Major issues and solutions to applied climate education in Australia

In the past decade, Australian agriculture has evolved considerably. During this period, climate variability has been of considerable concern, compounded recently by the threat of climate change. Applied climate education has attempted to keep up-to-date with these developments. Understanding the issues and solutions to applied climate education is a challenge confronting agriculture in Australia. This paper reports on the major issues and solutions to applied climate education in Australia as identified in the literature.

Becoming media literate? Media Education in Slovenia after Ten Years

The system of education in Slovenia includes pre-school education; primary education; secondary education (vocational education, technical education, general education [grammar schools]); higher education (university [undergraduate and postgraduate education] and professional type). In this course students develop the ability to analyze and evaluate media messages and to identify for themselves issues of concern, as well as... to discuss, understand, explain and with production through cooperation with student's media their own communication (ZaIa, age 34, media education professor at University of Maribor).

The MISLEM Project : developing meta-level quality indicators for establishing a systematic linkage between educational institutions and the labour market:education, employment and graduate employability: project manual

The MISLEM Project comprised representatives from Higher and Vocational Education in four partner countries, Austria, Romania, Slovenia and the UK. In addition to this, representatives from a major UK graduate employment agency and the Austria Quality Assurance Agency were also involved. At the inaugural meeting of the Project, partner teams discussed and agreed upon appropriate methodological processes with which to carry the Project forward.

Blue collar trainees at All Craft program

General note: Title and date provided by Bettye Lane.

Blue collar trainee at All Craft program

General note: Title and date provided by Bettye Lane.

Women in trades at the all craft center

General note: Title and date provided by Bettye Lane.

Blue collar trainee at All Craft program

General note: Title and date provided by Bettye Lane.

Have Anglo-Saxon concepts really influenced the development of European qualifications policy?

This paper considers how far Anglo-Saxon conceptions of have influenced European Union vocational education and training policy, especially given the disparate approaches to VET across Europe. Two dominant approaches can be identified: the dual system (exemplified by Germany); and output based models (exemplified by the NVQ ‘English style’). Within the EU itself, the design philosophy of the English output-based model proved in the first instance influential in attempts to develop tools to establish equivalence between vocational qualifications across Europe, resulting in the learning outcomes approach of the European Qualifications Framework, the credit-based model of European VET Credit System and the task-based construction of occupation profiles exemplified by European Skills, Competences and Occupations. The governance model for the English system is, however, predicated on employer demand for ‘skills’ and this does not fit well with the social partnership model encompassing knowledge, skills and competences that is dominant in northern Europe. These contrasting approaches have led to continual modifications to the tools, as these sought to harmonise and reconcile national VET requirements with the original design. A tension is evident in particular between national and regional approaches to vocational education and training, on the one hand, and the policy tools adopted to align European vocational education and training better with the demands of the labour market, including at sectoral level, on the other. This paper explores these tensions and considers the prospects for the successful operation of these tools, paying particular attention to the European Qualifications Framework, European VET Credit System and European Skills, Competences and Occupations tool and the relationships between them and drawing on studies of the construction and furniture industries.