomércio system, with national activities that benefit thousands of Bahians annually through training to enter the workforce, and development centers in Salvador, the capital city, cities in the interior, and at mobile units that circulate through Bahia. Through programs such asPSG (Programa SENAC Gratuidade), SENAC contributes to social inclusion and the creation of jobs, offering free courses to the popular sectors of the population. Since its founding on August 10, 1947, SENAC Bahía has sought to construct its history according to the demands of the market, developing courses and constantly updating contents and teaching methodologies to the changing needs of the real world.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Paid and free courses. • Annual matriculation: 90,000. • Student age range: 18 to 30. • Requirements to participate in courses depend on the course. 3.1. Areas of training. • Arts. • Beauty. • Business. • Communication. • Maintenance and cleaning. • Design. • Education. • Gastronomy. • Administration. • Hospitality. • Languages. • Computer science. • Environment. • Fashion. • Health. • Security. • Food security. • Tourism.
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2017 Report on INEW Member Institutions: General Characteristics
4. OTHER ACTIVITIES 4.1. Distance learning courses: a wide offering, with more than 200 options for technical, undergraduate, postgraduate, and extension courses. 4.2. Educational exchanges for professors. 4.3. Real-life work learning spaces: two restaurant-schools and beauty salons, where students practice their skills and apply what they have learned in class. 4.4. Inclusive courses for people with disabilities. 4.5. Ongoing training of trainers.
5. OTHER PROGRAMS • Program to assist graduates with job placement, called “Bank of Opportunities,” a job bank that connects the searches of businesses with the profiles of SENAC graduates. • Program of recognition of prior knowledge. • Development programs for people in contexts of confinement, in coordination with correctional institutions in Bahia.
CHILE Institution: UNIVERSIDAD DE LOS LAGOS 1. INSTITUTIONAL INFORMATION Country: Chile Website: www.ulagos.cl Type of institution: State-run university Year founded: 1993 Nombre de Contact: Viviana Vrsalovic Henríquez, Academic Director Email: webmaster@ulagos.cl or vvrsalovic@ulagos.cl
2. INSTITUTIONAL SUMMARY Teaching, research, extension, production, administration, and business are some of the principal focus areas of the organization, prioritizing professional development aligned with current quality standards, The University boasts an infrastructure with the latest technology and an atmosphere that promotes the comprehensive development of each student and the educational community as a whole. The University of Los Lagos is a leader in national research and sports in a variety of competitive and recreational areas, and offers an attractive selection of degree programs of local and regional interest, not only in traditional areas, but also in training for workers, technical tracks, and postgraduate studies.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • 2 campuses (Osono and Puerto Montt) and two locations, in Santiago and Chiloé. • Paid courses. • Scholarships for different disciplines and others specifically for students with school-age children; emergency loans available. • Annual matriculation: 10,000. • Undergraduate, graduate, and postgraduate degrees.
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3.1. Areas of training. • Nursery education. • Commercial engineering. • Food engineering. • Pedagogical practices for secondary school, physical education. • Nursing. • Pedagogical practices for secondary school in history and geography. • Kinesiology. • Civil engineering in computer science. • Pedagogical practices for secondary school in English and translation. • Pedagogical practices for secondary school in mathematics and computing. A sampling of undergraduate and postgraduate degrees (diplomas, specializations, master’s programs and doctorate programs): • Training course on jam production. • Diploma in public administration for social leaders. • Diploma in indigenous and territorial rights, Mapuche Williche. • Diploma for the training of mentor professors. • Training course on the strengthening of socio-labor skills. • Training course on artisanal caramel production. • Graduate diploma in mental impairments and school integration. • Graduate diploma in secondary mathematics. • Graduate diploma in secondary language and communication. • English level CEFR B2.
4. OTHER ACTIVITIES 4.1. Educational and vocational guidance through a graduate tracking program; support plans according to the level of education of each student. 4.2. Exchanges with academics and students through PSU. 4.3. Supports the development of internships from the first years of study through an educational model based in competencies. 4.4. Graduate tracking program. 4.5. Quality education provided to students with disabilities, through different means and actions. 4.6. Job bank available at: www.portaltrabajos.ulagos.cl.
5. OTHER PROGRAMS ARTIFEX VITAE diploma program for the development of skills that may permit an independent life for youth with mental disabilities: the central objective is to achieve future labor inclusion for students as part of a supportive model of employment, incorporating them into social life as adult citizens, both independent and participatory.
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2017 Report on INEW Member Institutions: General Characteristics
URUGUAY Institution: INSTITUTO TECNOLÓGICO DEL PAN - CENTRO DE INDUSTRIALES PANADEROS DEL URUGUAY 1. INSTITUTIONAL INFORMATION Country: Uruguay Website: www.cipu.org.uy Type of institution: Vocational training center Year founded: 1887 Contact: Hugo Tihista Menéndez, Director Email: itp@cipu.org.uy or itp@cipu.org.uy
2. INSTITUTIONAL SUMMARY A vocational training center under the authority of the trade association’s institution, the “Union Center of Bakery Owners,” whose mission is to provide its members with administrative, accounting, and technical services, helping to improve their businesses and facilitate administration as well as quality training for all involved.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Majority of courses are paid. • Partial scholarships. • Annual matriculation: 190. • Student age range: 16 to 64. 3.1. Areas of training. • Bakery. • Pastry making. • Confectionery. • Cooking. • Sales. • Food handling. • Baking technology.
4. OTHER ACTIVITIES 4.1. Educational and vocational guidance. 4.2. Counseling services: administrative, accounting, architectural, and legal. 4.3. A shop for members to buy products at low prices. 4.4. Partnerships with diverse businesses and institutions that offer benefits to members.
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International Network of Education for Work
Institution: COCAP- CONSEJO DE CAPACITACIÓN PROFESIONAL 1. INSTITUTIONAL INFORMATION Country: Uruguay Website: www.cocap.edu.uy Type of institution: Vocational training center Year founded: 1979 Nombre de Contact: Silvina da Silva Ferrao, Secretary of the Board and Executive Management Email: cursos@cocap.edu.uy or secretaría.consejo@cocap.edu.uy
2. INSTITUTIONAL SUMMARY COCAP is a semi-publicly administrated vocational training center. Its primary mission is to propose and implement training policies for diverse sectors of the country, complementary and coordinated according to the National Administration for Public Education (ANEP) and the Council of Technical and Professional Education, as well as the national policies developed on vocational training in general. It has initiated the design of professional development policies.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Paid courses. • Annual matriculation: 1,500. • Student age range: 18 to 64. 3.1. Areas of training. • Electronics: Level 1 and 2 electrical installation, electrical maintenance studies, PLC, electro-pneumatics, electrical studies, hydraulics and electronic installation practicum. • Thermal conditioning: split air conditioning, automobile air conditioning, family and commercial refrigeration. • Metalworking: carpentry in aluminum, general locksmiths, mechanic maintenance, machine operator and tools - pneumatic and oil hydraulic. • Welding: basic welding, sheet and structure welding, MIG, MAG and TIG welding. • Other areas: AutoCAD, pest control, blueprint reading, logistics operation, and alignment and balancing.
4. OTHER ACTIVITIES 4.1. Theory and practical courses; workshops with individual workstations. 4.2. Educational and vocational guidance: 3 workshops on professional counseling in all courses. 4.3. Internships in courses offered as part of an agreement with INEFOP, which establishes requirements for course completion. 4.4. Job bank.
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2017 Report on INEW Member Institutions: General Characteristics
AFRICA MOROCCO Institution: FONDATION ORIENT - OCCIDENT 1. INSTITUTIONAL INFORMATION Country: Morocco Website: www.fondation.orient-occident.org Type of institution: foundation Year founded: Nombre de Contact: Rachid Badouli, Director Email: rachid.badouli.fondation@gmail.com
2. INSTITUTIONAL SUMMARY Fondation Orient-Occident is an institution that offers vocational training courses to youth in disadvantaged neighborhoods in Moroccan cities to promote employability. The organization also has a special focus on working with immigrants.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION Majority of courses are free. Programs for refugees, whose objectives are: i) the improvement of basic skills through computing and language courses. ii) work-oriented training in the following areas: audiovisual, computer and network maintenance, telephone assistance, hospitality and tourism. iii) workshops to support employability, on the creation of microbusinesses and cooperatives and job search techniques Vocational support and guidance center for job placement. 3.1. Areas of training. • Maintenance and networks, computer sciences. • Customer service (languages, computer science). • Hospital and home care. • Comprehensive audiovisual communications. • Hospitality. • Gastronomy.
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NAMIBIA Institution: OKAKARA VOCATIONAL TRAINING CENTER 1. INSTITUTIONAL INFORMATION Country: Namibia Website: www.ovtc.com.na Type of institution: Vocational training center Year founded: 1988 Contact: Gloria Jamela, Director Email: gajamela@yahoo.com
2. INSTITUTIONAL SUMMARY Okakara Vocational Training Center is a public institution whose primary activity is the training of Namibian youth in the technical-professional area. To this effect, it offers a variety of training and development courses that are officially recognized, and developed to improve the technical and professional skills of members of the community. The center offers other services to the community and the business sector, such as information and business support, counseling, product development, business mentoring, and references.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Free courses, with public financing. • Annual matriculation: 240. • Student age range: 18 to 30. 3.1. Areas of training. • Masonry. • Carpentry. • Plumbing. • Welding. • Metalworking. • Auto mechanics. • Electricity. • Office administration. • Hospitality. • Gastronomy. • Garment manufacturing.
4. OTHER ACTIVITIES 4.1. Educational exchanges for professors; training programs for instructors with their counterparts abroad. 4.2. Counseling for graduates on job placement. 4.3. Program for the recognition of prior knowledge.
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2017 Report on INEW Member Institutions: General Characteristics
UGANDA Institution: KYAMBOGO UNIVERSITY 1. INSTITUTIONAL INFORMATION Country: Uganda Website: www.kyu.ac.ug Type of institution: University Contact: James Bulenzibuto, Office of International Relations Email: bulenzibutoj@gmail.com
2. INSTITUTIONAL SUMMARY Kyambogo University is a public university in Uganda, founded on the objective of strengthening and advancing knowledge and development of skills in the areas of science, technology, and education, as well as other sectors focused on quality, equality, progress, and transformation in society. The University offers diverse undergraduate degree programs and an area called “Vocational Studies,” subdivided into the Departments of Agriculture, Arts and Industrial Design, and Nutrition. University degrees and diploma programs involve a strong emphasis on education for work.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION 3.1. Areas of training. • University degree in vocational training in agriculture. • University degree in art and industrial design. • University degree in nutrition. • University degree in vocational training in home economics. • Undergraduate and graduate degrees in hospitality and catering, fashion and textile design, and ceramics. • Masters program in vocational training pedagogy.
OCEANIA AUSTRALIA Institution: TAFE NSW - Western Sydney Institute 1. INSTITUTIONAL INFORMATION Country: Australia Website: wsi.tafensw.edu.au Type of institution: Tertiary and technical professional training institute Year founded: 1883 Contact: Luisa Marcelo, Director of International Relations Email: luisa.marcelo4@tafensw.edu.au or wsi.international@tafensw.edu.au
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2. INSTITUTIONAL SUMMARY TAFE NSW - Western Sydney Institute (WSI) is a public institute that offers training in Australia as well as abroad through online distance learning. It is the largest vocational training institute in Australia, and has been in operation for over 120 years. More than 130,000 students are served each year. Courses are offered in different levels: from vocational training, to undergraduate degrees, to graduate programs.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • 11 educational centers across the country. • Paid courses. • Partial scholarships for foreign students. • Annual matriculation: 130,000. • Student age range: 16 to 70. • Requirements to matriculate depend on the course. • More than 800 course offerings; for a complete list, visit: wsi.tafensw.edu.au/resource/file/16247/2017-course-guide-final-online.pdf 3.1 Areas of training. • Auto mechanics. • Logistics – maritime and land transportation. • Art, design and digital media (graphic arts, music, photography). • Construction (plumbing, carpentry, masonry, fumigation, firefighter training, etc). • Animal care and equine studies (for trainers and equestrians). • Business administration (marketing, human resources, etc). • Early childhood education. • Nursing and elderly care. • Hairdressing, cosmetics and massage. • Engineering. • Horticulture, landscaping, environmental studies. • Hospitality. • Gastronomy. • Electrotechnology, engineering, industrial mechanics, renewable energies. • Information technology, programming, digital media. • Sports and recreation.
• Tourism and event organization.
4. OTHER ACTIVITIES • Online distance learning courses for more than 60,000 students worldwide, through OTEN (Open Training and Education Network); participant countries include Canada, United Arab Emirates, Sri Lanka, Argentina and Germany, among others. • More than 100 in-person courses designed specifically for international students. • Guaranteed accessibility to courses for people with disabilities. • Educational and vocational guidance for students. • Short-term international exchanges for students. • International exchanges for teaching staff. • Internships opportunities in Australia and abroad with partner centers in Fiji, Thailand, China, Malaysia, Hong Kong, and Bahrain, in the areas of accounting, hospitality, English, travel and tourism, marketing, information technology.
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2017 Report on INEW Member Institutions: General Characteristics
• Hands-on learning in real-life spaces: four teaching restaurants; massage therapy, hairdressing and beauty salons, all open to the public. • System of recognition of prior knowledge. • Programs of professional development with constant updating for all teaching and non-teaching staff.
6. OTHER PROGRAMS Programa “Skills for Work and Vocational Pathways” (habilidades para el trabajo y caminos de formación profesional), que apunta a brindar capacidades básicas para el mundo del trabajo, destinado específicamente a personas en situación de marginalidad.
Institution: AGB HUMAN RESOURCES 1. INSTITUTIONAL INFORMATION Country: Australia Website: www.agb.edu.au Type of institution: Vocational training center Year founded: 2006 Nombre de Contact: Robert Dejanovic, Director Email: robertd@agbgroup.com.au or international@agb.edu.au
2. INSTITUTIONAL SUMMARY AGB Training is a private vocational training center, with locations in Geelong and Melbourne, which offers a variety of courses to meet the needs of individuals and organizations from a wide range of industries. It receives local and international students for courses that include the disciplines of business administration, hospitality, health and occupational safety, community services, and many more. The center also offers training for teachers and and directors of vocational training, with a focus on development and assessment systems.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Paid courses. • Annual matriculation: 1,000. • Student age range: 18 to 55. • Requirements to participate in courses: minimum age of 18, a high school degree (for some courses), and a minimum English level of 5.5 on the international IELTS (International English Language Testing System) exam. • Online courses. • Guidance counselors for students. • Real-life workspaces, a workshop for auto mechanics programs, and internships. • Program for the recognition of prior knowledge. • Teacher training. • Accessible courses for people with disabilities. 3.1. Areas of training: • Auto mechanics. • Logistics. • Community services.
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International Network of Education for Work
• Business. • Civil construction design. • Hydraulics design. • English. • Training and evaluation (for instructors of vocational training).
EUROpe SPAin Institution: L’INS MARE DE DÉU DE LA MERCÈ 1. INSTITUTIONAL INFORMATION Country: Spain Website: www.lamerce.com Type of institution: Vocational training center Year founded: 1955 Contact: José Martínez Abadía, Head of the Audiovisual Communications Department Email: inslamerce@xtec.cat or jmabadia@lamerce.com
2. INSTITUTIONAL SUMMARY The Institut Maré de Deu de La Mercé is a public vocational training center that promotes the comprehensive development of its students, with a special focus on human rights and the advancement of gender equality. Through its educational processes, the center seeks to foster labor inclusion for its students, encouraging a culture of entrepreneurship. With the support of professors, students are expected to participate in innovation and knowledge sharing within the center and interact with outside institutions. The objective is to form women and men who are committed to society and the environment, eager to learn with a critical spirit, and always conscious of the importance of an open mind toward the technological changes of their chosen professions.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Free courses. • Annual matriculation: 1,600. • Graduates per year: 650. 3.1. Areas of training. • Electricity and electronics. • Audiovisual communications. • Mechanical manufacturing. • Information and communications technology. • Personal image. • Transportation and maintenance of vehicles. • Physical activities and athletics.
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2017 Report on INEW Member Institutions: General Characteristics
4. OTHER ACTIVITIES 4.1. Educational and vocational guidance for students. 4.2. Mandatory internships, through the program “Vocational Training in Work Centers” and the implementation of a dual vocational training system. 4.3. Ongoing partnerships with business and other sites for practicums. 4.4. Exchanges for teachers and students with other institutions in the European community. 4.5. Recognition of prior knowledge, through the program “Counseling in the Recognition and Certification of Work Experience,” and through formal and information training for workers, permitting the validation of prior competencies. 4.6. Teacher training in ICT and audiovisual media.
Institution: ID - INERCIA DIGITAL 1. INSTITUTIONAL INFORMATION Country: Spain Website: www.inerciadigital.com Type of institution: Business that offers ICT training Year founded: 2011 Contact: Carlos Luna Huertas, Head of Innovation Email: contacta@inerciadigital.com or carlosluna@inerciadigital.com
2. INSTITUTIONAL SUMMARY Inercia Digital is a business that offers innovative solutions to the training needs in information and communications technology for teachers and businesses. It is a collaborative organization in Vocational Training for Work in Andalucía via distance learning, and is also accredited by the Tripartita Foundation to provide ongoing training to employees and businesses. Strategic partnerships with diverse public and private organizations, programs, and businesses help the institution to carry out its work.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • 2 locations. • Free and paid courses. • In-person and online courses. • Annual matriculation: 45. • Scholarships offered.
4. OTHER ACTIVITIES 4.1. Specialization in e-learning and e-business. 4.2. Courses on entrepreneurism and teaching. 4.3. Online guided courses for self-training. 4.4. Specialization programs. 4.5. Strategic alliances and partnerships. 4.6. Research projects: Varis Eramus. 4.7. Participant in European and international projects.
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International Network of Education for Work
Institution: GRUPO DE INVESTIGACIÓN DIDÁCTICA (UNIVERSIDAD DE SEVILLA) 1.INSTITUTIONAL INFORMATION Country: Spain Website: www.grupo.us.es/gidus Type of institution: Research group Year founded: 1995 Contact: Juan Antonio Morales, Group Member Email: gid@us.es or jamorales@us.es
2. INSTITUTIONAL SUMMARY • The research group is part of the School of Education Sciences at the University of Seville, in the Pedagogy and Educational Organization Department. It undertakes research on education, analysis of training processes, and professional development for research. • Areas of research:
• Educational organizations and innovation projects. • Training and professional development for trainers. • Information and communications technology applied to training. • Design, development, and evaluation of training activities. • Inclusive education with attention to diversity. • Analysis and evaluation of quality and processes in professional development.
3. Areas of training • Information and communications technology, applied to education; design, development, implementation, and assessment of curricular materials. • Information and communications technology for the elderly. • Information and communications technology and gender. • Distance learning. • Information and communications technology and functional diversity. • Organization and management of educational centers and institutions. • Pedagogy, methodologies, strategies, and assessment in teaching. • Training and professional and vocational development. • Evaluation and initial and ongoing training for faculty at all educational levels. • Tutorial activities and collaboration with families. • Styles, approaches, and learning strategies. • Social networks and education. • Organizational change and innovation projects in training environments through the application of collective knowledge.
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2017 Report on INEW Member Institutions: General Characteristics
Institution: IPF – INICIATIVAS DE PROYECTOS DE FORMACIÓN 1. INSTITUTIONAL INFORMATION Country: Spain Website: www.ipfinternational.com Type of institution: Educational training business offering tourism services Year founded: 1995 Contact: Carina Lago González, International Coordinator Email: direccion@ipfinternational.com
2. INSTITUTIONAL SUMMARY IPF International Consulting is a business located in the south of Spain, specializing in the administration, development and implementation of training plans. IPF also offers services and information for visitors to city and country, through its tourism business.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Paid and free courses with professional certification. • Scholarships available. • Annual matriculation: 50 - 100. • Student age range: older than 17. • Languages and computer science courses. • Distance learning courses.
4. OTHER ACTIVITIES 4.1. Professional and educational counseling workshops. 4.2. Educational exchanges through programs such as Erasmus. 4.3. Online tracking of graduates. 4.4. Research projects dedicated to improving computer science skills in youth and adults for use in their daily lives and job searches. 4.5. Academic exchanges with universities and research centers in Europe.
5. PROJECTS Vet2Job: sharing of employment and educational opportunities through development courses, fairs, conferences, and job lotteries. Escalade: technical training courses intended primarily for adults ages 50 to 55. Developing EU: online courses offered through an e-learning platform.
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International Network of Education for Work
Institution: CPIFP - CENTRO INTEGRADO DE FORMACIÓN PROFESIONAL LOS ENLACES 1. INSTITUTIONAL INFORMATION Country: Spain Website: www.cpilosenlaces.com Type of institution: Public vocational training center Year founded: 1985 Contact: Sagrario Bernad Conde, Professor Email: sagrabernad@yahoo.es
2. INSTITUTIONAL SUMMARY CPIFP is a public institution that offers teaching and professional development through basic vocational training, job placement and labor reinsertion, as well as ongoing development for employed workers. Vocational guidance and the evaluation of competencies acquired through informal learning experiences and professional experiences are also provided. Early childhood education is also offered, regulated in intermediate and advanced training cycles.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Free courses. • In-person and distance learning courses. • Annual matriculation: 1,400. 3.1. Areas of training. • Audiovisual communications. • Computer sciences. • Business and marketing. • Education for work through INAEM (Aragonés Employment Institute).
4. OTHER ACTIVITIES 4.1. Distance learning courses in audiovisual communications; cycles of family business and marketing. 4.2. Courses for businesses. 4.3. Educational and vocational guidance. 4.4. Educational exchanges in Europe for students and professors through Erasmus. 4.5. Partnerships with businesses for internships. 4.6. Job bank. 4.7. Program of evaluation and certification of competencies. 4.8. Development of innovation projects. 4.9. Cole Televisión: educational television program for children in the 5th and 6th grades in Aragon schools. 4.10. “Reframing my reality:” program to develop the creativity of collectives with special needs, supporting their employability and strengthening the relationships among students of similar ages but with physical and mental differences. 4.11. “Connect to equality:” program to develop critical abilities and reactions in sexist situations, working towards a more equal socialization. 4.12. “Ciclominutos:” shares each educational cycle of vocational training offered by the institution. 4.13. “FPEmplea:” computer science application to administer the institution’s job bank.
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4.14. Implementation of methodologies born out of challenges: new methodologies for the development of technical competencies and professional “soft-skills,” such as teamwork, communication, leadership, initiative, autonomy, and creativity. 4.15. “Integration of Learning Spaces Project” an educational alternative to free time through activities in public high schools, developed for those under 30 years of age.
Institution: INSTITUT DE VIC 1. INSTITUTIONAL INFORMATION Country: Spain (Catalonia) Website: www.ivic.cat Type of institution: Public vocational training center Year founded: 1953. Contact: direccio@ivic.cat
2. INSTITUTIONAL SUMMARY The public educational institution provides secondary schooling and professional development courses. It offers Mandatory Secondary Education, the Secondary Degree in Humanities and Social Sciences, and Sciences and Technology, and Intermediate and Upper Level Training. It is a pioneer in the certification of basic competencies of different professional areas, through the attainment of the Technician and Superior Technician (POT) degrees, counseling and recognition of vocational training and experience, and is a location for entrance tests for intermediate and upper levels of development (PACFGM and PACFGS). The center emphasizes student mobility, in their studies and through internships with businesses, by both sending and receiving participants.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Annual matriculation: 1,400. • Number of graduates per year: 500. • Student age range: 12 to 65. • Free courses. • Blended learning: 50% distance and 50% in-person, in all courses. • More than half of the courses are offered in dual format, as students take part in internships and practicums in businesses. 3.1. Areas of training. • Preparation course for incorporation into higher levels of the educational cycle. • Higher level educational cycle: courses in the areas of administration and management, agriculture, business and marketing, electricity and electronics, the food industry, installation and maintenance, chemistry and sanitation.
4. OTHER ACTIVITIES 4.1. Courses for foreigners: • Projects with foreign students for 15 days: multinational group projects with our students, involving the development of a joint project in the areas of transportation and logistics and international business; visits to businesses and institutions; and Spanish classes for non-speakers. • Courses divided into units starting at 20 hours; student may register for one or many units of any course.
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4.2. Educational and vocational guidance for students and outside people, through individualized counseling. 4.3. Educational exchanges: for students; for faculty to teach and learn; and for employees of businesses associated with the Institut de Vic and foreign partners of the institute. 4.4. Job bank for students and partners. 4.5. Training for the incarcerated, through an agreement with the Government of Catalonia that provides social reintegration work and services in our center.
5. PROGRAMS 5.1. Teacher training: Practicum for future teachers through a program also open to future foreign trainers; work shadowing primarily intended for foreign teachers. 5.2. Program for Training and Job Placement in Nurseries and Gardens. 5.3. Certification of competencies: Counseling and employment and academic recognition. 5.4. Acredita’t: evaluation and accreditation of professional competencies acquired through work experience or informal training.
6. RESEARCH PROJECTS 6.1. Innovation and Transfer Program: The objective is to collaborate with businesses and other entities to develop projects that encourage the training of teachers, the improvement of formation for students in vocational training, and an increase in the links between the Institute and businesses, all contributing to increased competitiveness in participating organizations.
Institution: INSTITUT ESCOLA D’HOTELERIA I TURISME 1. INSTITUTIONAL INFORMATION Country: Spain Website: inshottur-cambrils.cat Type of institution: Public vocational training center Year founded: 1983 Contact: e3007038@xtec.cat
2. INSTITUTIONAL SUMMARY Since 1983 the institute has provided training in hospitality, hotel administration, and travel agencies, and currently offers courses in the food industry, services and business. The School connects the education and labor spheres, which are marked by tourism and innovation in hotels.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Annual matriculation: 570. • Number of graduates per year: 250. • Student age range: 19 years old. • Free courses.
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2017 Report on INEW Member Institutions: General Characteristics
3.1. Areas of training. • Cooking, Gastronomy, and Restaurant Services. • Bakery, Pastry Making, and Confectionery. • Food Product Preparation. • Event Planning and Travel Agencies. • Cooking Administration. • Management of Tourist Lodging. • Information, Guides, and Tourist Assistance. • Information, Guides, and Tourist Assistance with a professional profile in Tourist Animation.
4. OTHER ACTIVITIES 4.1. Educational and vocational guidance counseling that is integrated into the mandatory curriculum. 4.2. Mandatory internships without scholarships as part of the mobility program of ERASMUS; other experiences with scholarships; exchanges encouraged in all levels and areas of the professional group of hospitality, tourism, and food industries. 4.3. The institute has restaurants, cafeteria, and animation and computer science classrooms, from ICG Solutions and AMADEUS. 4.4. Job bank for students and graduates. 4.5. Job placement surveys for the tracking of graduates and students; evaluation of institutional impact. 4.6. Certification of competencies: counseling program and recognition of professional experience through the Department of Teaching and Service. 4.7. Training courses for trainers through the Department of Teaching.
5. OTHER PROGRAMS 5.1. Plan for Transition to Work: educational program to provide professional training to youth who have finished secondary school but have not graduated. It is developed for young people between the ages of 16 and 21 who do not have an official high school degree and who seek professional training.
Institution: GRUPO CIFO (COLECTIVO DE INVESTIGACIÓN EN FORMACIÓN OCUPACIONAL) UAB 1. INSTITUTIONAL INFORMATION Country: Spain Website: www.grupsderecerca.uab.cat/cifo/ Type of institution: Research group of the UAB (Autonomous University of Barcelona, a public institution) Year founded: 1998 Contact: José Tejada Fernández, Director Email: gr.cifo@uab.cat
2. INSTITUTIONAL SUMMARY The CIFO Group is comprised of professors in the Area of Teaching and Educational Organization who are conscious of the social role of the University and who are dedicated to accessibility. In 1989 they decided to focus their work on the area of adult education, specifically on training related to work and to the personal and social development of individuals, including educational professionals.
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3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Public institution. • Publishes books, chapters and articles. • Activities related to the development and strengthening of teams, research, material development, tertiary studies, program evaluation, and counseling. • Research focus on the training of trainers. • Supervises doctoral theses. • Training: the CIFO Group’s research on the training of trainers promotes the professional integration of new researchers, the incorporation of new academics to the research team being a constant in the organization’s history.
4. OTHER ACTIVITIES 4.1. Cooperation agreements for counseling and guidance on the diverse educational institutions of Spain. 4.2. Organization of important conferences, including: I. National Conference on Occupational Training: Occupational training in the ‘90s. II. International Conference on Occupational Training: Education for work. Meeting of experts on Training, Work and Certification: New Perspectives on Work and Changes in Training; Preparation for the III Conference on Occupational Training. III. Conference on Occupational Training: Education, Work and Certification: New Perspectives on Work and Changes in Training. IV. Congress on Education for Work: New Scenarios in Work and New Challenges in Education.
5. OTHER PROGRAMS 5.1. A sampling of research: • Paths to success and abandonment in vocational training in levels 1 and 2 of the educational system. • Transitions and pathways to master’s studies access in the Spanish university: an analysis of the social sciences. • Evaluation of the response to students with specific educational needs related to disability in mandatory education: the current situation and a proposal for improvement. • Processes of training, support, and personal development in job placement: innovation in social inclusion in employment. • The transfer of learning in the context of internships. Vocational training in coordination with the university and businesses. • Innovative didactic strategies in initial teacher training.
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2017 Report on INEW Member Institutions: General Characteristics
FINLAND Institution: PERHO CULINARY, TOURISM & BUSINESS COLLEGE - PERHO CTBC 1. INSTITUTIONAL INFORMATION Country: Finland Website: www.perho.fi Type of institution: Vocational training center Year founded: 1935 Contact: Marit Nieminen, Advisor EEmail: marit.nieminen@perho.fi
2. INSTITUTIONAL SUMMARY Perho Culinary, Tourism & Business College is a private educational institution that provides vocational training to around 1,500 students. Its mission is to educate qualified professionals with multiple skills, in a digitalized learning environment without borders, that also promotes sustainable development, internationalism, and an entrepreneurial well-being and spirit. Perho believes that learning by doing opens the door to the world of work and also fosters the improvement of current professional abilities, which likewise supports academic studies. Perho CTBC has the status of a national university of sports and is a member of the URHEA, the academy of sports in Helsinki, and is an organization approved by the Finnish Olympic Committee. Perho offers programs in gastronomy, tourism, and business, a wide range of courses in adult education, and business renovation services for companies and communities. It also develops national and international projects related to education.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • 2 educational centers. • Majority of courses are free. • Approximately 1,400 students enrolled per year. • Student age range: 15 to 25. • Requirements to participate in courses: completion of primary school. 3.1. Areas of training. • Tourism.
• Gastronomy. • Sports. • Business administration.
4. OTHER ACTIVITIES 4.1. Student exchanges, with the support of the European Union. 4.2. Educational counseling for students on study techniques, developing a learning plan, decision-making, and vocational guidance. 4.3. A restaurant school to promote hands-on learning and practice. 4.4. Assistance for students with job placement, through a website that published job searches.
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Institution: HAAGA-HELIA UNIVERSITY OF APPLIED SCIENCES 1. INSTITUTIONAL INFORMATION Country: Finland Website: www.haaga-helia.fi Type of institution: Univerisity Year founded: 2007, through the merging of two formerly autonomous universities Contact: Jari Laukia, Director of the School of Teacher Training Email: jari.laukia@haaga-helia.fi
2. INSTITUTIONAL SUMMARY Haaga Helia is a private university focused on technical training and the close connection between learning processes and labor insertion, offering a wide range of undergraduate and postgraduate degree programs in the areas of business administration, hospitality, tourism, and sports, among others. It also offers non-degree training course and has an education studies degree in vocational training (School of Vocational Teacher Education), which is a teacher training program developed for teachers who plan to work in universities in the applied sciences or in vocational training institutions/centers. The research teams at Haaga Helia are interested in the evolution of vocational training and the needs of employment, as well as the role of education in regional development. Their objective is to develop new tools and operating models for teaching, the integration of research, and development in teaching and employment preparedness.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Free courses for students of the European Union; paid for all others. • Scholarship programs. • Annual matriculation: 3,000. 3.1. Areas of training. • Business administration. • Tourism. • Hospitality. • Sports. • Information and communications technology.
4. OTHER ACTIVITIES 4.1. Training of trainers. 4.2. Large offering of online distance learning courses. 4.3. Educational and vocational guidance for students. 4.4. Exchanges with foreign universities for students and for teaching staff and directors. 4.5. Internships in businesses, as part of the learning process. 4.6. Active support to graduates in job placement, through seminars and fairs in collaboration with institutions in the world of work. 4.7. Monitoring of graduates. 4.8. Extension courses in the area of business services, open to the community. 4.9. Accessibility of courses for people with disabilities. 4.10. Advising services for vocational training schools and universities of applied sciences. 4.11. Online higher education program in the training of trainers for foreigners (“International Vocational Teacher Education with a Finnish Touch”); Courses given in English, for 1 or 2 years. 4.12. Training School for Advisors/Counselors of Vocational Training (Vocational Guidance Counselor Education): a course of 18 months for teachers who want to work as vocational guidance counselors in the education and employ-
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2017 Report on INEW Member Institutions: General Characteristics
ment areas, in universities of applied sciences or professional training centers. 4.13. Research and development: The School of Teacher Development for Vocational Training works to create new learning solutions for vocational training centers, universities of applied sciences, business, and other organizations; the majority of projects include networking and collaboration among educational institutes, research organizations, businesses, and other organizations.
5. OTHER PROGRAMS 5.1. School of Vocational Teacher Education. This teacher-training program is geared toward technical professionals who wish to work in universities of applied sciences or in vocational training centers and institutes. The program combines a solid theoretical foundation with a focus on research and development in teaching. It places an emphasis on the integration of theory and practice, and promotes a focus on research and development in teaching. Partnerships with foreign institutions help to develop the didactic abilities of instructors in vocational training centers in other countries.
ITALy Institution: ISTITUZIONE FORMATIVA DI RIETI 1. INSTITUTIONAL INFORMATION Country: Italy Website: www.ifrieti.it Type of institution: Vocational training center Contact: Fabio Barberi, Director Email: f.barberi@ifrieti.it
2. INSTITUTIONAL SUMMARY The public educational institution Rieti offers vocational training courses for youth ages 14 to 18, with the aim of developing a closer relationship between the educational system and the world of work. The institution’s objectives are to provide assistance in the continuation and completion of education and training, and to meet the job placement needs of companies and individuals.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Free courses. • Student age range: 14 to 18. 3.1. Areas of training. • Beauty (hairdressing and cosmetics). • Auto mechanics. • Gastronomy.
4. OTHER ACTIVITIES 4.1. Student exchanges.
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Institution: EUROFORM 1. INSTITUTIONAL INFORMATION Country: Italy Website: www.euroformrfs.it Year founded: 1996 Email: incoming@euroformrfs.it
2. INSTITUTIONAL SUMMARY EUROFORM RFS is a non-profit organization that was founded in 1996, whose mission is to work toward a balance in the supply and demand of the labor market. It works in the area of training and guidance and focuses on transnational mobility through internship programs for students, young workers, or recent graduates, and through exchange programs for the professional development of experts. The organization recently initiated a comparative study into the systems of education and training in different European countries. Since 1998 it has implemented exchange programs within the European program “Leonardo da Vinci,” in which 100 youth participate per year. EUROFORM also serves as a meeting point between the labor market and the unemployed of the Cosenza province, and is an organism that receives young European volunteers as part of the European Service Volunteering program. In 2003 EUROFORM founded the “Door of International Mobility” program, in coordination with the province of Cosenza. Its mission is to advance the international mobility of young professionals and entrepreneurs.
3. OTHER ACTIVITIES • International exchanges. • Training of trainers. • Job banks.
UNITED KINGDOM Institution: ALMOND VOCATIONAL LINK LTD 1. INSTITUTIONAL INFORMATION Country: United Kingdom Website: www.almondvoclink.co.uk Type of institution: Private non-profit educational institution Year founded: 2007 Contact: Janet Wonnacott, Executive Director Email: janetw@almondvoclink.co.uk
2. INSTITUTIONAL SUMMARY Almond Vocational Link is a private non-profit institution that is dedicated to the training of trainers at an international level, working to improve the abilities of teachers of vocational training and promote development and regional integration through
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2017 Report on INEW Member Institutions: General Characteristics
the sharing of the United Kingdom’s education for work methodology. The institution creates connections for the development of international cooperation projects, also offering the opportunity for participant teachers to improve their level of English.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Paid courses. • Possibility of scholarships through the Erasmus program. • Annual matriculation: 300. • Student age range: 16 to 40.
4. OTHER ACTIVITIES 4.1. Teacher training in the areas of: hairdressing, manicures, cosmetics, glass and ceramic jewelry, customer service, photograph, and language teaching for adults. 4.2. Online courses in English. 4.3. Internships through the Erasmus program. 4.4. Exchanges with universities and educational centers across Europe.
SERBIA Institution: AE ACADEMIA EDUCATIVA 1. INSTITUTIONAL INFORMATION Country: Serbia Website: www.academiaeducativa.org Type of institution: Vocational training center Year founded: 2009 Contact: Vedrana Stanojevic, Coordinator of the Foreign Language Center Email: vedrana_stanojevic@yahoo.com
2. INSTITUTIONAL SUMMARY Academia Educativa is a private institution that specializes in education for adults. One of its primary objectives is to provide quality education for its students through basic preparation for work and the acquisition of complementary skills. The institution stands out for its strong scientific focus and its constant pursuit of improvement through collaborative activities with experts, educational centers, and higher educational institutions. It also offers a wide range of vocational training courses, language courses for all ages, and basic skills courses.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Paid courses. • Annual matriculation: 400. • Requirements for matriculation: secondary school degree and a minimum age of 16. 3.1. Areas of training. • Languages (English, German, Spanish, Italian, French, Greek, Portuguese, Danish, Russian and Serbian). • Marketing and administration. • Communication and media (cameraperson and soundperson).
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International Network of Education for Work
• Communication and media (cameraperson and soundperson). • Computer science. • Construction (masonry, upholstery, glass work, painting, asphalt work, shutter work, etc). • Wood processing. • Industrial mechanics. • Machine and industrial equipment operation. • Auto mechanics. • Electricity. • Technical service (audio equipment, home appliances, air conditioning, cellphones, computers, refrigerators, and televisions) • Administrative work (typing, assistance, accounting). • Gastronomy. • Other sectors (flower sales, decorator, sign painter, photographer, leather worker, book binder, leather goods production, cutting and sewing, forestry, salesperson, cobbler, coffee roaster, upholstery-decorator). • Beauty (cosmetology, hairdressing, cosmetics, massage therapy, pedicures).
4. OTHER ACTIVITIES 4.1. Educational and vocational guidance for students, and psychological counseling. 4.2. Mandatory internships in businesses as part of training courses. 4.3. Assistance with job placement. 4.4. Certification of prior knowledge. 4.5. Ongoing professional development for teaching staff. 4.6. Inclusive courses for people with disabilities.
ASIA CHINA Institution: SHANGHAI COMMERCIAL SCHOOL 1. INSTITUTIONAL INFORMATION Country: China Sítio web: www.shangxiao.cn Type of institution: Year founded: 1960 Contact: Cynthia Ren - Administration Email: renchongyu@126.com
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2017 Report on INEW Member Institutions: General Characteristics
2. INSTITUTIONAL SUMMARY The Shanghai Commercial School is a public secondary school that provides vocational training to youth in a broad range of disciplines, including business, international business, computing, multimedia arts, marketing, tourism, hotel management, design, and beauty, among others.
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Annual matriculation: 800. • Student age range: 15 to 21. 3.1. Areas of training. • Accounting. • International business. • Languages (English and Japanese). • Electronic business. • Computer science. • Multimedia arts. • Marketing. • Tourism. • Hotel management. • Interior design. • Hairdressing. • Design.
4. OTHER ACTIVITIES 4.1. Job bank for graduates. 4.2. Tracking of graduates. 4.3. Educational exchanges.
MALAYSIA Institution: MILLENIUM SKILLS TRAINING ACADEMY - ASEAN CULINARY SCHOOL 1. INSTITUTIONAL INFORMATION Country: Malaysia Website: www.aca.edu.my Type of institution: Vocational training center Year founded: 2008 Contact: Ragunathan Marthammuthu, Director Email: rgnat@hotmail.com
2. INSTITUTIONAL SUMMARY The Asean Culinary Academy (ACA) is an educational center for the development of skills related to gastronomy and hospitality. It strives to provide comprehensive training and the development of “hard” and “soft” skills, focusing on the achievement of excellence for its students.
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3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • 3 educational centers. • 250 students enrolled per year. • Paid courses. • Student age range: 17 to 28. • Requirements for registration: minimum age of 16. • Dual training. 3.1. Areas of training. • Gastronomy. • Pastry making and bakery. • Corporate training.
4. OTHER ACTIVITIES 4.1. Advising to graduates on job placement. 4.2. Tracking of graduates. 4.3. Evaluation of institutional impact. 4.4. Recognition of prior knowledge. 4.5. Training of trainers. 4.6. Training for the incarcerated. 4.7. Courses for international students.
VIETNAM Institution: VIET GIAO VOCATIONAL COLLEGE 1. INSTITUTIONAL INFORMATION Country: Vietnam Website: /www.vietgiao.edu.vn Type of institution: Vocational training center Year founded: 2001 Contact: Tran Thi Quynh Nhu, Head of International Relations Email: tranquynhnhu1984@yahoo.com
2. INSTITUTIONAL SUMMARY Viet Giao College is a private vocational training institute that contributes to the formation of highly-skilled workers, promoting their employability and professional integration at an international level. Areas of training are focused on gastronomy, hospitality, and tourism. The school currently maintains numerous partnerships with hotels, tourist centers, and businesses, to which students may be connected for internships.
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2017 Report on INEW Member Institutions: General Characteristics
3. PRIMARY CHARACTERISTICS OF THE INSTITUTION • Paid courses. • Annual matriculation: 445. • Requirements for registration: minimum age of 16 and a high school degree. 3.1. Areas of training. • Gastronomy. • Hospitality. • Tourism.
4. OTHER ACTIVITIES 4.1. Distance learning courses. 4.2. Counseling for graduates on job placement. 4.3. Educational exchange projects in the near future. 4.4. Internships. 4.5. Tracking of graduates. 4.6. Evaluation of institutional impact. 4.7. Certification of competencies. 4.8. Training of trainers. 4.9. Programs with the incarcerated that offer education in contexts of confinement.
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riet-edu.org info@riet-edu.org (54 11) 5354 6662 Venezuela Nº 340 (C1095AAH) - CABA - República Argentina