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This paper examines the factors that influence the quality of training and education on project management. The authors present the results of two questionnaire-based surveys. The goal of the first survey was to find what factors influence the quality of project management education, according to the perspective of trainers, professors, and training providers. The respondents included Chinese and European academics and professionals, such as project managers, software developers, financial managers and professors. The respondents were not only involved in project management training but also served as team members or team managers, thus ensuring a balanced overview of theoretical and practical issues. The goal of the second survey was to explore the definition "quality" to trainees and students. Although there were small differences of perspective, both trainers and trainees have the same approach toward a qualitative project management education.

This article addresses inequalities in short‐ and medium‐term career outcomes of workers with different vocational education and training (VET) programmes during the early career. In particular, we examine how the degree of vocational specificity of VET programmes affects occupational status mobility throughout individuals' early careers, a topic that has hitherto received little attention. We adopt a life course perspective and combine an individual‐level theoretical approach (human capital and signalling theory) with an institutional approach. The former focuses on individuals' skill acquisition during VET and across the early career. The latter emphasises that individuals' allocation to a training programme influences the amount and types of skills they acquire. The multinomial logistic regression analyses are based on a combination of detailed curricula‐based occupation‐level data on the specificity of training programmes and individual‐level data from the Transitions From Education to Employment (TREE) longitudinal dataset. The results show, firstly, that labour market allocation at the beginning of a career has consequences for later labour market outcomes. Second, practical occupation‐specific education and training facilitate status stability at labour market entry, while general skills and knowledge are decisive for long‐term upward mobility.

The SARNET2 (severe accidents Research NETwork of Excellence) project started in April 2009 for 4 years in the 7th Framework Programme (FP7) of the European Commission (EC), following a similar first project in FP6. Forty-seven organisations from 24 countries network their capacities of research in the severe accident (SA) field inside SARNET to resolve the most important remaining uncertainties and safety issues on SA in water-cooled nuclear power plants (NPPs). The network includes a large majority of the European actors involved in SA research plus a few non-European relevant ones. The "Education and Training" programme in SARNET is a series of actions foreseen in this network for the "spreading of excellence." It is focused on raising the competence level of Master and Ph.D. students and young researchers engaged in SA research and on organizing information/training courses for NPP staff or regulatory authorities (but also for researchers) interested in SA management procedures.

This study examines the relationship between non-governmental organisations' (NGOs) socio-economic and training programmes and their beneficiaries' coping capacity during natural disasters. NGOs are the most active force supporting community welfare programmes in dealing with vulnerable clients during disasters. This study utilises both qualitative and quantitative techniques based on multi-staged stratified sampling using multiple regression analysis. The results indicate that NGOs' training reaction significantly improves their clients' disaster prevention capacity. This finding implies that NGOs should put greater emphasis on socio-economic programmes as well as training programmes.

Purpose: This paper offers relevant insights from the activity of the network of Centres d'Innovació i Formació Ocupacional (CIFO), analyzing the development of innovation in a continuing education and training (CVET) programme for unemployed, in Catalonia (Spain). Design/methodology: This is a qualitative study, carried out using the communicative methodology approach and co-constructing knowledge with the heads of the centers. The data was collected through the realization of eight interviews with the heads of seven of the eight CIFO that compose the CIFO network in Catalonia plus the Coordinator of the network, who had been head of the other CIFO, and it consisted in identifying the barriers to innovation and the elements that help to overcome them within different dimensions of this programme, through the exclusionary and transfomative dimensions, specific to the communicative methodology. Findings: Innovation at the CIFO has three main strands where we have identified many opportunities for the CIFO: methodological, pedagogical and technological. The methodological has to do with the actions derived from the ISO 9001 certification, which gives the centres the mission of continuous improvement and satisfying the needs of the people and enterprises in the territories they serve. Pedagogical innovation is related to the detection of the innovation and including it in the curriculum of the centre, organizing experimental training courses, using the project methodology, enhancing entrepreneurship, or introducing digital technologies in the classroom. Technological innovation is related to the use of the latest technologies and equipment in the market. Social Implications: This study opens new venues for research in the area of VET, CVET and lifelong learning because of its implications in adjusting education and training to the requirements of the labor market and improving students' employability and helping them develop or design their personal projects and professional trajectory. The processes described in this article could be transferred to other contexts and in all types of activities or initiatives in lifelong learning. Originality/value: This study contributes to fill a gap in the scientific literature, because innovation in the area of continuing vocational and education training and even in lifelong learning is scarce. Another contribution of this article is the focus on innovation, which is one of the main priorities for the EU in the area of Education and Training, and also in the US, because of its contribution to economic growth and competitivity. ; Peer Reviewed

Purpose: This paper offers relevant insights from the activity of the network of Centres d'Innovació i Formació Ocupacional (CIFO), analyzing the development of innovation in a continuing education and training (CVET) programme for unemployed, in Catalonia (Spain). Design/methodology: This is a qualitative study, carried out using the communicative methodology approach and co-constructing knowledge with the heads of the centers. The data was collected through the realization of eight interviews with the heads of seven of the eight CIFO that compose the CIFO network in Catalonia plus the Coordinator of the network, who had been head of the other CIFO, and it consisted in identifying the barriers to innovation and the elements that help to overcome them within different dimensions of this programme, through the exclusionary and transfomative dimensions, specific to the communicative methodology. Findings: Innovation at the CIFO has three main strands where we have identified many opportunities for the CIFO: methodological, pedagogical and technological. The methodological has to do with the actions derived from the ISO 9001 certification, which gives the centres the mission of continuous improvement and satisfying the needs of the people and enterprises in the territories they serve. Pedagogical innovation is related to the detection of the innovation and including it in the curriculum of the centre, organizing experimental training courses, using the project methodology, enhancing entrepreneurship, or introducing digital technologies in the classroom. Technological innovation is related to the use of the latest technologies and equipment in the market. Social Implications: This study opens new venues for research in the area of VET, CVET and lifelong learning because of its implications in adjusting education and training to the requirements of the labor market and improving students' employability and helping them develop or design their personal projects and professional trajectory. The processes described in this article could be transferred to other contexts and in all types of activities or initiatives in lifelong learning. Originality/value: This study contributes to fill a gap in the scientific literature, because innovation in the area of continuing vocational and education training and even in lifelong learning is scarce. Another contribution of this article is the focus on innovation, which is one of the main priorities for the EU in the area of Education and Training, and also in the US, because of its contribution to economic growth and competitivity. ; Peer Reviewed

Das vorliegende Papier hat das Ziel, Programminhalte, Fortschritte und Hindernisse der von der ECA koordinierten Ausbildungsplanung zu skizzieren. (DÜI-Ker)

Context: Vocational education and training (VET) plays a key role in reducing early leaving from education and training, and integrating youth at risk in upper secondary education. To ensure that more young people complete upper secondary education, the OECD suggests designing interventions that address the specific needs of youth at risk like changes in the standard duration, preparatory or personalised support measures. Based on a comparative analysis of such programmes tailored to the needs of youth at risk in Austria, Norway, Sweden and Switzerland, the objective of this article is to identify different education and training models that these countries employ to include youth at risk in upper secondary education.

Approach: The study is based on document analysis; the documents studied are public documents like law texts and white papers from the education authorities as well as research publications. The interventions proposed by the OECD to adapt training programmes to the specific needs of youth at risk were chosen as a basis for the comparative analysis. Further structural characteristics of the programmes complemented the analysis.

Findings: The study found four different types of education and training models for youth at risk in Austria, Norway, Sweden and Switzerland: Shortened (Norway, Switzerland), prolonged (Austria), individualised (Austria, Norway and Sweden) and preparatory programmes (Sweden). Preparatory and prolonged programmes aim to help young people to achieve ordinary upper secondary qualifications through preparatory measures, more time or more support. Individualised or shortened programmes aim to adapt education and training programmes to young people's needs by reducing the programmes' demands. In all four countries, youths have the opportunity to conclude their education with a certificate at a level lower than 'regular' upper secondary education.

Conclusion: The four countries surveyed differ widely in terms of educational traditions and the position of VET at upper secondary level. Regarding the integration of disadvantaged youth into education and work, the differences concerning access to upper secondary education, the importance of VET at upper secondary level and the recognition of training programmes for youth at risk may be of particular relevance. Further research is needed to empirically investigate the effectiveness of the identified education and training models as a means of integrating youth at risk into upper secondary education.