Work experience
Term
Work experience
Definition
Knowledge, skills and competences acquired by an individual during their working life.
This term is also used to describe short periods of work-based learning (commonly carried out while the individual is participating in a related education or training programme) or working as a trainee or intern in order to gain experience of a particular occupation or type of work.
Comment
It is important to distinguish the two common meanings of this term.
See ‘Work-based learning’
Source
Career Guidance and Counselling Glossary. Result of Leonardo da Vinci programme project “Overcoming Intercultural and Linguistic Barriers in Continuously Accessible Vocational Guidance and Counselling” (project No LT/03/B/F/LA-171023). Available from Internet: http://glossary.ambernet.lt/main.php?lang=eng#
Attached files
Links
http://glossary.ambernet.lt/main.php?lang=eng#
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ELGPN Glossary, competences, skills, knowledge, working life, vocational education, work, work-based learning
Work-based learning
Term
Work-based learning
Definition
Acquisition of knowledge and skills through carrying out – and reflecting on – tasks in a vocational context, usually in the workplace.
Comment
The accreditation of work-based learning is often linked to lifelong guidance activities.
Source
Cedefop (2011). Glossary: Quality in education and training. Luxembourg: Publications Office. Available from Internet: http://www.cedefop.europa.eu/EN/Files/4106_en.pdf
Attached files
Links
http://www.cedefop.europa.eu/EN/Files/4106_en.pdf
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ELGPN Glossary, competences, work-based learning, knowledge, vocational skills
The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020
Subject of the Policy document
The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020
Reference data
Adopted/Released by European Ministers of Vocational Education and Training, European Social Partners, and the European Commission
Year of adoption 2010
Reference number
Available at http:// http://europa.eu/rapid/pressReleasesAction.do?reference=IP/10/1673&format=HTML&aged=0&language=EN&guiLanguage=en
Available in English at http:// http://ec.europa.eu/education/lifelong-learning-policy/doc/vocational/bruges_en.pdf
1. Additional narrative description of the reference to Lifelong Guidance
The role of “easily accessible and high-quality lifelong information, guidance and counselling
services” as a part of European VET systems is highlighted in a global vision for VET in 2020. The importance of guidance is emphasised in enabling citizens to make sound decisions and in helping them to manage their learning and career (p. 6).
The document notes the role of guidance in promoting international mobility among VET learners, which has remained low despite the emergence of the European area of education and training (p. 4).
To enhance the attractiveness of VET, a provision of high quality guidance is needed to introduce different vocational trades and career opportunities to young pupils in compulsory education (p. 7).
In improving the quality and relevance of VET, participating countries and providers of vocational education and training are encouraged to make use of data guidance service provide on the transition from VET to work or further learning (p. 9).
The document highlights the importance of integrated guidance services, encompassing both employment and counselling services, in facilitating transitions from education and training to work and between jobs (p. 11).
One of the short term deliverables at the national level concerning strategic objectives 3 and 4 is the provision of ”integrated guidance services closely related with labour market needs” (p. 12).
Guidance services are noted as one of the measures which can help to maximise the contribution of VET in reducing early school leaving to below 10 per cent (p. 15).
Actors at the national level are encouraged to consider specific measures, such as using appropriate guidance and support services, to raise the participation levels of “at risk” groups in education and training (p. 16).
Attached files
- File: Bruges Communique (2010).pdf (293 KB)
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Outi Ruusuvirta
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policy, adult education, apprenticeship, continuing VET, companies, Copenhagen process, C-VET, European Education and Training Area, Europe 2020, flexible pathways, initial VET, integrated guidance services, I-VET, key competences, mobility, national qualifications framework, permeability, quality assurance, transition, transnational mobility, validation of non-formal and informal learning, VET, VET professionals, vocational education and training, work-based learning, European union, communication, career management skills, quality assurance and evidence-base, social inclusion