Thematische Bibliographien / University vocational training / Bücher
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Bücher zum Thema „University vocational training“

Autor: Grafiati
Veröffentlicht am 30. November 2024

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1

Geggus, Caroline. University training and career opportunities, 1985. Pretoria: Human Sciences Research Council, 1986.

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2

Joan, Jeffri, und Columbia University. Research Center for Arts and Culture., Hrsg. The Artists training and career project: Painters : report prepared for the Research Center for Arts and Culture, Columbia University. New York, N.Y: Trustees of Columbia University/Research Center for Arts and Culture, 1991.

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3

Western Washington University. Woodring College of Education. Washington Center for Vocational Educator Preparation: A grant proposal. Bellingham, Wash: Western Washington University, 1990.

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4

Björk, Lennart. Academic writing: A university writing course. 2. Aufl. Lund: Studentlitteratur, 1997.

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5

TEC, Sheffield, University of Sheffield und Sheffield Hallam University, Hrsg. Training and Enterprise Council national development prospectus 1993/1994.: National vocational qualifications and student work placements, a joint University of Sheffield, Sheffield Hallam University and Sheffield Training and Enterprise Council project. [Sheffield]: [Sheffield TEC?]l, 1993.

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6

Richardson, P. A. University based training and research programmes and how they can help SME's (sic) to prepare for the single European market. Stirling: Scottish Enterprise Foundation, 1989.

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7

Donna, Johnson, und Educational Resources Information Center (U.S.), Hrsg. Putting ability to work: Disability, career development, and employment : a manual for training campus professionals, community employers, human resource professionals, university students. Minneapolis, MN: Career Connections, Disability Services, University of Minnesota, 1994.

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8

H, Bass Hans, Friedrich Ebert Stiftung und Universität Bremen. Small Enterprise Promotion and Training Programme., Hrsg. Enterprise promotion and vocational training for Nigeria's informal sector economy: A joint publication of Friedrich Ebert Foundation Nigeria and the Small Enterprise Promotion and Training Programme SEPT, University of Bremen. Münster: Lit, 1995.

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9

Fullerty, Jennifer Mary. Lifelong learning: Post-compulsory education and the university for industry : a case study, or, An investigation of the impact of the UK government initiative Learndirect on a changing and ageing society with implications for policymakers, researchers and teachers in terms of the supply and demand of educational and training opportunities. Arlington, Virginia: F Street Books (Parkgate Press), 2011.

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10

Ignacio, Calderón Adolfo, und Falcão, Maria do Carmo Brant de Carvalho., Hrsg. Juventude, capacitação profissional e inclusão social: Uma experiência de extensão universitária. São Paulo, SP: Olho d'Agua, 2000.

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11

Powers, Jane Bernard. The "girl question" in education: Vocational education for young women in the progressive era. London: Falmer Press, 1992.

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12

Solomon, Amy. Faculty development workbook. Australia: Thomson Delmar Learning, 2007.

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13

Kazakova, Nataliya, und Lyudmila Permitina. Fundamentals of analysis of accounting (financial) statements of the company. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1914230.

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The textbook discusses the basics of the analysis of accounting (financial) statements, including the disclosure of the features of the analysis of accounting indicators generated by RAS (FSBU) and IFRS; the basics of financial management as a set of tools and actions aimed at optimizing the financial model of the organization, providing an increase in the value of the company for shareholders and value for other stakeholders, as well as the rationale for decisions in areas of financial management. The theoretical material is accompanied by practical examples, control questions, tests and tasks that allow you to verify and consolidate the knowledge gained. In addition, the textbook has a workshop designed for students to independently complete tasks under the supervision of a teacher. Meets the requirements of the federal state educational standards of secondary vocational education of the last generation. For students studying in the system of secondary vocational education, as well as university students of all areas of training.
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14

Eremina, Svetlana, Elena Stepanova, Dmitriy Akopov, Marina Gubenko, Svetlana Kudryashova und Galiya Suleymanova. Labor law. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1908962.

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The content of the textbook gives the necessary idea about the basic concepts, categories, institutions of the branch of law "Labor law". Taking into account the students' independent study of regulatory legal sources and special literature, the textbook is designed to promote the acquisition of professional knowledge on the regulation of relations included in the subject of this branch of Russian law. The training material is accompanied by control questions and tasks that will help to understand more deeply the key issues of labor law and learn how to apply its norms in practice. Prepared on the basis of the Department of Civil Procedure and Labor Law of the Faculty of Law of the Southern Federal University (Rostov-on-Don). Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions studying the course "Labor Law".
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15

Garshin, Anatoliy. General and inorganic chemistry in diagrams, figures, tables, and chemical reactions. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1070937.

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The textbook in the form of definitions, drawings, diagrams, tables, formulas and chemical reactions outlines the main provisions of General and inorganic chemistry. It is intended for students of non-chemical specialties of higher education institutions. It can be used by students of secondary vocational schools of chemical and medical-biological profiles, secondary school teachers, applicants, foreign students studying in Russian technical universities and natural science faculties of universities, as well as in the system of pre-University training of foreign students. Each Chapter of the manual contains questions for self-control of the knowledge received by the student and checking the depth of assimilation of the studied material.
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16

Sychev, Yuriy. Fundamentals of information security. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1932260.

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The textbook is intended for training in the following disciplines: "Fundamentals of information security", "Information security", "Information security", "Threats to information security", "Malicious programs", "Antivirus programs", "Information security standards", "Technology for building secure automated systems". There are control questions for each chapter, a glossary, a list of topics for abstracts, tests with answers are given at the end. The presented material was tested in the classroom at the Plekhanov Russian University of Economics. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions and institutions of secondary vocational education. It will be useful for specialists working in the field of information security and information protection.
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17

Salewski, Christian. Das Institut Technik und Bildung der Universität Bremen: Entstehung und Entwicklung 1979-2005. Bremen: Donat Verlag, 2011.

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18

P, Bunk Gerhard, Hrsg. Idealität und Realität in der beruflichen Bildung: 25. Jahre Institut für Arbeits-, Berufs- und Wirtschaftspädagogik der Justus-Liebig-Universität Giessen (1963-1988). Giessen: Jungarbeiterinitiative an der Werner-von-Siemens-Schule, 1990.

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19

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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20

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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21

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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22

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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23

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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24

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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25

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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26

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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27

Martinez, Francisco Jose Saez. University‐vocational Training Network. Biohealthcare Publishing (Oxford) Limited, 2017.

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28

Billett, Stephen, und Amanda J. Henderson. Developing Learning Professionals: Integrating Experiences in University and Practice Settings. Stephen Billett, 2013.

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29

Raggatt, Peter. Change And Intervention: Vocational Education And Training (Open University Set Text). Routledge, 1991.

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30

Flude, Mike. Education, Training and the Future of Work II: Developments in Vocational Education and Training (Open University Reader 2 for the E837 Module). Routledge, 1999.

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31

Flude, Mike. Education, Training and the Future of Work II: Developments in Vocational Education and Training (Open University Reader 2 for the E837 Module). Routledge, 1999.

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32

Bjork, Lennart, und Christine Raisanen. Academic Writing: A University Writing Course. 2. Aufl. Copenhagen Business School Press, 1997.

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33

Scott, Chaunda L., und Eunice N. Ivala. Faculty Perspectives on Vocational Training in South Africa: Lessons and Innovations from the Cape Peninsula University of Technology. Taylor & Francis Group, 2019.

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34

Scott, Chaunda L., und Eunice N. Ivala. Faculty Perspectives on Vocational Training in South Africa: Lessons and Innovations from the Cape Peninsula University of Technology. Taylor & Francis Group, 2019.

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35

The Virtual University: An Action Paradigm and Process for Workplace Learning (Workplace Learning Series). Cassell, 1999.

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36

The Virtual University: An Action Paradigm and Process for Workplace Learning (Workplace Learning Series). Thomson Learning, 1999.

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37

McNally & co. [from old catalog] Rand. Department for Education and Skills: Extending Access to Learning Through Technology: Ufi and the Learndirect Service. Stationery Office Books (TSO), 2005.

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38

Renewing Architectural Typologies : Mosque, House, Library: Makram El Kadi, Hernan Diaz Alonso, and AOC. Yale School of Architecture, 2014.

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39

Mayisela, Tabisa, Shanali C. Govender und Cheryl Ann Hodgkinson-Williams. Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425.

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This volume investigates the uptake of ‘open learning’ in South African Technical Vocational Education and Training (TVET) colleges and higher education institutions. Comprised of 16 studies focused on activities at a range of colleges and universities across the country, these chapters aim to promote a better understanding of open learning practices across the Post-School Education and Training (PSET) sector, including issues such as: recognition of prior learning, access for students with disabilities, work integrated learning, professional development, novel student funding mechanisms, leadership for open educational practices, institutional culture, student support, blended and online learning, flexible learning, online assessment, open educational resource development models and funding, and micro-credentials. This collection of peer-reviewed chapters contributes to understanding the ways in which South African PSET institutions and educators are interpreting ‘open learning’ as a means of advancing social justice. It includes a historical and contemporary understanding of the economic, cultural and political obstacles facing PSET, drawing on Nancy Fraser’s theory of social justice as ‘participatory parity’ to better understand the ways in which ‘open learning’ may address systemic social injustices in order to allow South African students and educators to thrive. This volume emerges from research conducted by the Cases on Open Learning (COOL) project, an initiative by the Department of Higher Education and Training in partnership with the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town (UCT) in South Africa.
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40

Bosch, Gerhard. Different National Skill Systems. Herausgegeben von John Buchanan, David Finegold, Ken Mayhew und Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.20.

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As sources of legitimation for the assignment of social status, education and training systems are more strongly rooted in particular national traditions than other social institutions. Most typologies of national skill systems focus on the differences in general and vocational education in upper secondary school. However, with increasing investment in preschool education, the expansion of university education and the growing importance of education and training for adults, comparative researchers are paying increasing attention to the education and training system as a whole, with the result that country typologies are necessarily becoming more complex. The chapter shows that we must bid farewell to the myth that the sole objective of education and training reforms is to increase economic efficiency. In modern democracies, reforms of education and training systems are often characterised by conflicts between the protection of status, on the one hand, and increasing equality, on the other.
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41

Tyutkova, Irina, Ismail Baykhanov und Yulia Laamarti, Hrsg. INTERNATIONAL BEST PRACTISES OF PEDAGOGICAL ACTIVITY: EXPERIENCE, RISKS, PROSPECTS. EurAsian Scientific Editions, 2022. http://dx.doi.org/10.56948/ugdg6356.

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The modernisation of contemporary Russian higher pedagogical education places special demands on training of a competent specialist having outspoken professional position, well-formed readiness to adapt to the labour market, capable of self-development and educating learners in the conditions of rapidly changing reality. The formation of such personality is possible in the educational space of a university, being characterised by the unity of learners’ classroom and extracurricular activities, coordinated interaction of all participants of pedagogical process aimed at solving the common goal and specific tasks focused on high-quality training of future specialists. The formation of student’s personality as a future teacher has a number of stages coordinated with the process of learning at the university, in particular, with formation of certain knowledge base within the framework of academic discipline studies, acquisition of professional experience in the process of pedagogical training, study of perspective practices and experience of pedagogical activity. The proper attitude to accumulation, generalisation and popularisation of advanced pedagogical experience contributes to formation and development of professional mastery of both students of pedagogical profile and young teachers. The advanced pedagogical experience of winners and laureates of the national pedagogical mastership contests in the Russian Federation and CIS countries requires special research. An attempt of large-scale research of this unique practical experience and its implantation into the training process at pedagogical universities was undertaken by the Russian State Pedagogical University. The research results were tested at the All-Russian applied research conference with international participation “International Best Practices in Pedagogical Activity: Experience, Risks, Prospects”. The conference was presented with 102 papers by representatives of educational organisations from Russia and foreign countries, including Latvia, Kazakhstan, Belarus and Uzbekistan. The aim of the conference was to discuss efficient practices of transformation of modern education aimed at updating its content by strengthening practical orientation and integration of higher and general education, exchange of experience among educators actively using modern educational technologies. The conference was held along the following directions: – Practical application of results of efficient pedagogical solutions and advantages of promising practices of pedagogical excellence aimed to improve the quality of education. – The system of young educators support: ideas and practices. – Digital learning environment: pedagogue’s new tools. – The teacher’s personality in innovative educational space. – Trends in pedagogical education development. – Learner’s individual trajectory as a resource for future teacher formation. – Best teaching practices: international and national experience. The conference participants discussed the pressing issues of organising the teaching process in general-education organisations and vocational guidance in higher education. The participants noted that such pedagogical transfer in modern conditions is one of the important and productive directions of searching for the ways to improve pedagogical mastery.
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42

Kay, Robin H., Sharon Lauricella, Chris D. Craig, Tricia Dwyer-Kuntz, Janette Hughes, Diana Petrarca, Timothy Bahula et al. Thriving Online: A Guide for Busy Educators. Herausgegeben von Robin H. Kay und William J. Hunter. eCampusOntario Open Authoring Platform, 2022.

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