INEW Newsletter No. 11 – August 2016 www.riet-edu.org (+54 11) 53 54 66 62 [email protected] Venezuela 340 (C1095AAH) CABA - Argentina VÍCTOR SANTA MARÍA AND GUSTAVO ÁLVAREZ VISITED VOCATIONAL TRAINING INSTITUTIONS IN ASIA The president of INEW (International Network of Education for Work), Víctor Santa María, and its executive director, Gustavo Álvarez, made a trip to several Asian countries where they have created cooperation ties with several institutions related to the Education and Work environment. With the purpose of continuing strengthening mutual cooperation among several institutions from different countries as concerns vocational training, INEW authorities, Víctor Santa María and Gustavo Alvarez, made a business trip to Asia, which included meetings with the following organizations: China. Argentine Consulate. The Shanghai Technical Institute of Electronics and Information and the Shanghai Business School. Vietnam. Viet Giao College, an entity focused on gastronomy and trade, the Ngoc Phuoc Vocational Training School and the Khoi Vietnam Tourism and Hotel Vocational School. Singapore. The NTUC Learning Hub (a social company focused on Vocational Training), the Ngee Ann Polytechnic (one of the main higher education institutes in the country), the Singapore Media Academy (an entity specialized in the media industry), the Singapore Technical School (ITE) and the Real Estate and Construction Academy (RECA), AT-Sunrice Globalchef Academy (specialized in culinary arts teaching) and the Asian Culinary Institute and the Singapore Hotel and Tourism Education Center (SHATEC) as well as organizations engaged in comprehensive assistance to the elderly, such as the Tsao Foundation. Malaysia. The Malaysia Construction Academy (Akademi Binaan Malaysia), the National Craft Institute (Institut Kraf Negara), the Asian Culinary Academy and the Kajang Vocational College (specialized in mechanics, welding and electricity, among others), the Malaysian Ministry of Education and the Argentine Embassy. LA CONSTRUCCIÓN SOCIAL DE LAS TSOCIAL Santa María and Álvarez with representatives of the Singapore Media Academy. Mechanics’ students during a lesson in the Vietnam Kajang Vocational College. “Institut Kraf Negara” (National Craft Institute in Malaysia). 1
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INEW Newsletter No. 11 – August 2016www.riet-edu.org(+54 11) 53 54 66 [email protected] 340 (C1095AAH) CABA - Argentina
VÍCTOR SANTA MARÍA AND GUSTAVO ÁLVAREZ VISITED VOCATIONAL TRAINING INSTITUTIONS IN ASIA
The president of INEW (International Network of Education for Work), Víctor Santa María, and its executive director, Gustavo Álvarez, made a trip to several Asian countries where they have created cooperation ties with several institutions related to the Education and Work environment.
With the purpose of continuing strengthening mutual cooperation among several institutions from di�erent countries as concerns vocational training, INEW authorities, Víctor Santa María and Gustavo Alvarez, made a business trip to Asia, which included meetings with the following organizations:
China. Argentine Consulate. The Shanghai Technical Institute of Electronics and Information and the Shanghai Business School.
Vietnam. Viet Giao College, an entity focused on gastronomy and trade, the Ngoc Phuoc Vocational Training School and the Khoi Vietnam Tourism and Hotel Vocational School.
Singapore. The NTUC Learning Hub (a social company focused on Vocational Training), the Ngee Ann Polytechnic (one of the main higher education institutes in the country), the Singapore Media Academy (an entity specialized in the media industry), the Singapore Technical School (ITE) and the Real Estate and Construction Academy (RECA), AT-Sunrice Globalchef Academy (specialized in culinary arts teaching) and the Asian Culinary Institute and the Singapore Hotel and Tourism Education Center (SHATEC) as well as organizations engaged in comprehensive assistance to the elderly, such as the Tsao Foundation.
Malaysia. The Malaysia Construction Academy (Akademi Binaan Malaysia), the National Craft Institute (Institut Kraf Negara), the Asian Culinary Academy and the Kajang Vocational College (specialized in mechanics, welding and electricity, among others), the Malaysian Ministry of Education and the Argentine Embassy.
LA CONSTRUCCIÓN SOCIAL DE LAS TSOCIAL
Santa María and Álvarez with representatives of the Singapore Media Academy.
Mechanics’ students during a lesson in the Vietnam Kajang Vocational College.
“Institut Kraf Negara” (National Craft Institute in Malaysia).
1
SOCIAL CONSTRUCTION OF LABOR PATHS OF THE YOUNGIn the Newsletters section at www.riet-edu.org you can have access to the research carried out by Claudia Jacinto within the framework of the Program of Studies on Youth, Education and Work (Programa de Estudios sobre Juven-tud, Educación y Trabajo (PREJET - IDES)):
Far are the times when the path from education to work was a stage without signi�cant uncertainties. Today, the initial path of labor integration of young people is characterized by in and outs from employment, multiple examinations, and worse conditions than adults. Among the reasons of this great transformation in labor transition processes, there are changes in accumulation models and di�culties, in particular, as regards the creation of quality employments, as well as the weakening of institutions and the emergence of new subjectivities concerning employment.
NEW EDUCATIONAL SYSTEMS ANALYZED BY INEW
One of INEW sta�’s purpose is researching and sharing the analysis of worldwide educational systems.You can �nd the report on Canada and Mexico in the Newsletters section at www.riet-edu.org
CANADIAN EDUCATION SYSTEM
The Canadian education system is one of the most decentralized systems in terms of organization and management. Canada is characterized by the absence of a National Education Ministry or a federal education system, instead educational powers are delegated to each of the jurisdictions composing the Confederation.
MEXICAN EDUCATION SYSTEM
The Mexican Education System is structured within the framework of di�erent legal bodies. First of all, we may mention Sections 3 and 31 of the Political Constitution of the United Mexican States. The former, which dates from 1917, states that “any indivi-dual has the right to education”, and that it is the State in its di�erent forms (Federa-tion, States, Federal District and Municipalities) which “will provide Pre-school, Primary, Secondary and Higher Education”. This means that the State is responsible for ensuring education and that said education must be secular, free, democratic and of quality and that it must contribute to the comprehensive development of individuals, favoring the Development of their skills and strengthening awareness on nationality and sovereignty.
VÍCTOR SANTA MARÍA AND GUSTAVO ÁLVAREZ VISITED VOCATIONAL TRAINING INSTITUTIONS IN ASIA
The president of INEW (International Network of Education for Work), Víctor Santa María, and its executive director, Gustavo Álvarez, made a trip to several Asian countries where they have created cooperation ties with several institutions related to the Education and Work environment.
With the purpose of continuing strengthening mutual cooperation among several institutions from di�erent countries as concerns vocational training, INEW authorities, Víctor Santa María and Gustavo Alvarez, made a business trip to Asia, which included meetings with the following organizations:
China. Argentine Consulate. The Shanghai Technical Institute of Electronics and Information and the Shanghai Business School.
Vietnam. Viet Giao College, an entity focused on gastronomy and trade, the Ngoc Phuoc Vocational Training School and the Khoi Vietnam Tourism and Hotel Vocational School.
Singapore. The NTUC Learning Hub (a social company focused on Vocational Training), the Ngee Ann Polytechnic (one of the main higher education institutes in the country), the Singapore Media Academy (an entity specialized in the media industry), the Singapore Technical School (ITE) and the Real Estate and Construction Academy (RECA), AT-Sunrice Globalchef Academy (specialized in culinary arts teaching) and the Asian Culinary Institute and the Singapore Hotel and Tourism Education Center (SHATEC) as well as organizations engaged in comprehensive assistance to the elderly, such as the Tsao Foundation.
Malaysia. The Malaysia Construction Academy (Akademi Binaan Malaysia), the National Craft Institute (Institut Kraf Negara), the Asian Culinary Academy and the Kajang Vocational College (specialized in mechanics, welding and electricity, among others), the Malaysian Ministry of Education and the Argentine Embassy.
LA CONSTRUCCIÓN SOCIAL DE LAS TSOCIAL
INEW Newsletter No. 11 – August 2016www.riet-edu.org(+54 11) 53 54 66 [email protected] 340 (C1095AAH) CABA - Argentina
2
SOCIAL CONSTRUCTION OF LABOR PATHS OF THE YOUNGIn the Newsletters section at www.riet-edu.org you can have access to the research carried out by Claudia Jacinto within the framework of the Program of Studies on Youth, Education and Work (Programa de Estudios sobre Juven-tud, Educación y Trabajo (PREJET - IDES)):
Far are the times when the path from education to work was a stage without signi�cant uncertainties. Today, the initial path of labor integration of young people is characterized by in and outs from employment, multiple examinations, and worse conditions than adults. Among the reasons of this great transformation in labor transition processes, there are changes in accumulation models and di�culties, in particular, as regards the creation of quality employments, as well as the weakening of institutions and the emergence of new subjectivities concerning employment.
NEW EDUCATIONAL SYSTEMS ANALYZED BY INEW
One of INEW sta�’s purpose is researching and sharing the analysis of worldwide educational systems.You can �nd the report on Canada and Mexico in the Newsletters section at www.riet-edu.org
CANADIAN EDUCATION SYSTEM
The Canadian education system is one of the most decentralized systems in terms of organization and management. Canada is characterized by the absence of a National Education Ministry or a federal education system, instead educational powers are delegated to each of the jurisdictions composing the Confederation.
MEXICAN EDUCATION SYSTEM
The Mexican Education System is structured within the framework of di�erent legal bodies. First of all, we may mention Sections 3 and 31 of the Political Constitution of the United Mexican States. The former, which dates from 1917, states that “any indivi-dual has the right to education”, and that it is the State in its di�erent forms (Federa-tion, States, Federal District and Municipalities) which “will provide Pre-school, Primary, Secondary and Higher Education”. This means that the State is responsible for ensuring education and that said education must be secular, free, democratic and of quality and that it must contribute to the comprehensive development of individuals, favoring the Development of their skills and strengthening awareness on nationality and sovereignty.
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