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Poland catching-up regions : strengthening the implementation of work-based learning (Inglês)

Worldwide, Vocational Education and Training (VET) is receiving increasing attention, particularly as a potentially useful instrument to address high unemployment rates among youth. In 2016, the World Bank started providing technical assistance to the self government of Poland’s Świętokrzyskie region, aimed at strengthening the implementation of Work-Based Learning (WBL) in technical schools. Through Work-Based Learning (WBL), students develop essential skills by participating in activities on enterprise premises, including onsite training and particularly contributing to business operations. This support was part of a formal program of collaboration between the government of Poland, two regional self governments, the European Commission (EC), and the World Bank, with the aim to improve the impact of European Union (EU) financing allocated to improve innovation, employment, and economic growth in catching-up regions in Poland. As part of this programme, the World Bank provided technical assistance to the regional governments on a number of priority areas as proposed by the regions. In the Świętokrzyskie region, the regional government selected the strengthening of the implementation of WBL in VET as one of the priority areas. This report summarizes the main activities, findings, and outcomes of the collaboration to strengthen WBL in VET in Świętokrzyskie.

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Detalhes

  • Data do documento

    2017/04/01

  • TIpo de documento

    Documento de Trabalho

  • No. do relatório

    115352

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Polônia,

  • Região

    Europa e Ásia Central,

  • Data de divulgação

    2018/01/14

  • Disclosure Status

    Disclosed

  • Nome do documento

    Poland catching-up regions : strengthening the implementation of work-based learning

  • Palavras-chave

    Micro, Small and Medium Enterprise;broad range of stakeholders;vocational education and training;monitoring and evaluation mechanism;health and safety training;quality assurance mechanism;quality and relevance;senior education specialist;adequate incentives;privileges and immunity;limited liability company;international experiences show;acquisition of skill;public research facility;basic vocational education;absence of incentive;source of funding;assessing learning outcome;private sector initiative;private sector engagement;review of approach;human resource planning;labor market information;practical work experience;labour market performance;high unemployment rate;basic vocational school;labour market demand;practical training;stakeholder consultation;skill need;Career Guidance;financial instrument;support measure;Advisory services;lagging region;regional stakeholder;international approaches;teaching staff;financing mechanism;education portfolio;social partner;minimum requirement;production process;original work;financial incentive;employment outcome;technical school;long-term benefits;transition period;minimum criteria;financial constraint;guiding principles;support system;legal framework;industry sector;production facility;vocational practice;external financing;government actor;practical skill;credible institution;limited resources;work environment;individual training;basic skill;mature system;skill requirement;limited capacity;skill development;external expert;work station;learning activity;pilot programmes;subsequent activities;performance requirement;teacher competency;support structure;government authority;gradual approach;change management;monitoring mechanism;public entity;employment growth;quality improvement;positive impact;limited information;accreditation mechanism;financial compensation;accreditation process;mandatory inclusion;learning option;learning assessment;stakeholder need;delivery method;learning approach;learning need;career pathway;young people;systematic feedback;mutual trust;educational institution;business support;classroom teaching;economic crisis;learning method;commercial purpose;regulatory environment;working condition;regional priority;local stakeholder;accountability mechanism;sole responsibility;extensive consultation;significant challenge;mutual right;effective cooperation;early success;regional context;cognitive skill;final examination;financing source;professional development;high motivation;workplace instructor;existing technology;increased accountability;sustainable financing;governance framework;analysis recommendations;financial intermediaries;global context;reading material;regional mechanism;financial engineering;apprenticeship training;essential skill;regional investment;private investment;individual activity;local initiative;regulatory change;stakeholder engagement;national practices;

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