Page 21 - BRIDGES_O1_Framework_EN

Northern Ireland Work Based Learning Strategic Working Group – NORTHERN IRELAND
Web a/a
o The partnership approach between employers and
colleges improves the opportunities and progression of all
young people to work
The group develops proactively flexible and o It also defines market demand and future sector
responsive curricula that is aligned to the development, which continuously influence the curricula
needs of NI economic success and the development and WBL curricula planning process
needs of industry. o Besides vocational skills, the Group considers in the
curricula the development of transversal skills to ensure
that learners acquire interpersonal skills required in the
workplace, contributing for higher levels of employability
Further Education & Training in Health Care in the Dublin Region – REPUBLIC OF IRELAND
www.cdetb.ie
o FET in Health Care develops theoretical and practical
Through five colleges, FET provides
vocational and soft skills
education and training for learners in
o It includes work placements in Health Care settings, such
preparation for employment or higher
as hospitals and nursing homes
education in Health Care. Irish strategy
o Health Care partners facilitate an Induction Programme for
Future FET: Transforming Learning 2020 -
SOLAS advocates the development of co- work experience and set standards to enter the profession
construction models between FET and o Placement coordinators communicate with work mentors
to get feedback on curricula content relevance
employers to maximise the use of existing
o Career guidance is available for all learners through
educational capability and resources.
workshops with Health Care partners
Pre-Vocational Training – GERMANY
www.arbeitsagentur.de/bildung/ausbildung/berufsvorbereitende-bildungsmassnahme
o The project lays on individual interests and on an initial
competences assessment. Both help defining pathways
with knowledge and skills to further develop, including
The project assesses learners’ skills and vocational and social skills, that lead to a qualification
knowledge individually, identifying their o Career guidance is done through the participation in work-
strengths and elaborating pathways based projects, work placements and practical try-outs
towards a successful career choice o Early school leavers can obtain a degree equalling
secondary school education
o Measures for a smooth transition into training or
employment are implemented
ATEC Training Academy – PORTUGAL
www.atec.pt
o Together with its clients, ATEC anticipates skills needs of
key-sectors of Portuguese economy and continuously
ATEC works to provide to its clients a develops new qualifications (like in 2009, 2012, 2014,
suitable answer to their needs by: i) 2015, 2016) based on in-demand skills
questioning and verifying what the client o It ensures the development of both technical and soft skills
does today; ii) identifying what the client to ensure a greater employability and professional
intends to do tomorrow; iii) providing the integration of youngsters
tools that the client needs to successfully o ATEC training courses have registered an employability
reach the set goals. rate of 93%
o In the alumni area for ATEC trainees and former trainees’ s
they can access job offers

20