Profesionālās izglītības absolventu nodarbinātības veicināšanas vadīšana Latvijā

Kaut arī profesionālās izglītības (PI) mērķis ir nodrošināt zināšanas, prasmes un kompetences darba tirgum, dati norāda uz zemu PI absolventu nodarbināmību, īpaši vēlākajos karjeras gados. Pētījuma mērķis ir izpētīt un atrast Latvijai atbilstošas iespējas vadīt PI absolventu nodarbināmības uzlabošanos. Pētījumā piedalījās 750 darba devēji, vērtējot individuālo nodarbināmības iezīmju svarīgumu Latvijas darba tirgū, kā arī PI iestāžu sniegumu. 12 PI iestāžu vadītāji tika intervēti, lai noskaidrotu, kuros PI vadības aspektos nepieciešami uzlabojumi. Pētījuma rezultāti parāda prioritāros nepieciešamos uzlabojumus PI programmās un PI vadības procesos. Šis pētījums sniedz ieguldījumu gan teorijas attīstībā, gan praktiskās darbības atbalstam attiecībā uz nodarbināmības veicināšanu.Although vocational education (VE) aims to ensure knowledge, skills and competencies for the labour market, data indicate low employability of VE graduates, especially in the later years of career. The goal of the research is to investigate and to find appropriate opportunities for Latvia to manage facilitation of employability of VE graduates. Total of 750 employers participated in this research, rating the importance of employability attributes in the Latvian labour market and the performance of VE institutions. Managers of 12 VE institutions were interviewed to find which aspects of VE management processes require improvements. The results of the research identify priority areas for curriculum development and for improvement of VE management. This research contributes to both, theory and practice of employability developmen

Remaking Apprenticeships: powerful learning for work and life.

This report – Remaking Apprenticeships – commissioned by City & Guilds, reviews the research into the pedagogy of apprenticeships. It makes an argument for putting learning back at the heart of apprenticeships in England and elsewhere.\ud \ud Remaking Apprenticeships traces the history of apprenticeships in order to make sure that knowledge of the past informs thinking today. It describes the elements of a pedagogy of apprenticeships. It explains why how an apprentice learns and who they learn with – the culture within which their vocational formation occurs – is at least as important as what they learn.\ud It identifies three core dimensions of apprenticeship learning

Valuing diversity and establishing an approach to supporting excluded groups

Minority students and minority employees in Higher Engineering Education experience inequality. For academic staff these inequalities impact their personal development and career progression. To continue to grow and for engineering education to thrive as a professional discipline we must encourage diversity within both the student and staff populations. This paper cautions against a simple notion of diversity, rather a truly diverse culture within engineering is needed, one in which there is diversity of opportunity, diversity of thought and diversity of experience. To enable a more inclusive environment to flourish we must understand the scale of the inequalities which exist. However, this paper demonstrates that there are significant limitations to the current diversity data within the UK which leaves room for under-reporting and over-generalising. In addition, there are cultural challenges which give further likelihood to non-disclosure and lack of self-reporting. This paper proposes that further research is needed into the true lack of diversity within engineering and describes one example of a ‘thought experiment’ conducted by the researchers to start unpacking the data and highlighting the scale of the issue

School organisation and STEM career-related learning

The aim of the research project has been to identify the range of factors that shape senior leadership team decisions with regards to STEM (science, technology, engineering and mathematics) career-related learning. Evidence has shown that the support of school senior leaders and their organisation of STEM within the school is highly significant in determining the success of STEM in an individual school. This research points to the importance of management structures within schools which prioritise career-related learning and provide effective support for all teaching staff to play their part. The findings support schools investing in senior teachers to provide career-related learning for pupils. The report goes on to identify the factors influencing senior leaders in taking forward STEM career-related learning across their school. The report explores how schools can enhance their STEM career-related learning provision, both within their local context, but also in the context of shifting policy and infrastructure. It examines, in particular, commissioning career guidance services, staff development, and the role of school strategy. The report closes with a series of recommendations for schools to consider