Vocational Training Council
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Floral Flavours 花樣甜食
Get PDFGuy Krenzer channels a range of skills with his sweet treats for Maison Lenôtre
Guy Krenzer施展各種烹調技藝，為Maison Lenôtre創作林林總總的甜點美
HoSTS e-Newsletter: Issue 5
Get PDFTrainer of the UK’s royal butlers coaches IVE hotel students
IVE tourism student wins national competition
IVE Career Expo presents ample job opportunities to students
Overseas industrial attachment for IVE students in Japan
Top-up degree articulation agreements
Lady Ivy Wu Scholarship: One-term exchange to Brisbane, Australia
Dubai, United Arab Emirates
HoSTS students international exposur
Keynote speech: Creating STEM power
Get PDFIn his presentation Lord Bhattacharyya will draw on his personal experience as a graduate apprentice and founder of Warwick Manufacturing Group, where for almost 40 years he has bought together academic rigour with industrial relevance.Lord Bhattacharyya will argue that despite the huge variety of challenges different countries and sectors face, the need for vocational STEM skills is near universal. From his experience and knowledge Lord Bhattacharyya will suggest that at the heart of any successful response to this challenge lies a simple principle - that vocational STEM education needs to put real work experience, opportunity and knowledge first. Such a Work First approach is essential both to delivering the higher status that vocational STEM education deserves and to ending the cultural barriers that often prevent success. While no one single mantra can be applied for universal success, because local knowledge and specialised sectoral experience are vital to any programme of policy, one key principle that all responses must share is that to achieve ‘work first\u27 STEM education requires industry to contribute both financially and culturally. Vocational education systems need to encourage and demand such contributions, and where this does not happen, Industry and Educational groups must take responsibility for leadership
Focus highlight in VPET: Curriculum and pedagogy
Get PDFAs the nature of occupations and requirements for work are constantly transforming, student needs and aspirations undergo corresponding changes, making it important to consider and potentially reform Vocational and Professional Education and Training (VPET) curriculum, pedagogy and practices. This includes a reconsideration of the aims of VPET provision, the type, importance and range of experiences being afforded students (i.e., curriculum practices) and how these experiences can be enriched to optimise learning (i.e., pedagogic practices). One clear point of departure is that the learning experiences of VPET students cannot be restricted to activities within vocational education institutions or those delivered through direct teaching. This change means that a curriculum can no longer be considered something that is enacted solely through educational institutions, but also through students’ experiences in work settings, through project activities and through tasks enacted within their homes and communities. Similarly, pedagogic practices should now consider how student learning can be promoted through interactions with a range of informed sources, artefacts and other students. Taking up some of these challenges, this presentation first proposes emerging educational purposes for VPET. Then, drawing upon studies from within tertiary educational institutions and workplaces, it considers how to align curriculum and pedagogic practices with those purposes. The aim is to engage participants in the development of curriculum and pedagogic practices that are fresher, broader and more inclusive
Focus highlight in VPET: Education to work transition and transferable skills
Get PDFKorea\u27s government-lead vocational education has fostered the industrial manpower necessary for economic development. As part of the process of economic development, Korea has become a highly educated society. However, due to the quantitative and qualitative mismatch between labour supply and demand, there has been a shortage of jobs for college graduates and a shortage of high school graduates in the labour market. In 2008, Korea\u27s Ministry of Education began reforming its vocational high school policy. Vocational schools were upgraded to Meister High Schools and Specialized Vocational High Schools in accordance with the philosophy of \u27Work first, College later\u27. To strengthen the practical skills of students, industrial field practice was expanded in the curriculum, and an apprenticeship system was introduced in 2015. In 2015, 9 of the 497 specialised high schools operated as apprenticeship schools. This increased to 60 schools in 2016 and 198 in 2017. In the era of Industry 4.0, science and technology and labour markets are rapidly changing and developing. As everyone in the labour marker, not only high school graduates, have to continuously improve and develop their vocational and professional abilities, higher education institutions should become more flexible and open to diverse groups of lifelong learners. Colleges should be organised as lifelong vocational professional educational institutions. It would also be worthwhile to establish and operate a professional college that, like Meister High School, was a model of excellent vocational education
Battery power
Get PDFElectric cars have always looked like the future, but around the world they are becoming an everyday reality. Can Hong Kong avoid getting stuck in the past or will the city be able to join the electric car revolution
Morning Session I 1
No full textFrom left to right: Ms. Janice CHOI (VTC) and Ms. Margaret LI (VTC) stationed at the registration desk during the morning sessionhttps://repository.vtc.edu.hk/ive-adm-others-hkiug-gallery/1004/thumbnail.jp
Morning Session I 6
No full textMr. Hamish MCDONALD (III, Director of Asia Pacific Sales)https://repository.vtc.edu.hk/ive-adm-others-hkiug-gallery/1009/thumbnail.jp
Afternoon Session 3
No full textMr. Wilson CHU (VTC, HKIUG2012 Organizing Committee Chair) was giving his presentation on RFID and item status APIhttps://repository.vtc.edu.hk/ive-adm-others-hkiug-gallery/1037/thumbnail.jp