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Crochard, Magali. „Adult Vocational Training in University“. International Journal of Learning: Annual Review 15, Nr. 3 (2008): 147–52. http://dx.doi.org/10.18848/1447-9494/cgp/v15i03/45694.
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ATAPINA, YULIYA A. „Continuing education program: development and implementation at the University cluster“. Agricultural Engineering, Nr. 2 (2024): 86–91. http://dx.doi.org/10.26897/2687-1149-2024-2-86-91.
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The increasing demand for secondary vocational education programs has drawn even more attention to the didactic support of the continuing education programs implemented in the college-to-university transition system. Their obvious benefit is the shortened period of professional training of specialists while maintaining the highest possible quality of the University cluster, where a vocational college is the primary level of the university training. The experience of implementing secondary vocational education programs in Russian State Agrarian University - Moscow Timiryazev Agricultural Academy taking into account the specifics of the technical training and vocational teacher training necessitated the appropriate infrastructural modification: the establishing of the College of Technology and the Center for Technological Support of Education. The results of the questionnaire survey of students of the College of Technology confirmed the need and relevance of the development of continuing educational programs with a shortened period of study. The methodology of designing continuing educational programs consists of successive logically interrelated stages: analytical designing, verification and implementation, correction and optimization. The first stage is the most challenging and time-consuming for the program developers: it is necessary to determine the invariant component of secondary vocational and higher education, which should be taken into account to develop a continuous Bachelor program that would provide short -time training. In the subsequent stages, this program is to be implemented, evaluated and adjusted. Using this methodology, the author attempted to develop a continuous educational program for the training area 44.03.04 ‘Vocational Education and Training (Sector-Specific)’ based on the vocational college program 44.02.03 ‘Pedagogy of Additional Training (Technical Creativity Area)’. The program is intended for training vocational teachers in accordance with the requirements of the Federal State Educational Standard in a shortened time.
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Corrêa, Adriana Katia, Maria Conceição Bernardo de Mello e. Souza, Maria José Clapis Maria José Clapis und Debora Silva Fornazieri. „Permanent Teacher Training in Vocational Nurse Education: The University - Vocational School Partnership“. Revista de Cultura e Extensão USP 17 (22.05.2017): 57. http://dx.doi.org/10.11606/issn.2316-9060.v17i0p57-66.
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A atuação de professores na modalidade educação profissional técnica de nível mé- dio (EPTNM) na área da saúde, especificamente na enfermagem, é de fundamental importância, tendo em vista o contingente numérico de trabalhadores técnicos de enfermagem (e auxiliares) e a relevância das ações de cuidado pelas quais se responsabilizam nos cenários da saúde, nos distintos níveis de atenção. O objetivo deste relato de experiência é descrever e apontar algumas reflexões acerca do projeto de extensão, “Formação de professores de escolas técnicas: interfaces com a licenciatura em enfermagem”, apoiado pela Pró-Reitoria de Cultura e Extensão da Universidade de São Paulo desenvolvido desde agosto de 2016, explicitando também outras atividades voltadas à formação permanente do professor que o antecederam. São destacados aspectos importantes em relação aos processos e aos produtos que compõem esse projeto, sendo pontuadas reflexões e tendo em vista as suas implicações para os envolvidos. Trata-se de uma proposta que, voltada à qualificação da formação do professor enfermeiro e do aluno da EPTNM na área da saúde/enfermagem, pode promover a articulação universidade-escola técnica contribuindo com o fortalecimento do compromisso social da universidade com a educação e a saúde.
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Погонышев, Владимир Анатольевич, Дина Алексеевна Погонышева und Татьяна Михайловна Хвостенко. „VOCATIONAL TRAINING OF FUTURE ENTREPRENEURS AT THE UNIVERSITY“. Вестник Тверского государственного университета. Серия: Педагогика и психология, Nr. 1(50) (24.03.2020): 210–17. http://dx.doi.org/10.26456/vtpsyped/2020.1.210.
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Рассмотрены вопросы профессиональной подготовки бакалавров как субъектов будущей предпринимательской деятельности. Показано, что качество подготовки обучающихся обусловлено социокультурными, психолого-педагогическими и социально-экономическими факторами, включающими трансформацию предпринимательской и общей культуры, гуманизацию образования с опорой на системный, личностно ориентированный, деятельностный, аксиологический, синергетический, компетентностный подходы и формирование цифровой среды. Установлено, что профессиональная компетентность бакалавра как субъекта будущей деятельности в сфере предпринимательства включает когнитивно-деятельностный, мотивационно-ценностный и рефлексивно-коммуникативный компоненты. Обоснованы организационно-педагогические условия профессиональной подготовки студентов как субъектов будущей предпринимательской деятельности, включающие моделирование профессиональной подготовки, учитывая социально-экономические и личностные аспекты с опорой на системный, деятельностный, личностно ориентированный, аксиологический, фрактальный, синергетический и компетентностный подходы; использование цифровых технологий; мониторинг уровня подготовки субъектов будущей деятельности в предпринимательстве, обусловленной образовательными потребностями общества и личности, цифровыми образовательными ресурсами вуза. Аrticle considers issues of professional training of bachelor 's degrees as subjects of future business activity. It is shown that the quality of training of students is due to sociocultural, psycho-pedagogical and socio-economic factors, including transformation of entrepreneurial and general culture, humanization of education based on systemic, personality-oriented, activity, axiological, synergistic, competent approaches and formation of digital environment. It has been established that the professional competence of the bachelor as a subject of future activity in the sphere of entrepreneurship includes cognitive-activity, motivation-value and reflexive-communicative components. Organizational and pedagogical conditions of professional training of students as subjects of future business activity are justified, including modeling of professional training, taking into account socio-economic and personal aspects based on systemic, activity, personality-oriented, axiological, fractal, synergistic and competent approaches; use of digital technologies; Monitoring the level of training of subjects of future activities in entrepreneurship due to educational needs of society and personality, digital educational resources of the university.
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Faleeva, Liya, Ekaterina Bratukhina, Sergey Ezhov, Larisa Gorbunova, Anastasia Lopanova, Lubov Viaznikova und Nina Kryukova. „Student’s Social Experience Forming in University Vocational Training“. Eurasian Journal of Analytical Chemistry 12, Nr. 7b (01.10.2017): 1127–35. http://dx.doi.org/10.12973/ejac.2017.00238a.
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Balleux, André. „Les étudiants en formation à l’enseignement professionnel au Québec : portrait d’un groupe particulier d’étudiants universitaires“. Canadian Journal of Higher Education 36, Nr. 1 (30.06.2006): 29–48. http://dx.doi.org/10.47678/cjhe.v36i1.183524.
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Registration in a university training program for teachers of vocational training represents a major transition characterized by a progressive rupture between practice of a trade and practice as a teacher. This situation particular to Quebec teachers of vocational training makes them unique students, with characteristics and profiles different from their colleagues of the general sector. This article presents the results of a study conducted with students enrolled in training programs for teaching vocational training at Sherbrooke University aimed at building a first portrait of this characteristic group. This research constitutes the first step in a process which will contribute to a better understanding of the identity, the problems and the peculiar situation of teachers of vocational training at their moment of transition between practice of a trade and teaching their trade.
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Wang, Yan. „Study on the Current Situation of Skills Training for Pre-Vocational Chemistry Normal University Students Based on the Normal University Professional Certification“. International Education Forum 2, Nr. 4 (20.06.2024): 32–38. http://dx.doi.org/10.26689/ief.v2i4.7067.
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At present, the main task of normal universities is to train qualified teachers for primary and secondary schools. Thus, pre-service teacher skills training and some educational theories are compulsory courses for every normal university student. The level of pre-service teacher skill training of normal university students directly affects the future teaching work of students. Especially for chemistry normal university students, we should not only possess the basic teaching ability of teachers but also experimental operation skills. Therefore, transforming from an ordinary chemistry normal university student to a qualified chemistry teacher must go through many links, especially the pre-vocational chemistry normal university student skills training. Based on the relevant theory of the skill training of pre-vocational chemistry students, this paper combines its own practical experience and adopts the questionnaire method to analyze the problems existing in the skill training of pre-vocational chemistry students. This paper is divided into three parts, the qualities of the students, the current situation, and problem analysis.
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Migunova, Еlena. „Reverse mentoring in vocational training of future teachers“. Man and Education, Nr. 1 (62) (2020): 88. http://dx.doi.org/10.54884/s181570410020862-3.
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The article describes the experience of the reverse mentoring system in the student environment of the university. Tasks, directions, stages of implementation, methods are considered, indicators of performance of implementation of reverse student mentoring among future teachers of pre-school education at the department of the university are presented.
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Tyson, Ruhi. „Book Review: History of Vocational Education and Training in Europe“. International Journal for Research in Vocational Education and Training 5, Nr. 2 (30.08.2018): 165–71. http://dx.doi.org/10.13152/ijrvet.5.2.5.
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The book is volume 14 in the series Studies in Vocational and Continuing Education. Series editors are Philipp Gonon & Anja Heikkinen. Volume 14, History of Vocational Education and Training in Europe: Cases, Concepts and Challenges is edited by Esther Berner, Professor for Educational Science, Helmut-Schmidt University in Hamburg, Germany, and Philipp Gonon, Professor for VET and Teacher Training, University of Zurich, Switzerland.
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Pokaliuk, V., und D. Fedorenko. „CHARACTERISTICS OF PROFESSIONAL AND TECHNICAL EDUCATIONAL ESTABLISHMENTS OF CIVIL PROTECTION OF UKRAINE“. Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems, Nr. 54 (28.09.2022): 45–49. http://dx.doi.org/10.31652/2412-1142-2019-54-45-49.
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The article describes the contents of the concepts of professional training of the personnel of theunits of Civil Protection Emergency Rescue Service, primary professional training, professional (vocational) training.The structure of vocational education of the civil protection sphere is considered.The description of the training centers of the emergency rescue units of the special purpose (specializededucational institutions of the first attestation level), the list of working professions by which vocational training,retraining, advanced training are carried out is presented. The training centers of the Civil Rescue Service (trainingcenter of the Main Department of the State Emergency Service in Kyiv, the training center of the Civil Rescue Service,the Interregional Emergency Response Center of the operational and rescue service) the list of proffessions for whichpreparation, retraining, advanced training, vocational training are carried out, their main purpose is given. The activityof the Higher Vocational School of Lviv State University of Life Safety and the State Paramilitary Mining and RescueSquad is described, the working professions under which vocational training, initial vocational training, retraining andadvanced training are carried out.
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Olafsdottir, Olof A., Hildur Kristjansdottir, Berglind Halfdansdottir und Helga Gottfredsdottir. „Midwifery in Iceland: From vocational training to university education“. Midwifery 62 (Juli 2018): 104–6. http://dx.doi.org/10.1016/j.midw.2018.03.021.
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Weber, Anthony, Scott Devenish und Louisa Lam. „Vocational and University Paramedicine Education“. International Journal of Paramedicine, Nr. 7 (08.07.2024): 163–71. http://dx.doi.org/10.56068/intx9615.
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This paper highlights key research areas within paramedicine education in Australia. Firstly, it discusses the need for a comparative analysis of accreditation standards, focusing on the recent shift towards a pre-employment model and its impact on program content, particularly the balance between theoretical and practical components. Secondly, it addresses the importance of exploring the influence of ethics education on paramedic practice, investigating how a robust ethical foundation acquired during education translates into ethical practices in real-world scenarios. Additionally, it suggests conducting a comparative study of international models to understand different education approaches, emphasising the importance of identifying best practices to enhance paramedic education in Australia. Lastly, it emphasises the significance of assessing the impact of accreditation changes in 2018, specifically the shift in accreditation responsibilities from the Council of Ambulance Authorities to the Paramedicine Board of Australia, aiming to understand its implications on the quality and consistency of paramedicine education across various institutions. Overall, this paper highlight the critical research gaps and areas of investigation essential for advancing paramedicine education and improving the quality of paramedic training in Australia.
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Kopeev, Zhanat, Zhamilya Taichik, Altynai Dzhakina und Asel Abdrakhmanova. „IMPLEMENTATION OF DUAL TRAINING AT A PEDAGOGICAL UNIVERSITY“. 3i intellect idea innovation - интеллект идея инновация 2 (2023): 203–11. http://dx.doi.org/10.52269/22266070_2023_2_203.
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Since vocational education has always been tightly connected with the industrial sector. The authors describe how dual education is implemented in other countries, as well as how the dual education model is being implemented in Kazakhstan. As an example to describe the introduction of elements of dual education, we present the system of dual education of Margulan Pavlodar Pedagogical University. On the whole, we describe the general position on dual education at the university, the main functions of a teacher-mentor, the assessment policy, the features of legal and educational documentation. The paper shows that this technology allows solving the tasks assigned to the pedagogical university for the training of teaching staff for the system of secondary vocational education. The system of dual education is an effective and flexible mechanism that allows you to train highly qualified specialists who are in demand by enterprises in various fields of activity in modern market conditions.
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Chopp, Sara, Dimitri Topitzes und Joshua Mersky. „Trauma-Responsive Vocational Rehabilitation Services“. Behavioral Sciences 13, Nr. 6 (19.06.2023): 511. http://dx.doi.org/10.3390/bs13060511.
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Research on the effectiveness of Vocational Rehabilitation (VR) Programs has revealed that VR services are less effective for trauma-affected and Black consumers. For instance, consumers with trauma exposure disengage from services earlier than their non-traumatized counterparts, and Black consumers benefit less from each phase of VR services compared to others. One midwestern state’s VR program sought to address these disparities by offering trauma-informed and trauma-responsive services that emphasize cultural responsiveness, racial equity, and strengths-based practices. To begin this work, the state’s VR program collaborated with an applied research unit in a public university to establish two work groups: a communications group and a training group. The purpose of the communications group was to build a robust referral network within the VR Division and with other community-based agencies and providers, particularly for low-income, Black consumers. The purpose of the training group was to develop and deliver a training program to support VR professionals in providing trauma-informed and trauma-responsive services. Results from an evaluation of the training indicated that each training module generated for staff both reminders and new insights into ways to effectively work with consumers. Staff expressed that they wanted opportunities to further explore and apply the training content and needed additional, ongoing support to implement what they were learning. In response to staff needs, the state’s VR program is continuing to invest in this community–university partnership by establishing communities of practice for staff and evaluating the effectiveness of the training program.
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Tkachuk, Viktoriia, Tetiana Sulyma, Olena Tarasova und Svitlana Khotskina. „ASPECTS OF TRAINING BACHELORS IN VOCATIONAL EDUCATION (COMPUTER TECHNOLOGIES)“. Scientific Journal of Polonia University 32, Nr. 1 (03.04.2019): 90–98. http://dx.doi.org/10.23856/3211.
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The present multi-aspect research into training future vocational teachers of the first (bachelor) cycle of higher education and the increased status of forming a creative mobile specialist on the labour market is focused on regulatory content aspects to ensure high-quality vocational training at Ukraine’s universities. The number of licensed, state-ordered and enrolled students specializing in vocational education (Speciality 015) for the last three years is compared. The research reveals the essence of integrated vocational and pedagogical training of students pursuing a bachelor’s degree in Speciality 015 “Vocational Education (Computer Technologies)”.
The educational programme of training contains 240 credits. There are described specialized laboratories for training students pursuing a bachelor’s degree in Speciality 015 “Vocational Education (Computer Technologies)” at Kryvyi Rih National University. There are provided programme results of training students pursuing a bachelor’s degree in Speciality 015 “Vocational Education (Computer Technologies)” and relevant competences. To diagnose maturity levels of each competence (low, medium, high) of future teachers of vocational training (IT specialists), cognitive, operation-technological, axiological and motivational criteria are determined. Special attention is paid to a number of topical problems of updating the content of specialists’ training in the field under study.
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Vaganova, Olga I., Ludmila A. Sundeeva, Elena Yu Ponomareva, Julia A. Kulagina und Anna V. Lapshova. „Round table technology in university educational process“. Revista Amazonia Investiga 9, Nr. 28 (21.04.2020): 50–56. http://dx.doi.org/10.34069/ai/2020.28.04.6.
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The process of building students' competence must meet modern requirements and include the use of innovative technologies. The development trends of modern society have led to the emergence of a competency-based approach in vocational education. In the process of building professional competence, it is necessary to use technologies that meet the requirements of the Federal state educational standards which contribute to the development of practical focus of training. Among such technologies we single out technologies for holding a round table. The technologies of the round table are not new, but due to combination with various innovative technologies, they become more relevant. The implementation of the round table in the training of vocational education teachers is a discussion process that speculates about a relevant topic requiring a comprehensive analysis. Modern conditions provide arrangements of round tables with their own specifics. The purpose of the article is to identify the effectiveness of holding round tables in students’ preparation in higher educational institutions. The article presents basic principles on which the technology of the round table is based, its ideas and essence, as well as the features of its holding. A study conducted at a pedagogical university during the training of vocational education teachers is presented. It showed the need for implementing round-table technologies in preparing students for future professional activities, as the ones allowing students to build effective discussions, negotiate based on arguments and facts. We have identified the effectiveness of the "round tables" in the training of students in higher educational institutions. The study made it possible to establish the level of students’ preparedness for conducting effective discussions for the implementation of future professional activities in secondary vocational educational institutions. The technology of the round table allows to increase the knowledge level of students. The results can be used in students’ training in various faculties.
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Teke, Abdullahi Muhammad. „Delivery and Challenges of Vocational Teacher Education at Ahmadu Bello University, Zaria“. International Journal of Vocational and Technical Education Research 8, Nr. 1 (15.01.2022): 39–54. http://dx.doi.org/10.37745/ijvter.15/vol8n1pp3954.
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The paper is meant to examine delivery and challenges of Vocational Teacher Education programme of Ahmadu Bello University (ABU) Zaria. The popularity of ABU goes beyond Nigeria and West Africa. It is among the three first generation universities in Nigeria. It has a Faculty of Education which is generally concerned with teacher education in the university. Under it, there is a section that is primarily concerned with Vocational Teacher Education in the university. For better understanding of the nature of the study the paper conceptualizes the major concepts in the study which include; concepts of vocational education and vocational teacher education. It was observed that, the vocational teacher education in the university follows some strategies in the process of delivery these include; theoretical aspects of the training which is done through various courses offered in the departments and general education, this use to be accompanied by Teaching Practice (TP), Students’ Industrial Work Experience Scheme (SIWES), Industrial Attachment, Field Trip and Practical. The vocational teacher education is run by two departments viz; Business Studies, Vocational and Technical Education and Home Economics. The Programme in the university is faced with some challenges which include; problem of funding, learning facilities, shortage of qualified vocational education lecturers, poor public perception and apathy, low information and technology compliance curriculum. It is therefore suggested that, Ahmadu Bello University should supply adequate resources to the technical and vocational education unit of the university. alongside with a budgetary allocation to the sector in order to cater for its recurrent expenditure in the training processes. The curriculum taught in other vocational education sector should be reviewed to meet the demands of the labour market as done by the Home Economics unit and be able to incorporate computer competence.
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Hoa, Nguyen Quynh, und Phung Chu Hoang. „Vocation Education Quality from Demand Side’s Perspective: The Case of Transport Technology Universities in the North of Vietnam“. Journal of Business and Economics 10, Nr. 11 (22.11.2019): 1089–97. http://dx.doi.org/10.15341/jbe(2155-7950)/11.10.2019/006.
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Quality outcomes from vocational education and training (VET) are fundamental to ensuring a skilled workforce and supporting a productive economy. The quality of vocational training from the demand’s perspective is defined as meeting the customer specification, needs or requirements. Using the method of Exploratory Factor Analysis (EFA) and Multiple Regression Analysis to get the analytical results of 275 respondents as graduates of University of Transport and Communication, University of Transport Technology (the two universities training on transportation in the North of Vietnam), the results show that factors are measured by the observed variables in the study that ensure reliability and relevance. The descriptive statistics result of vocational training quality is 3.28, while all independent variables are at average level (between 3.1 to 3.48) with the highest value related to the quality of the teacher and the lowest are facilities and training programs and management capacity of university. However, the regression results show that the qualification of the teacher, material facilities and training program, management capacity and job opportunities at the training school do not affect the quality of the training while “Learners-NH” have a great positive effect and the labor market information has a negative effect on the training quality of the school significantly. Base on those data, some policy recommendations have been given out in order to improve the training quality of transport technology universities in the north of Vietnam in particular and the vocational training quality of Vietnam in general.
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Fielding, Alison, Dominica Moad, Amanda Tapley, Andrew Davey, Elizabeth Holliday, Jean Ball, Michael Bentley et al. „Prevalence and associations of rural practice location in early-career general practitioners in Australia: a cross-sectional analysis“. BMJ Open 12, Nr. 4 (April 2022): e058892. http://dx.doi.org/10.1136/bmjopen-2021-058892.
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ObjectivesTo: (1) establish the prevalence of urban, regional, rural and remote practice location of early-career general practitioners (GPs); and (2) examine demographic and training-related characteristics associated with working in regional, rural or remote areas post attainment of vocational general practice qualifications.DesignCross-sectional, questionnaire-based study, combined with contemporaneously collected data from participants’ prior vocational training.SettingAustralian general practice.ParticipantsNewly vocationally qualified GPs (ie, within 6 months–2 years post fellowship) who had completed vocational training with regional training organisations in New South Wales, Australian Capital Territory, eastern Victoria, and Tasmania between January 2016 and July 2018.Primary outcome measureRurality of post-fellowship practice location, as defined by Modified Monash Model (MMM) geographical classifications, based on current practice postcode. Prevalence of regional/rural/remote (‘rural’) practice was described using frequencies, and associations of rural practice were established using multivariable logistic regression, considering a range of demographic factors and training characteristics as independent variables.ResultsA total of 354 participants completed the questionnaire (response rate 28%) with 319 providing information for their current practice location. Of these, 100 (31.4%) reported currently practising in a rural area (MMM2-7). Factors most strongly associated with practising in a rural area included having undertaken vocational GP training in a rural location OR 16.0 (95% CI 6.79 to 37.9); p<0.001; and undertaking schooling in rural area prior to university OR 4.21 (1.98, 8.94); p<0.001.ConclusionsThe findings suggest that vocational training experience may have a role in rural general practice location post fellowship, attenuating the previously demonstrated ‘leakage’ from the rural practice pipeline.
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Si Moussa, Azzedine. „De la préprofessionnalisation à l’entrée en IUFM : parcours et orientation vers le professorat des écoles.“ L’Orientation scolaire et professionnelle 23, Nr. 4 (1994): 493–507. http://dx.doi.org/10.3406/binop.1994.1509.
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This paper tries to show the influence of pre-vocational training and of the allocation of grants at the preparatory level, on students registration at the University Institute for Teacher Training of Bourgogne (I.U.F.M.). That influence is firstly quantitative : a majority of I.U.F.M. 's students have encountered pre-vocational training. By a qualitative point of view, we notice that the Human Sciences group is the most representative. Pre-vocational training and pre-recruitment appear to be attractive for students who want to teach. It has been confirmed by interviews.
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Eshtyganova, Snezhana S., und Alexey A. Ivanov. „TRAINING SPECIALISTS OF SECONDARY VOCATIONAL EDUCATION AT THE MARI STATE UNIVERSITY: HISTORY AND MODERNITY“. Vestnik Chuvashskogo universiteta, Nr. 1 (25.03.2024): 36–47. http://dx.doi.org/10.47026/1810-1909-2024-1-36-47.
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The relevance of the study is determined by the importance of studying the specifics of implementing secondary vocational education in higher education institutions on the example of the Mari State University. The purpose of the study is to consider the trajectory of training middle–level specialists in a higher education institution on the example of the Mari State University as a modern educational trend. Materials and methods. When writing the article, both general scientific (analysis, description) and special historical methods (historical-comparative, historical-statistical) were used. The use of various methods makes it possible to carry out a qualitative analysis and generalization of information about secondary vocational education at the Mari State University and its branch. The work is based primarily on the analysis of previously unknown archival documents extracted from the funds of the Council of Ministers of the Mari ASSR, the State Archive of the Republic of Mari El and the funds of the Museum of the Mari Agrarian College. Materials from published sources and scientific literature on the problems of secondary vocational education were also used. Study results. In the modern domestic research field, there are not enough works considering training of middle–level specialists at a classical university, as well as the multifaceted history of the Mari Agricultural College – the “forge of personnel for the Mari Nonblack Soil Zone.” The work uses previously unpublished documents on the activities of the Mari Agricultural College from the fund of the State Archive of the Republic of Mari El and the funds of the archive and the museum of the Mari Agricultural College (branch) of the Mari State University, as well as modern statistical data on secondary vocational education at the Mari State University. Conclusions. It is concluded that secondary vocational education in the university structure is an important component for any developing higher education institution. The Mari State University, engaged in training middle-level specialists at faculties, institutes and its branch, maintains its status as a multi-level educational institution and confirms the importance of secondary vocational education in the Russian education system.
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Xu, Yan. „Exploration and Reflection on the Training Model of Customer Service Talents in Higher Vocational Education in the Digital Era“. East Asian Trade Association 5, Nr. 1 (30.06.2023): 39–51. http://dx.doi.org/10.47510/jeat.2023.5.1.39.
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Purpose - Higher vocational colleges need to promote the reform of customer service talent training mode to adapt to the new requirements of the digital age and train customer service talents that meet the needs of enterprises. Therefore, the training mode of customer service talents in higher vocational colleges is studied.
Design/Methodology/Approach - Based on the basic theory of innovation and development, this paper studies the problems existing in the training of customer service talents in higher vocational colleges: there is a gap between the standards of school talent training and the needs of enterprises; The application ability of digital technology of higher vocational college graduates is insufficient; The community consciousness of both sides of school-enterprise cooperation is weak, so we put forward the path of talent training.
Findings - This paper integrates digital skills into the goal of talent training, Build a customer service digital knowledge system according to customer service positions; To build a double-qualified teaching staff; Deepen the deep integration of production and teaching, optimize the practice of digital curriculum; University-enterprise joint development of industry-university-research cooperation platform and other paths to promote innovation and reform of customer service talent training model.
Research Implications - The research of this paper is of great significance to reform the training mode of higher vocational customer service talents in the digital era. Also, it provides reference for the follow-up research of other scholars
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Zhuyeva, Alexandra G. „Pedagogic technology for the development of information competency of vocational training pedagogues in the process of profile training at the university: the results of implementation“. Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 28, Nr. 1 (25.08.2022): 52–59. http://dx.doi.org/10.34216/2073-1426-2022-28-1-52-59.
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In the article, the author presents the results of a study of the problem of developing the information competency of future pedagogues of vocational training in the process of their profile training at a university. Topicality of the problem is substantiated; the stages of the study are characterised. The conducted research allowed identifying a range of problems that cause the low efficiency of the formation of information competency of vocational training pedagogues, the general dissatisfaction with this of employers and the graduates themselves of training direction 44.03.04 “Vocational training (by industry)ˮ and the main directions for the development of information competency of future vocational training pedagogues in the preparation. Based on the results of the exploration stage of the experiment, as well as taking into account the modern requirements of the digital economy for the level of information competency of future pedagogues of vocational training, trends and patterns of modern education and the results of the analysis of scientific and pedagogic literature on the research problem, pedagogic technology were substantiated; development of information competency of vocational training pedagogues was conducted and tested in practice. The implementation of this technology as part of the formative stage of the pedagogic experiment made it possible to significantly increase the efficiency of the development of the phenomenon under study among future pedagogues of vocational training through the use of the potential of specialised disciplines for these purposes.
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A.A. Seitaliyeva. „The State of Teacher Training in the Conditions of Dual Training“. Journal of Electrical Systems 20, Nr. 4s (08.04.2024): 1036–41. http://dx.doi.org/10.52783/jes.2148.
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The purpose of this article is to understand and justify the conditions for the use of elements of the dual training system in the implementation of professional educational programs to improve the efficiency and quality of training of qualified pedagogical personnel in secondary education institutions.
The article discusses the advantages and disadvantages of dual education as a technology for preparing bachelor's degree programs in modern conditions of pedagogical university. Nowadays the topic of "dual training" is a very urgent problem on the pedagogical platform. Because vocational education has never been conceived without connection with the manufacturing sector. The authors describe how dual education is carried out abroad, as well as how the dual education model is being implemented in Kazakhstan. As an example to describe the introduction of elements of dual training, the system of dual training of some pedagogical universities of the Republic of Kazakhstan is presented. The article shows that this technology makes it possible to solve the tasks assigned to the pedagogical university for the training of pedagogical personnel for the system of secondary vocational education. Dual training reduces the gap between theory and practice, promotes the professional development of teaching staff. In addition, it sets new tasks for the higher education system: the development of dual training programs, the regulation of tripartite relations "university – student – employer".
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Perini, Marco, und Pekka Kämäräinen. „Book Review: Internationalization in Vocational Education and Training“. International Journal for Research in Vocational Education and Training 5, Nr. 1 (26.04.2018): 77–81. http://dx.doi.org/10.13152/ijrvet.5.1.5.
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The book was published in the series Technical and Vocational Education and Training: Issues, Concerns and Prospects. Series Editor-in-Chief is Rupert MacLean. Editors of the volume are Ly Thi Tran, associate professor in the Faculty of Arts and Education of Deakin University in Australia), and Kate Dempsey, independent education consultant from Melbourne in Australia.
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Tytova, Nataliya. „THE IMPACT OF THE IMPLEMENTATION OF INTERDISCIPLINARY CONNECTIONS ON THE QUALITY OF TRAINING OF TEACHERS OF VOCATIONAL TRAINING“. Educational Discourse: collection of scientific papers, Nr. 5(5) (20.06.2018): 66–76. http://dx.doi.org/10.33930/ed.2018.5007.5(5)-7.
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From 2012 to the present, active work is being carried out to introduce educational activities in the sphere of higher professional education at the Faculty of Engineering Education of the National Pedagogical Dragomanov University. During 6 years for the educational degree "Bachelor" in the field of knowledge 01 Education / Pedagogy specialty 015 "Vocational Education" 9 specializations were opened, namely: the food technology, the technology of light industry products, the design, the wood processing, the hospitality training, the computer technologies, the economics, the document management, the labor protection. The specialty 015 "Vocational education (in specialties)" is binary (double). The qualification "3340 Teacher of vocational training", which is conditioned by the successful psychological and pedagogical preparation of students, is common for all specializations. The importance of interdisciplinary links in the training of vocational education teachers is extremely important. Because, their successful implementation allows us to comprehend in the future polydisciplinarity and transdisciplinarity, as a strategies for the long and productive development of scientific knowledge.
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Vaganova, Olga I., Nikolay P. Bakharev, Julia A. Kulagina, Anna V. Lapshova und Inna K. Kirillova. „Multimedia technologies in vocational education“. Revista Amazonia Investiga 9, Nr. 26 (21.02.2020): 391–98. http://dx.doi.org/10.34069/ai/2020.26.02.45.
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Modern higher professional education is aimed at the formation of a highly qualified competent specialist. In the conditions of the competence approach, there is an active introduction in the educational process of multimedia technologies. This is one of the most rapidly developing areas of information technology. Therefore, the training of students should be carried out with the use of various information and communication tools, ensuring the improvement of the quality of education. The purpose of the article is to present the experience of training students of pedagogical University using multimedia technologies. The analysis of the impact of these technologies on the motivation and training of students when studying discipline "technology of training teachers of the past" (media technologies have been embedded in the discipline content). For the study, we measured the motivation of students. We compared the indicators of motivation diagnostics in 2017 (before the introduction of multimedia technologies) and 2018 (after the introduction of technologies). We compared the motives of creative realization (MTR) and professional motives (PM). According to the control event on the discipline "Technologies of teaching teachers of the past", we found that the percentage of "excellent" in 2018 has increased significantly, the percentage of unsatisfactory ratings have decreased. The obtained data allowed detecting positive changes after the introduction of multimedia technologies into the educational process. The motivation of students to study the discipline has increased, their preparedness has increased, and the quality of education has increased. The high efficiency of multimedia technologies was determined, so their implementation in the training of students of pedagogical University will continue.
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V. Kiryakova, Aida, Tatiana G. Neretina, Svetlana V. Kiseleva, Maxim V. Faibushevskii, Tatyana Yu. Baklykova und Nina G. Terenteva. „Formation of Value Orientations Among University Students“. Cadernos de Educação, Tecnologia e Sociedade 17, Nr. 2 (24.06.2024): 749–56. http://dx.doi.org/10.14571/brajets.v17.n2.749-756.
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The role of communication, the specifics and flow of communication processes and, accordingly, the requirements for their participants, is increasing in modern society and in all spheres of professional activity. In this connection, the problem of the formation of the communicative creativity of students at the stage of professional training at the university is actualized. At present, this aspect of the vocational training of students in technical areas lacks attention both in theory and in the practice of vocational education. The article examines the theoretical foundations of the theory of the formation of the communicative creativity of university students, interpreted as a set of interrelated and interdependent components that represent a certain integrity based on the use of a set of scientific approaches: systemic, participatory and discursive, implemented on the basis of the principles: transformation of cognitive content into emotional, freedom choice of communications, social reinforcement of creative behavior. The scientific approaches considered in the article were the theoretical foundations for the development of the theory of the formation of the communicative creativity of university students. The materials of the article are of practical value for organizing the process of vocational training in the context of the development of the communicative creativity of students.
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Clinch, Peter. „Training to be a Barrister: the Bar Vocational Course“. Legal Information Management 5, Nr. 2 (Juni 2005): 81–86. http://dx.doi.org/10.1017/s1472669605000526.
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Guzanov, B. N., und K. A. Fedulova. „PROJECT-MODULE CONTINUING INTERDISCIPLINARY TRAINING AT THE VOCATIONAL PEDAGOGICAL UNIVERSITY“. «Современная высшая школа инновационный аспект», Nr. 4 (2017): 34–43. http://dx.doi.org/10.7442/2071-9620-2017-9-4-34-43.
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Kamil, Islamiah, Meiliyah Ariani und Umar Islamil. „ACCOUNTING SOFTWARE TRAINING FOR VOCATIONAL SCHOOL STUDENTS IN THE REGION OF TANGERANG – BANTEN PROVINCE“. ICCD 1, Nr. 1 (20.12.2018): 493–95. http://dx.doi.org/10.33068/iccd.vol1.iss1.72.
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In workplaces, the use of accounting software in business processes is not something new, while most vocational high school graduates still do not understand the use of accounting software. Students who take accounting major, generally have received detailed accounting lessons, but some others are still studied manually. For this reason, trainings are held for Vocational High School students using the methods of: (1) counseling: delivering material in the form of theory. (2) Question and answer; to provide opportunities for participants who still have unclear understanding; (3) Demonstration, in the form of basic accounting material training (basic accounting process manually); (4) Transaction Analysis Practices, and preparation of Financial Statements using Accurate Accounting software. Trainees were students and teachers of Annurmaniayah Vocational School and Budi Mulya Vocational School, Tangerang Banten, and the training was held in the Accounting Laboratory of the Faculty of Economics, University of Prof. Dr. Moestopo (Beragama), on Saturday, March 25, 2017.
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Vikhristyuk, O. V., L. A. Gayazova und A. V. Ermolaeva. „Training Model and Post-Training Support of Specialists of Child Helpline in Supplementary Vocational Training System“. Psychology and Law 9, Nr. 3 (2019): 84–97. http://dx.doi.org/10.17759/psylaw.2019090307.
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The article describes a training model and support of specialists of child's helpline in the supplementary education system, delivered from 2011 to 2019 in the Moscow State University of Psychology and Education. In total, more than 900 specialists from 8 federal districts of the Russian Federation attended the program. The model includes 5 levels of supplementary vocational training (advanced training) of specialists executing the distance psychological counseling for children, their parents and teachers. The key element of the model is examined - professional post-training support (supervisor support) after the main stage of training. Statistical data on calls to the children's helpline for the period 2010-2018 at the Center for Emergency Psychological Assistance of the Moscow State University of Psychology and Education is included as well as the key categories of problems (inquiries) of child helpline users.
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Freund, Larissa, und Michael Gessler. „Book Review: Vocational Education and Training in Times of Economic Crisis“. International Journal for Research in Vocational Education and Training 4, Nr. 4 (21.12.2017): 382–86. http://dx.doi.org/10.13152/ijrvet.4.4.5.
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The book was published in the series "Technical and Vocational Education and Training: Issues, Concerns and Prospects". Series Editor-in-Chief is Rupert MacLean. Editor of the volume is Matthias Pilz, professor and holder of the chair of Economic and Business Education and director of the German Research Center for Comparative Vocational Education and Training (G.R.E.A.T) at the University of Cologne in Germany.
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Liu, Jie, Wei Qi, Chun Zi Liu und Xiu Zhen Zhang. „Strategies Study on Intelligent Building Vocational Training Skills“. Advanced Materials Research 271-273 (Juli 2011): 1747–52. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1747.
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With the social reform and economy development, both laid-off and employment of university students become the more important social problems. Based on the re-employment project of intelligent building, the technical training characteristics and training strategy have been analyzed. Moreover, in order to improve the professional training effect, some factors should been pay more attention and guaranteed primarily, such as improvement the publicity of related departments, students learning basis and ideological trends, quality education and creative ability training, reasonable arrangement of the training mode, widen training form and so on.
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Wibowo, Teguh Setiawan, und Alief Putriana Rahman. „Training and Mentoring Vocational Pharmacy Personnel to Become Responsible for Small Traditional Medicine Businesses“. Asian Journal of Community Services 3, Nr. 7 (30.07.2024): 633–42. http://dx.doi.org/10.55927/ajcs.v3i7.10440.
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The aim of training and mentoring activities for vocational pharmaceutical personnel to become people in charge of small traditional medicine businesses are to improve the quality and safety of traditional medicine products as well as improve the technical and managerial skills of vocational pharmaceutical personnel so that they can carry out their role as people in charge effectively. The methods used theoretical presentation sessions, questions/answers and discussions for online training and discussions, FGDs, workshops and case studies for offline mentoring at the Islamic University of Madura which were conducted on 88 students of the diploma three Pharmacy Study Program, Faculty of Health, Islamic University of Madura. The result is community service through training activities and mentoring for pharmaceutical vocational staff to become people in charge of small traditional medicine businesses, receiving an enthusiastic and positive response from the participants present.
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Antipova, A. M., T. I. Berezina, E. L. Erokhina und S. B. Seryakova. „The model of continuing teacher education: the experience of Moscow Pedagogical State“. Science and School, Nr. 4 (29.08.2023): 104–20. http://dx.doi.org/10.31862/1819-463x-2023-4-104-120.
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The paper presents the teacher training experience of Moscow Pedagogical State University (MPGU) – the oldest professional pedagogical institution in Russia (being the successor of Moscow Higher Women’s Courses, the university celebrated its 150th birthday in 2022). The purpose of the paper is to analyze the teacher training framework of MPGU covering the pool of ‘Pre-vocational education – secondary vocational education – higher vocational education – further vocational education’ as a system of continuous professional teacher development, and to define implementation strategies of continuous pedagogical education. MPGU experience presented here also includes the review of most viable strategies of continuous pedagogical education: fundamental nature of education, integration, humanization and axiologization of education, cooperation and partnership, and digitalization of education. The complete analysis of the teacher training model applied by MPGU suggests that fundamental ideas of teachers’ personal and professional growth concept by V. A. Slastenin are being developed. This is in reference to the existing multi-level teacher training system (starting from school teachers of specialized and academic subjects to postgraduate and extended learning teachers) and to the development of a common education space providing teachers’ personal and professional growth. Updating the pedagogical legacy, contemporary interpretation of procedural concepts, theories, and methods are important aspects in training teachers at MPGU at all levels of continuous pedagogical education.
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Sobczak-Michałowska, Marzena. „PRACTICAL TRAINING OF STUDENTS AT POLISH UNIVERSITIES USING WSG UNIVERSITY IN BYDGOSZCZ AS AN EXAMPLE“. Modern Higher Education Review, Nr. 6 (2021): 66–75. http://dx.doi.org/10.28925/2518-7635.2021.65.
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Reflections about strategic development of vocational education require not only a reliable diagnosis of selected socioeconomic conditions, but all the above forecasts based on this diagnosis. Modern education is a symbiosis of relations with its socioeconomic environment. In recent years these relations have been generally one-sided, the so called environment has tried to influence the directions and programs of vocational education. As a result, educational institutions have been under pressure from the labor market. Nowadays, there is the two-side connection in which institutions of vocational education begin to affect - through their graduates – the labor market.
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Anorue, Honesta Chidiebere, John E. Ekuma, Timothy Onwumere Olinya und Lilian O. Nwandu. „Empowering vocational educators instructional delivery through information and communication technology training in universities“. Journal of Education and Learning (EduLearn) 17, Nr. 4 (01.11.2023): 555–65. http://dx.doi.org/10.11591/edulearn.v17i4.20311.
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This paper explores ways of empowering vocational educators for effective instructional delivery through information and communication technology (ICT) training in tertiary institutions in Enugu State, Nigeria. A descriptive survey research design was used with a population of 63 respondents, comprising lecturers of computer education and business education from University of Nigeria, Enugu State University of Science and Technology, and Godfrey Okoye University. There was no sampling carried out due to the manageable size of the population. The researchers employed a structured questionnaire as a means of collecting data. The collected data were analysed using the mean ( ) and standard deviation. The findings of the study revealed that ICT training would help promote effective instructional delivery in universities in Enugu State. Also, various ICT skills are required by vocational educators for effective instructional delivery. Lastly, several challenges are constraining the ICT training for effective instructional delivery in universities in Enugu State. Based on the findings, the study recommends, among others, that universities should make provision for training and retraining of vocational educators on the use of new technological tools for proper integration in teaching and learning.
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Zhang, Xiaoyu, und Junhee Hong. „Analysis on the Present Situation of Golf Vocational Training in China“. East Asian Trade Association 4, Nr. 1 (30.06.2022): 47–53. http://dx.doi.org/10.47510/jeat.2022.4.1.47.
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Purpose – Golf started on September 30th, 1982, when Zhang Junlin registered and established Shenzhen Golf Club Co., Ltd. in Shenzhen Municipal Market Supervision Administration. In September of the same year, it was approved by Shenzhen Municipal People’s Government. The establishment of the first established golf club in China also marks the official entry of modern golf into the Chinese market. In 1997, Shenzhen University established the first golf major in China, and now there are nearly 600 golf courses in China. China’s golf industry is still developing at a high speed despite policy restrictions. However, there are still some deficiencies in golf vocational training in China. Through the analysis of the shortcomings, the reasonable development direction is put forward.
Design/Methodology/Approach – With the development of golf industry, supporting education has also been carried out in China. Since Shenzhen University, many colleges and universities have also carried out related majors. Golf industry is not limited to golf, but also includes lawn planting, garden art, fashion design, sporting goods manufacturing, hotel management, real estate development, golf education and training, etc., which makes the golf industry bring a variety of jobs and personnel needs. It also makes golf clubs pay more attention to talent cultivation. In this paper, the problems existing in the training of golf talents in clubs and universities are listed and analyzed by means of investigation, to find out the appropriate direction.
Findings – Children are an important member of golf club staff. How to carry out good caddy training and improve caddy’s professional level and comprehensive quality has become the task focus of golf club managers. At present, the common problems of golf caddies in China are: 1. There is no uniform training standard, which makes the quality of caddies uneven. 2. The income of caddies is unstable. 3. Most of the temporary employment relationships between caddies and clubs. 4. Caddy talent reserve can’t meet the needs of club staff. 5. Caddy occupation requires physical condition, and it is difficult to transform after unemployment.
Research Implications – A good teaching foundation is an important way to cultivate talents, and only the mutual communication between clubs and colleges can help improve the ability of golf vocational training in China.
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Mann, Lawrence R., und Frank H. T. Rhodes. „The Prospects for General Education in University Professional Education“. Teachers College Record: The Voice of Scholarship in Education 89, Nr. 6 (November 1988): 211–30. http://dx.doi.org/10.1177/016146818808900612.
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I am not arguing against professional education; I am arguing against narrow vocational training. The first is large, expansive, having the spirit of the liberal arts, setting skills as means within larger ends; concerned with not “the job,” but with life and with the social goals the profession promotes and the ethical standards it demands. The second is narrow, restrictive, developing specific skills in preparation for routine tasks sometimes very technical or scientific; it involves knowledge for specific ends, raising no questions of larger significance, impervious to social context, oblivious to moral choice. A liberal outlook may be nurtured within the context of professional education. It soon withers in the presence of vocational training. Vital Speeches, 15 June 1984
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Fedulova, K. A. „COMPUTER MODELING AS A METATECHNOLOGY FOR IMPLEMENTING INFORMATION AND DIGITAL TRAINING OF STUDENTS OF A VOCATIONAL AND PEDAGOGICAL UNIVERSITY“. Современная высшая школа инновационный аспект, Nr. 4 (2021): 42–48. http://dx.doi.org/10.7442/2071-9620-2021-13-4-42-48.
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The introduction of digital technologies at a fundamentally new level, the transfer of social, economic and technical processes to the digital space, the formation of a digital ecosystem and, as a result, the formation of the digital economy had a powerful impact on the fi eld of vocational education, changing its goals and content, improving methods and technologies. Computer modeling is actively used in modern science and technology, so it is not necessary to talk about the relevance of its integration into the educational process. The use of computer modeling technologies, the transformation of the educational space through their active implementation provides new opportunities for the formation of information and digital training of a graduate of a vocational pedagogical university. The article presents the author’s understanding of embedding computer modeling technologies into vocational training, clarifi ed the defi nition of the term “readiness of a teacher of vocational training for computer modeling”, and also considered an interdisciplinary module as an eff ective means of forming readiness and organizing complex integrative training.
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Yusuf, Arya, und Siti Nursipa Wulida. „Workshop Karya Tulis Ilmiah untuk Meningkatkan Kompetensi Menulis Mahasiswa Fakultas Vokasi Universitas Negeri Yogyakarta“. Jurnal Pengabdian KOLABORATIF 2, Nr. 2 (04.08.2024): 80. http://dx.doi.org/10.26623/jpk.v2i2.9510.
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<p><em>Writing skills have not been mastered by many students in higher education. Writing can be a means of conveying ideas in a rational, critical, and effective manner. Students can express ideas in the form of academic writing, such as essays. Essays can make students think critically, logically, and systematically. The purpose of this activity is to provide training in academic essay writing to new students of the 2023 Vocational Faculty of Yogyakarta State University. This activity is conducted online through lecture and discussion methods. The service team comes from the Research Student Activity Unit of the Vocational Faculty of Yogyakarta State University. Several participants asked questions and were enthusiastic about expressing their ideas. This training is considered successful and smooth, receiving positive responses from the participants. This training has helped vocational students at Yogyakarta State University to understand the rules of essay writing and to increase student's interest and enthusiasm in generating creative and innovative ideas.</em></p>
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Кубрушко, П. Ф., М. В. Шингарева und Ю. А. Атапина. „Pedagogical training of secondary vocational education teachers“. Vocational education and labour market, Nr. 2(49) (30.06.2022): 36–46. http://dx.doi.org/10.52944/port.2022.49.2.004.
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Авторы, анализируя ретроспективы и проявляющиеся тенденции в системе профессионально-педагогического образования (ППО), обосновывают подходы к совершенствованию подготовки преподавателей СПО. Представленные в статье материалы и выводы отражают результаты исследований, проводившихся на кафедре педагогики и психологии профессионального образования Российского государственного аграрного университета — МСХА имени К. А. Тимирязева по координационному плану научных исследований Учебно-методического объединения вузов по профессионально-педагогическому образованию в течение десятков лет. Содержащиеся в докладе положения могут быть учтены руководителями и специалистами федеральных и региональных органов управления образованием при формировании политики и принятии текущих решений, направленных на модернизацию СПО, а также педагогами-учеными при проведении научных исследований в области теории и практики ППО. Abstract The authors analyse retrospectives and emerging trends in the system of vocational pedagogical education and substantiate different ways of improving teachers of secondary vocational education training. The materials and conclusions presented in the article come from the results of research being conducted at the Department of Pedagogy and Psychology of Vocational Education of the Russian State Agrarian University — Moscow Timiryazev Agricultural Academy for decades. The research is being done according to the coordination plan of scientific research of the Educational and Methodological Association of universities for vocational pedagogical education. The report contains provisions that can be taken into account by managers and specialists of federal and regional education management bodies when forming policies and making current decisions aimed at the modernisation of secondary vocational education, as well as by teachers-scientists when conducting scientific research in the field of theory and practice of vocational education.
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Bohne, Christoph, Friedhelm Eicker und Gesine Haseloff. „Competence-based vocational education and training (VET)“. European Journal of Training and Development 41, Nr. 1 (03.01.2017): 28–38. http://dx.doi.org/10.1108/ejtd-07-2016-0052.
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Purpose The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET). Design/methodology/approach VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach. Findings The focus of the planned concept lies on shaping competence-based teaching and learning. This can be realised with innovative teaching and learning networks. Digital media can support this. The planned concept will be justified. The systematic planning of an exemplary learning project will be discussed. Practical implications This paper lays the ground to evaluate the relevance and range of shaping competence-based and networked teaching and learning. Originality/value The concept was (co-)developed by the University of Rostock. It was tested in first learning projects. These experiences are taken into account. The aim is to emphasise that the intended approach is a justified educational strategy in colleges, companies and other places of learning dealing with VET.
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Вороніна-Пригодій, Дар'я. „ОСОБЛИВОСТІ ПСИХОЛОГО-ПЕДАГОГІЧНОЇ ПІДГОТОВКИ ВИКЛАДАЧІВ ПРОФЕСІЙНИХ НАВЧАЛЬНИХ ЗАКЛАДІВ У НІМЕЧЧИНІ“. Professional Pedagogics 2, Nr. 27 (22.12.2023): 175–82. http://dx.doi.org/10.32835/2707-3092.2023.27.175-182.
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Relevance. Ukraine's European integration orientation requires the implementation of the accumulated experience of teacher training in the European Union; given Germany's leading economic indicators, it is necessary to analyse its experience of training teachers of vocational institutions in terms of mastering the issues of the psychological and pedagogical block. Aim: to determine the peculiarities of psychological and pedagogical training of vocational educational institutions teachers in Germany and to substantiate recommendations for the psychological and pedagogical training of vocational teachers in Ukraine. Methods: analysis and synthesis – to determine the state of psycho-pedagogical training of vocational teachers in Germany; comparative analysis to find similarities and differences in the psycho-pedagogical training of vocational teachers in Germany and Ukraine; generalization – to formulate conclusions and recommendations for the psycho-pedagogical training of vocational teachers in Ukraine. Results: it was found that the number of credits allocated for psychological and pedagogical training of teachers in Ukraine and Germany is approximately the same. At the same time, the national system of teacher training in vocational education is characterised by the reverse distribution of credits for psychological and pedagogical training. As a rule, at the bachelor's degree, Ukrainian students receive the whole complex of "academic psychological and pedagogical training", and in the master's degree they consider certain issues of teaching disciplines in their specialisation. Practical training is identical in Ukrainian and German higher education institutions that train teachers for vocational (vocational and technical) education. A significant difference is observed in the organisation of students training for research activities. The national system is characterised by the training of students in this area at the master's level. Conclusions: it is necessary to focus the attention of Ukrainian university education on meeting the expectations of students to receive proven instructions for their future work (to shift the emphasis from the encyclopaedic study of educational theories to practical training); to integrate psychology issues directly into the problems of teaching and organising the educational process; to develop a unified standard of psychological and pedagogical training for teachers of vocational (vocational and technical) education institutions, taking into account current trends and credit differentiation; to begin training students to conduct empirical research at the bachelor's level.
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Boutin, Daniel L. „Effective Vocational Rehabilitation Services for Military Veterans“. Journal of Applied Rehabilitation Counseling 42, Nr. 2 (01.06.2011): 24–32. http://dx.doi.org/10.1891/0047-2220.42.2.24.
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The objective of this study was to identify VR services related to competitive employment for eligible consumers of the state VR program from two distinct groups: veterans who received college and university training and veterans who did not receive such training. A hierarchical logistical regression analysis was used on cases from the Rehabilitation Services Administration 911 database for fiscal year 2008 to test for such relationships. A total of 8 services were found related to employment for veterans who did not receive college training but only 2 services related to employment for veterans who received college training. Service needs of veterans differed based on their college training status. Implications of the findings and recommendations will be discussed for rehabilitation counseling professionals working with veterans with disabilities.
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Cang, Vu Dang. „Development profession adaptability for students Crop Science“. International Journal of Multidisciplinary Research and Growth Evaluation 4, Nr. 2 (2023): 389–92. http://dx.doi.org/10.54660/.ijmrge.2023.4.2.389-392.
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In Vietnam, Crop Science is one of the highly appreciated disciplines in the Agriculture sector. This is a major that has contributed and played an important role in the development of Vietnam's agriculture. In training human resources for this industry, helping students adapt to their careers to develop professional skills and competencies have great ideas about theory and practice. Research results contribute to enriching concepts and theories in vocational education, are those who suggest in choosing and applying effective influences to develop students job adaptability in the real world. Study and practice vocational training at university, thereby contributing to the improvement of vocational training quality.
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Robertson, Catherine. „Contributor biographies“. Journal of Vocational, Adult and Continuing Education and Training 5, Nr. 1 (17.11.2022): 4. http://dx.doi.org/10.14426/jovacet.v5i1.251.
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Prof. Stephanie Matseleng AllaisStephanie Matseleng Allais is Research Chair of Skills Development and Professor of Education at the Centre for Researching Education and Labour (REAL) at the University of the Witwatersrand. She researches international education and development, focused on education/work relationships. Prof. Suzanne Elizabeth BesterSuzanne Bester is an Associate Professor in the Department of Educational Psychology at the University of Pretoria. Her main area of expertise is psychological assessment and intervention with a particular interest in dynamic assessment. She is also interested in well-being. Dr Tafireyi ChambokoTafireyi Chamboko is a Senior Lecturer in agricultural economics with 27 years’ experience in the field of agricultural economics, agricultural marketing and pricing analysis, farm management research, livestock economics and data analysis. He is a recipient of a PhD Fellowship from the Africa Economic Research Consortium (AERC) to pursue a DPhilAG at the University of Zimbabwe. Prof. Doria DanielsDora Daniels has a PhD in International and Intercultural Education from the University of Southern California. Her passion lies in understanding marginalised populations’ experiences with educational access and inclusion. This NRF-rated research focuses on women’s educational empowerment, gender in community history, and adult education and training for active citizenship. Ms Jennifer EsauJennifer Esau holds an MEd in Educational Support from the University of Stellenbosch and a BA (Hons) in Health Care Studies from the University of the Western Cape. She is currently studying towards a PhD in Education at the Cape Peninsula University of Technology. Her MEd research was on TVET students’ educational experiences of family and community support. Associate Prof. James GarrawayJames Garraway works in the Professional Education Research Institute (PERI) at the Cape Peninsula University of Technology. His research focus is on work-integrated learning and the development of the university of technology sector, primarily using Activity Theory and Change Laboratory approaches. He supervises PhD and Master’s students in this field. Prof. Darren LortanDarren Lortan is an Associate Professor and the head of department of Mathematics at the Durban University of Technology. His interests outside of Mathematics include Community Engagement and Articulation in and across the Post-School Education and Training Sector. He is the Project Coordinator of the Unfurling Post-School Education and Training (UPSET) Articulation Project. Dr Lucky MalulekeLucky Maluleke is an emerging researcher and academic in the field of career development and Technical and Vocational Education and Training. He is a lecturer in the Faculty of Education at Nelson Mandela University. His current research interest is in career development and career decision-making, as well as promoting post-school education and training among youth. Dr Muneta Grace Manzeke-KangaraMuneta Grace Manzeke-Kangara is a Soil Scientist in Climate- and Nutrient-Smart Agriculture at Rothamsted Research in the United Kingdom. While working at the University of Zimbabwe, Muneta promoted Integrated Soil Fertility Management and conservation agriculture for soil fertility and grain yield improvement; and agronomic biofortification with micronutrient-supplying fertilisers for improving grain quality in smallholder farming systems. Prof. Simon McGrathSimon McGrath is Professor of Education at the University of Glasgow and a Visiting Professor at Nelson Mandela University. He is co-editor of the Journal of Vocational Education and Training and of the Handbook of Vocational Education and Training. Dr Mary Mmatsatsi MadilengMary Mmatsatsi Madileng is a senior lecturer in the Department of English Studies at the University of South Africa (UNISA). Her key areas of teaching expertise and research interest include Applied Linguistics; Education, Skills Development and Pedagogy in Vocational Education and Training; Work-Integrated Learning; and Vocational Educator Development. Dr Chenjerai MuwanikiChenjerai Muwaniki is a lecturer in Adult and Continuing Education at Great Zimbabwe University. His research interests are in adult education, vocational education, especially green skills in vocational education, learning needs of smallholder farmers and curriculum responsiveness in Agriculture Education and Training in Zimbabwe. Prof. Shervani PillayShervani Pillay is an Associate Professor in the Faculty of Education at Nelson Mandela University. She is Head of the Post Graduate Studies Department. Shervani does research in Higher Education Transformation and Decolonisation in Curriculum, Educational Policy, Higher Education and Curriculum Theory. Dr Lesley PowellLesley Powell is the Chair of Youth Unemployment, Employability and Empowerment (CYUEE) at Nelson Mandela University. Her scholarship is largely focused on Vocational Education and Training (VET), with her theoretical interests being the ways in which education and training intervene in poverty and advance the conditions for sustainable livelihoods. She has published widely on VET from human development and social justice perspectives, and more recently also on skills and the informal sector. Prof. Suresh RamsuroopSuresh Ramsuroop is an Associate Professor in Chemical Engineering and the assistant dean in the Faculty of Engineering and the Built Environment at the Cape Peninsula University of Technology. He has over 33 years of industrial and academic experience. His current research interests include Computational Chemical Thermodynamics, Process Synthesis, and Design and Engineering Education. Mr Deepak SinghDeepak Singh has an MSc in Physics with research areas including Statistical Physics. He lectures in the Department of Physics at the Durban University of Technology. Dr Tanya SmitTanya Smit is a lecturer of higher education and the Acting Head of the Work Integrated Learning office of the Faculty of Education at the University of Pretoria. Her research interests include pre-service teacher self-regulated professionalism, lecturer and teacher professionalism, action research, mentorship and Technical and Vocational Education. Mr Rodney StopsRodney Stops is a lecturer in the Department of Electrical Power Engineering at the Durban University of Technology. He has over 29 years of lecturing experience and has a passion for Articulation and is using research in Education and Articulation to benefit present and future students. Prof. Volker WedekindProfessor Volker Wedekind is Professor of Education and Head of the School of Education, University of Nottingham. He is the convener of the Nottingham UNESCO-UNEVOC Centre. His research focuses on the policies and practices of vocational education in developing countries.
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Sangita, Seema. „Higher Education, Vocational Training and Performance of Firms“. Margin: The Journal of Applied Economic Research 15, Nr. 1 (Februar 2021): 122–48. http://dx.doi.org/10.1177/0973801020976605.
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This article contributes to the debate on the efficacy of traditional forms of education versus vocational training. The effects of technical education (leading to an engineering degree or diploma) and vocational training in engineering on the performance of Indian firms are analysed using regression models based on the Cobb–Douglas production function, enhanced to incorporate education and training. Instrumental variable approach is used to establish the direction of causality. It is found that that when a larger share of workers in a particular sector has a college or university-level technical education or vocational education in technical fields, there is a positive impact on firm performance in those sectors. Further, higher education in a general field seems to consistently benefit the organised manufacturing sector, while some levels of school education appear to benefit the unorganised sectors. JEL codes: I-23; L-60; M-53
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Ambarova, P. A., und G. E. Zborovsky. „Supplementary Vocational Education of Academic Staff: Opportunities and Problems of Implementation“. Vysshee Obrazovanie v Rossii = Higher Education in Russia 33, Nr. 3 (05.04.2024): 9–27. http://dx.doi.org/10.31992/0869-3617-2024-33-3-9-27.
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The article deals with the problem of the involvement of academic staff (AS) of universities in the system of continuing education. The subject of the study is the possibilities and problems of supplementary vocational education (SVE) for academic staff of Russian universities. Based on the materials of statistics and analysis of documents (university development programs, regulations on advanced training), the objective aspects of the functioning of the university system of AS supplementary vocational education have been studied. The subjective aspects of obtaining supplementary vocational education are revealed on the basis of materials from semi-structured interviews with AS of universities of the Ural Federal District. The motivation for obtaining SVE, the needs for specific content and types of training, financing, and organizational conditions are analyzed. The key problems of the academic segment of the SVE system are revealed: reduction of the state financing of the costs of universities for the training of AS; commercialization of the university SVE system; the lack of guaranteed quality and diversity of SVE programs for AS; unsatisfactory organizational conditions for SVE of AS; inflexibility of the continuing education system in terms of taking into account the results of AS training. In a practical sense, the identified problems are directions for changes in the state and university policy of professional development of the AS in the context of the implementation of higher education development programs