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Vocational training, at the heart of the Lisbon Strategy

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Subido el 13 de julio de 2007 por EducaMadrid

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From 13 to 16 December 2004, European education and training experts will be meeting in Maastricht. The meeting, which is expected to be attended by education ministers and project coordinators from more than 30 countries, will include debates on the ways to reach the objectives of the Lisbon Strategy and to reinforce cooperation in the field of vocational education and training. Several weeks after the publication of the Kok mid-term report on the implementation of the Lisbon Strategy and the new lease on life it received from the Barroso Commission, the meeting in Maastricht is the perfect opportunity to evaluate the state of Europe’s education and training systems as well as to measure these systems’ contribution to the modernisation of the European socio-economic model.

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In Europe, the Leonardo da Vinci program is the pillar of lifelong training. 00:00:00
It aims to reach all European citizens interested in learning and being trained, 00:00:06
from apprentices and students to employees, labourers or company managers. 00:00:12
King's College Hospital in London, England. 00:00:31
Kate and Rhiannon are completing in-service training in ultrasound medical physics. 00:00:34
After university studies in medical engineering and biology, 00:00:39
they chose to specialise in medical imaging. 00:00:42
Christopher, on the other hand, is being trained in the psychiatric unit. 00:00:48
A physicist by training, he's now specialising in magnetic resonance scanners. 00:00:53
The three trainees can be found every day 00:01:01
at the Medical Imaging Technology Training Centre at King's College London. 00:01:03
For seven years, the centre has coordinated a project 00:01:09
which offers training in a profession often not well-known in the world of hospitals. 00:01:11
Medical physics and medical engineering are a very important part of contemporary healthcare. 00:01:16
There is a huge need of training in this field 00:01:21
and actually very few countries have training schemes 00:01:24
in the field of medical imaging and medical technology. 00:01:29
So our project, the previous project Emerald and now the project EMIT, 00:01:32
concentrated on issues related to teaching people 00:01:37
how to use safely and effectively this extremely complex new technology. 00:01:43
With financial support from the European Union, 00:01:50
the Emerald EMIT project makes available to students and healthcare professionals 00:01:52
the most complete European data bank on medical imaging technology. 00:01:56
CD-ROMs and a website provide access to courses offered in English and French. 00:02:02
Students can now be trained in a very short time period of around four months, 00:02:07
reaching a level sufficiently advanced to become competent in a practice with patients. 00:02:11
I think it's very useful to use because obviously you've got all the images there, 00:02:17
so you can compare what you're doing to what the images should be like 00:02:20
and it's got all the theory and through the tasks it's quite a good way of learning 00:02:25
because you're doing things practically rather than just, say, reading or learning theory. 00:02:29
The materials we have prepared are unique. 00:02:34
These are the first such materials in the world at the moment. 00:02:37
But at the same time, being original, we have tried to make these materials 00:02:41
not complex and easy to use. 00:02:46
So one of the strengths of these materials is that according to our users and students 00:02:49
there is almost no learning curve and everyone can start using them immediately. 00:02:55
Yeah, it's very straightforward because everything's set out and linked 00:03:01
so you can move around it quite easily. 00:03:05
Well, it's the outcome of it, being able to help people who've possibly got disease 00:03:08
see the differences in blood flow in the vessels 00:03:14
and to learn about how all the imaging works without actually being invasive. 00:03:18
The 6,000 images available enable students to learn to interpret without error 00:03:24
data and cases they could encounter in their professional practice. 00:03:29
It provides a very useful structure. 00:03:33
And also things like I was talking about, the case-based tool. 00:03:36
Things like image artefacts. 00:03:39
Unless you have 24-hour-a-day access to an MRI scanner, 00:03:42
if you don't understand how an artefact, for example, will work in practice 00:03:46
it's very useful to have a database. 00:03:50
I don't understand why this happens. 00:03:52
Oh, that's why it happens. This is what it's supposed to look like. 00:03:54
It's very useful to have that database in the background. 00:03:56
The students also have access to an electronic dictionary 00:03:59
containing more than 25,000 medical physics terms in seven languages, 00:04:03
soon to be available in Thai, Polish and Russian. 00:04:07
Its use is now being extended to all medical technicians. 00:04:10
And now the materials produced by Emerald and by the EMIT project 00:04:14
made a real boost of the medical physics and engineering profession 00:04:18
not only in Europe but in the world as well. 00:04:23
So in many places, EMIT is the only training material 00:04:26
available to young medical physicists. 00:04:32
The United Kingdom's partners in the project were France, Italy and Sweden 00:04:36
in collaboration with professional organisations from 26 countries. 00:04:40
The training programme is now being used in more than 65 countries across the globe 00:04:44
in hospitals, schools and universities. 00:04:49
We have very few clinical scientists, particularly in parts of Europe. 00:04:53
There are very few indeed. 00:04:57
In the UK, we have larger numbers. 00:04:59
But we are under pressure to deliver a service to patients. 00:05:04
Of course, that's our raison d'etre. 00:05:08
This is about improving the quality of the training experience 00:05:10
and at the end of the day delivering a better trained clinical scientist 00:05:13
either in this country or elsewhere in Europe. 00:05:18
This project received support from the European Commission. 00:05:21
It's an exemplary illustration of the qualities of the Leonardo da Vinci programme 00:05:24
in the areas of information, communication and e-learning technologies. 00:05:28
Genk, in Belgium. 00:05:52
Eugene and Alts are employed by the European group Arcelor, 00:05:55
the world's number one steel company. 00:05:58
Nearly 6,000 people work for this group, specialising in the production of flat steel. 00:06:01
As elsewhere around the world, engineers and sales managers 00:06:06
are in regular contact with their foreign clients and suppliers. 00:06:10
But how can a contract be negotiated and concluded 00:06:14
when the parties come from sometimes vastly different cultures? 00:06:17
The solution has been found at Limburg University Centre, 00:06:23
which developed LeomepMulti, 00:06:26
an intercultural communication training programme 00:06:29
in partnership with Germany, Spain, France, Ireland, Hungary and Poland. 00:06:32
The research has shown very clearly 00:06:38
that the technical staff above all 00:06:41
had a lot of difficulty in their contact with interlocutors 00:06:44
who spoke another language, who belonged to another culture. 00:06:49
So they had a lot of contacts, even daily contacts, 00:06:53
and that posed a lot of problems. 00:06:58
Seventeen university and business partners participated in the project. 00:07:03
A two-year preliminary survey of 700 technical managers 00:07:07
was carried out in the seven partner countries 00:07:10
to identify their needs and communication problems, 00:07:13
because nuance can make all the difference. 00:07:16
Understanding nuances and expressing nuances 00:07:20
is something you can do very well in your mother tongue 00:07:24
compared to an interlocutor who belongs to the same culture, 00:07:27
but all this is interpreted in a completely different way 00:07:30
in a different language and in a different culture. 00:07:34
So we also had to work on all this in the products we produced. 00:07:37
The result? A set of specific modules 00:07:42
contained in 18 tailor-made CD-ROMs 00:07:45
designed for semi-autonomous learning. 00:07:48
Students can become familiar with the language and technical terms, 00:07:51
culture codes, use of personal pronouns 00:07:54
and standard expressions of courtesy which facilitate negotiations. 00:07:57
And they perform a number of self-correcting exercises. 00:08:01
They can also consult documentation 00:08:05
on the cultural traditions of the countries concerned. 00:08:08
These training modules, 00:08:13
which require basic knowledge of the language in question, 00:08:15
are already a must for the steel company's managers. 00:08:18
I would like to ask you a question. 00:08:22
Because you often come into contact with delicate situations, 00:08:25
it is useful to know how to interpret 00:08:30
certain cultural differences, 00:08:34
how to best approach people, 00:08:36
and then it can be useful. 00:08:39
I also have regular contacts with French colleagues. 00:08:42
And it is very interesting to be on the same wavelength, 00:08:47
to talk about the same thing, 00:08:52
and to achieve results. 00:08:55
Let's take the example of an Irishman. 00:08:58
When he negotiates, he is much more direct than the Frenchman. 00:09:01
And this can be seen, for example, in a business dinner. 00:09:04
The Frenchman goes to dinner with you to settle an affair, 00:09:08
while the Flemishman wants to get to the bottom of it right away. 00:09:13
He is much more direct. 00:09:18
Seven languages, including Polish and Hungarian, 00:09:21
can be studied using the Plurilingua modules. 00:09:24
Focusing on cultural differences, 00:09:27
the modules help Flemish managers make a foreign language, French, 00:09:29
into an effective instrument of negotiation 00:09:32
and enhance their professional performance. 00:09:35
I think the students feel much more at ease. 00:09:39
Because, thanks to authentic documents, for example, 00:09:43
where you really have to live the situation, 00:09:46
put yourself in someone's shoes. 00:09:48
Once they are in a real situation, 00:09:50
the transfer is no longer so great. 00:09:52
The passage from what they have learned to reality 00:09:54
is very close, I would say. 00:09:57
The European Commission's Leonardo da Vinci program 00:10:00
provided support for this training program, 00:10:03
which shows how innovation and language learning 00:10:05
can help improve the competitiveness of European firms. 00:10:08
We're in Graz, Austria. 00:10:26
It's difficult here, as anywhere else in Europe, 00:10:28
for the blind or visually impaired to find work. 00:10:31
They often lack skills or have been training for trades 00:10:34
for which there's little real demand, 00:10:37
such as basket-making, 00:10:39
and consequently suffer from very high unemployment. 00:10:41
And yet here at ISIS, 00:10:44
occupational guidance is now much better adapted to the job market. 00:10:46
This information center advises and trains 00:10:49
the visually impaired in the new technologies. 00:10:52
The basics of information technology 00:10:55
have been taught here for some time. 00:10:57
Memorization and integration of the space 00:10:59
delimited by the computer screen 00:11:02
are achieved through a painstaking effort of body perception. 00:11:04
What is completely new, however, 00:11:10
is the development by six European countries 00:11:12
of a training module in programming language 00:11:14
for the blind or visually impaired. 00:11:17
We tested the languages we found 00:11:32
with the specific aids for blind people, 00:11:34
checked their compatibility, 00:11:37
and as a result of these tests 00:11:40
developed a curriculum 00:11:43
on how blind people can learn C++. 00:11:45
The blind or visually impaired 00:12:02
could use a programming language like this one. 00:12:04
But that changed with PROBIQ. 00:12:08
Austria and its five partners, 00:12:11
Germany, Great Britain, Greece, Italy and Slovakia, 00:12:13
created interactive modules. 00:12:16
A training period lasting around six months at ISIS 00:12:19
gives students sufficient knowledge of programming 00:12:22
to be able to work in small or medium-sized companies. 00:12:24
I am interested in further education 00:12:32
and I hope to have better opportunities in the job market. 00:12:35
At first, the students learn with simple programming, 00:12:47
for instance, setting up icons 00:12:50
to provide a function in a program. 00:12:52
The strongest feature of this project, however, 00:12:54
is that the trainer takes the very specific problems 00:12:57
of the students into account. 00:12:59
It's great when the trainer repeats the same thing over and over again. 00:13:30
And he doesn't lose his patience. 00:13:37
I don't think the problem is the programming. 00:13:42
The programming side, that you don't set up blind people, 00:13:45
but rather the other way around, 00:13:48
that you're more afraid of setting up blind people 00:13:50
because you can't deal with the situation. 00:13:53
If you knew someone who was blind 00:13:56
and knew what was going on and what to look out for, 00:13:59
it wouldn't be a problem at all 00:14:03
to set up blind programmers. 00:14:05
Because in terms of the profession, 00:14:07
in terms of what you can do, 00:14:09
it's the same as setting up a soul or a soul. 00:14:11
Training in the new technologies has proven its worth. 00:14:17
Martha and Joseph have been hired by the center 00:14:22
and now answer daily requests for information at the call center. 00:14:25
Alice has landed a project coordinator contract. 00:14:33
She's learned to train newcomers. 00:14:37
Alice is convinced that visual impairment 00:14:40
can become a strong point for employers. 00:14:42
Today, the program is used by a number of schools 00:14:55
and training centers across Europe. 00:14:58
And the CD-ROMs are available in several languages 00:15:00
to learn the programming trade. 00:15:03
But employers still have to be willing to play their part. 00:15:05
This effort received support 00:15:26
from the European Commission's Leonardo da Vinci program. 00:15:28
It demonstrates how the information technologies 00:15:31
are making an innovative contribution 00:15:34
to integrating people with specific needs into the labor market. 00:15:36
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Idioma/s:
en
Niveles educativos:
▼ Mostrar / ocultar niveles
      • Nivel Intermedio
Autor/es:
The European Union
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
787
Fecha:
13 de julio de 2007 - 9:27
Visibilidad:
Público
Enlace Relacionado:
European Commission
Duración:
15′ 52″
Relación de aspecto:
4:3 Hasta 2009 fue el estándar utilizado en la televisión PAL; muchas pantallas de ordenador y televisores usan este estándar, erróneamente llamado cuadrado, cuando en la realidad es rectangular o wide.
Resolución:
400x300 píxeles
Tamaño:
79.94 MBytes

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