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Journal articles on the topic 'Economic restructuring and vocational education'
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1
Li, Xinqing. "Optimization of vocational education and regional economic restructuring --Huanggang City, Hubei Province, as an example." SHS Web of Conferences 158 (2023): 02007. http://dx.doi.org/10.1051/shsconf/202315802007.
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By explaining the organizational composition and policy provisions of vocational education integration in Huanggang City, the form and practical process of vocational education integration in Huanggang City are described in the form of a textual compendium in the context of the optimization of the economic structure of Huanggang City, thus analyzing the significance of vocational education integration for the improvement of the comprehensive education level of the region, the progress of the regional education ecology and the continuation of education for school-age students in the area. It concludes by making feasible suggestions and measures on the current education situation in Huanggang City, especially on the optimal integration of vocational education, to promote the economic restructuring and accelerated transformation of Huanggang City while making it a branded and unique project.
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MARKOVA, V. M., and M. S. MEFANIK. "FUNCTIONS OF PROFESSIONAL TRAINING OF STUDENTS OF PROFESSIONAL AND TECHNICAL EDUCATION INSTITUTIONS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 82–89. http://dx.doi.org/10.31494/2412-9208-2021-1-3-82-89.
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The article analyzes the functions of vocational training of students of vocational education institutions. The analysis showed that it is possible to distinguish the following functions: cognitive function, personality development function, socialization function, cultural-humanistic function and technological function. Given the above, the implementation of the functions defined by scientists is entrusted directly to specific institutions that are specially created in the system of vocational education as "educational institutions that meet the needs of citizens in quality vocational education, mastery of working professions, qualifications, specialties according to their interests , state of health, abilities ". It is investigated that vocational education is the only field that specializes in the reproduction of the leading component - skilled workers for all branches of intangible and tangible production, as well as for various types of production activities of the future specialist. It is noted that the modern system of vocational education is branched with established traditions, which at the present stage is in a state of restructuring and reorientation in accordance with the requirements of society and the state, trends in such education abroad, new socio-economic conditions of the state. The main powers and activities of the vocational education institution are identified, including: organization of the educational process, educational-methodical, educational-production, educational, production-commercial and financial-economic activity; selection of forms and methods of training of future representatives of production; development of working curricula and programs on the basis of standard curricula and programs, determination of the regional component of the content of vocational education, which are approved in the prescribed manner. The specifics of vocational training of students of vocational education institutions are studied. Key words: vocational education institution, vocational training, vocational education, engineer-teacher, vocational education specialists, students of vocational education institutions, functions of vocational training.
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Mouton, Nelda, G. P. Louw, and G. L. Strydom. "Restructuring And Mergers Of The South African Post-Apartheid Tertiary System (1994-2011): A Critical Analysis." International Business & Economics Research Journal (IBER) 12, no. 2 (January 31, 2013): 151. http://dx.doi.org/10.19030/iber.v12i2.7628.
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Socio-economic and vocational needs of communities, governments and individuals change over the years and these discourses served as a compass for restructuring of higher institutions in South Africa from 1994. Before 1994, the claim to legitimacy for government policies in higher education rested on meeting primarily the interests of the white minority. From 1996 onwards, the newly established government considered education a major vehicle of societal transformation. The main objective had been to focus on reducing inequality and fostering internationalisation. Therefore, the rationale for the restructuring of South African universities included a shift from science systems to global science networks. Various challenges are associated with restructuring and include access, diversity, equity and equality. Thus, the restructuring and mergers between former technikons and traditional universities were probably the most difficult to achieve in terms of establishing a common academic platform, as transitional conditions also had to be taken into account and had a twin logic: It was not only the legacy of apartheid that had to be overcome but the incorporation of South Africa into the globalised world was equally important as globalisation transforms the economic, political, social and environmental dimensions of countries and their place in the world. Initially, the post-apartheid higher education transformation started with the founding policy document on higher education, the Report of the National Commission on Higher Education and this report laid the foundation for the 1997 Education White Paper 3 on Higher Education in which a transformed higher education system is described. Restructuring and mergers also had a far-reaching impact, positive and negative, on the various tertiary institutions. This article also reflects on the impact of restructuring and mergers of higher education and reaches the conclusion that higher education faces many more challenges than initially anticipated prior to transformation.
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Mouton, Nelda, G. P. Louw, and G. L. Strydom. "Restructuring And Mergers Of The South African Post-Apartheid Tertiary System (1994-2011): A Critical Analysis." Journal of International Education Research (JIER) 9, no. 2 (March 27, 2013): 127–44. http://dx.doi.org/10.19030/jier.v9i2.7718.
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Socio-economic and vocational needs of communities, governments and individuals change over the years and these discourses served as a compass for restructuring of higher institutions in South Africa from 1994. Before 1994, the claim to legitimacy for government policies in higher education rested on meeting primarily the interests of the white minority. From 1996 onwards, the newly established government considered education a major vehicle of societal transformation. The main objective had been to focus on reducing inequality and fostering internationalisation. Therefore, the rationale for the restructuring of South African universities included a shift from science systems to global science networks. Various challenges are associated with restructuring and include access, diversity, equity and equality. Thus, the restructuring and mergers between former technikons and traditional universities were probably the most difficult to achieve in terms of establishing a common academic platform, as transitional conditions also had to be taken into account and had a twin logic: It was not only the legacy of apartheid that had to be overcome but the incorporation of South Africa into the globalised world was equally important as globalisation transforms the economic, political, social and environmental dimensions of countries and their place in the world. Initially, the post-apartheid higher education transformation started with the founding policy document on higher education, the Report of the National Commission on Higher Education and this report laid the foundation for the 1997 Education White Paper 3 on Higher Education in which a transformed higher education system is described. Restructuring and mergers also had a far-reaching impact, positive and negative, on the various tertiary institutions. This article also reflects on the impact of restructuring and mergers of higher education and reaches the conclusion that higher education faces many more challenges than initially anticipated prior to transformation.
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Arkhipov, E. E. "Creation of railway transport clusters within the framework of the federal project “Professionalitet”." Transport Technician: Education and Practice 3, no. 3 (November 2, 2020): 246–49. http://dx.doi.org/10.46684/2687-1033.2022.3.246-249.
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In 2021, the implementation of the federal project “Professionalitet” began. The project was developed as part of the Strategy for the Socio-Economic Development of the Russian Federation until 2030 and is aimed at a comprehensive reboot of the system of secondary vocational education by reducing the duration of training and modernizing the infrastructure of colleges and technical schools.Railway transport has become one of the eight sectors of the economy that participate in the implementation of the federal project “Professionalitet”. Industry-specific educational and production centers (clusters) in the 2022–2023 academic year are planned to be opened in nine railway educational organizations of secondary vocational education and will accept about 770 students for training. Approbation of a new model of personnel training for railway transport will be carried out in four specialties, and training programs involve a more intensive educational process and work experience, which will reduce the training time and provide students with in-demand working professions.The effective interaction of Russian Railways with railway clusters will ensure the main goal of the federal project “Professionalitet” — ensuring a comprehensive restructuring of the secondary vocational education system through experimental programs with reduced training periods and modernization of the material and technical base of educational institutions.
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Kholod, Sergii В. "THE INFLUENCE OF THE ECONOMIC SITUATION ON THE CHOICE OF THE VOCATIONAL TRAINING MODEL." Academic Review 1, no. 56 (June 2022): 5–13. http://dx.doi.org/10.32342/2074-5354-2022-1-56-1.
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The article forms a vision of the impact of the economic situation on the choice of higher education institutions of the appropriate model of vocational training. The level of demand for educational services in accordance with the change of their consumers, effective demand in the labor market, the specifics of the global pandemic COVID-19, which led to the emergence of blended learning. The multifaceted nature of development is highlighted. Studies of the state of national education over the past five school years have confirmed its abrupt nature due to the influence of demographic, economic, political factors and the growth of services provided. The current trends in education and its new trends are highlighted: digitalization, prioritization, microlearning, visualization, humanization, immersive learning, additional online educational profession, editing, balance and well-being, proactivity. As an integral part of the educational process, the online format has become the basis for the emergence of blended (hybrid) learning. Applicants for higher education become active participants in the learning process. Changing pedagogical technologies that adapt to the challenges of blended learning have affected the use of digital tools and shifted the emphasis to the active position of higher education seekers. The emergence of a new model of education as a set of learning formats, pedagogical approaches, tools for their implementation requires the restructuring of the educational process. In this sense, it is important to ensure an individual educational trajectory, which makes it necessary to propose such a trajectory and internal perception of its choice. The stages of preparation of various forms of classes for online classes are considered. The detailed algorithm of preparation of educational and methodical materials on the Google Classroom platform is given; selection of the system of notification of applicants; formation of information about the organizational content of the discipline and other auxiliary components. The specifics of preparing and conducting an online lecture with the selection of elements that distinguish it from the offline format are analyzed. The rules of preparation for a practical lesson as a complex process are given. Features of preparation for modular tests, consultations and online exam are considered. It is established that any model of training is associated with the cost of its implementation, which necessitates a change in the structure of these costs for each entity under the influence of economic and political factors and increase the share of costs for technical support of distance learning
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Zenkov, A. R. "RANKINGS AS A TOOL FOR ADAPTING VOCATIONAL EDUCATION TO THE CHALLENGES OF POST-INDUSTRIAL EMPLOYMENT." Social & labor researches 46, no. 1 (2022): 117–27. http://dx.doi.org/10.34022/2658-3712-2022-46-1-117-127.
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Organizational and technological changes taking place against the background of a change in the technological structure have a profoundly transformative effect on the entire spectrum of economic relations, including their socio-labor component; accelerate the processes of restructuring the labor market; set the need to adapt existing public institutions to work in new conditions. Analyzing the dynamics and directions of the development of higher education as a key subject of the system of vocational training, the author turns to the study of the phenomenon of international university rankings, which act as the subject of this study. The relevance of the chosen research perspective is explained by a number of reasons: in just a few decades since its inception, the ratings have successfully integrated into the educational systems of various countries and have found their own niche in this field. The expert community has confirmed the opinion that the entry of universities into international rankings provides countries with opportunities for the formation of world-class labor resources. All this, on the one hand, allows us to consider rankings as a fullfledged subject of the modern system of vocational education. On the other hand, the attitude to rankings as a socio-economic and, partly, cultural phenomenon, both in the public and in the expert environment remains ambiguous. Researchers pay attention to serious flaws in ranking projects, imbalances introduced by participation in rating "competitions" for individual countries and economic systems. The aim of the paper is to study the impact of international university rankings on the state and prospects for the development of university education as the basis of the current system of professional training. The article analyzes the reasons and prerequisites for the emergence of higher education rating practices. The strengths and weak- nesses of the most popular rating projects are evaluated. Particular attention is paid to the study of the practices of participation of the national system of vocational education in rating projects. In this context, the author identifies two areas of development: the creation and promotion of their own rating projects in the global market of educational services, as well as initiatives related to the inclusion of rating projects in national development programs. The author comes to the conclusions about a certain reassessment of priorities in the development of modern university rankings, outlines the further development of the rating movement in the field of education. The methodological basis of the study was institutional, systemic approaches and methods, means of content and comparative theoretical analysis. The results of the study expand the understanding of the phenomenon of international university rankings, which can be used when forming the social policy of the state, programs for the development of higher professional education, as well as for the purposes of harmonizing relations between the labor market and the educational services market.
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Meek, David. "Taking research with its roots: restructuring schools in the Brazilian landless workers' movement upon the principles of a political ecology of education." Journal of Political Ecology 22, no. 1 (December 1, 2015): 410. http://dx.doi.org/10.2458/v22i1.21116.
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How does education mediate the relationship between the co-production of environmental knowledge, and the social reproduction of an alternative society? This article draws upon a political ecology of education framework to analyze how schools advance alternative land management strategies and forms of environmental knowledge. Schools catering to grassroots movements can actualize their emancipatory objectives by institutionalizing hybridized conceptions of educational space-time. This article focuses on a vocational high school in a settlement of the Brazilian Landless Workers' Movement. It analyzes a document known as a 'political pedagogical project' (PPP) which details the identity of the school and how it sees itself as a tool for social and environmental justice. Through an analysis of this PPP, my article explores how the school seeks to educate students to critically reflect upon the relationships between political economic processes and landscape change. The PPP also encourages students to be active participants in the development of a regional agroecological science, and cooperative material relations. From a political ecology of education perspective, activist schools are important sites for the coproduction of environmental knowledge and material relations. They have the potential to help students learn critically about the linkages between power, political economy, and land management.Keywords: Landless Workers Movement; political ecology of education; hybridity, political pedagogical project, agroecology
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Pano, Nikollaq, and Ira Gjika. "American Advocacy to Education System Development: The Case of Albania." International Journal of Innovation and Economic Development 7, no. 6 (January 2022): 24–34. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.76.2003.
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Human capital development highly affects any country’s advancement, regardless of its geographical location. The key role of education in development processes stays at the focus of studies for encouraging further progress. The education’s progress has significantly influenced the historical course of Albania during the last 120 years. The establishment and strengthening of secondary and higher education in Albania are among the areas in which U.S. support has been prominent, impacting the country’s development. Tracing the Albanian secondary education system at the beginning of the last century leads to the American contribution in vocational orientation. American expertise and consultancy enabled radical changes to economics and business higher education after the 1990s. New study programs and improved curricula were the prerequisite to adapt higher education to the needs of an economy in transition and a changing labor market. Education systems in any country face the challenge to provide qualified and trained staff, capable managers, and executives to successfully expand their companies and economic activity in general. This venture was harder for Albania and other ex-socialist countries of Eastern Europe during the last years of the 20th century, because of a different education system and mindset inherited from their past. The restructuring of Albanian business higher education was facilitated as it relied on the American long-standing pragmatic tradition and institutional contribution. The paper addresses the history of the higher education changes observed from an individual and institutional viewpoint. The study aims to point out the achievements of the education system in Albania through the support and the impact of the American school. This would assist in a better understanding of Albanian education policies and contemporary processes in a global market.
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DONKENG NAZO, Armel. "CAMEROON’S HIGHER EDUCATION REFORM FOR SOCIO-ECONOMIC RELEVANCE AND RECOMMENDATIONS BASED ON CHINA’S EXPERIENCE - A SUMMARY." JOURNAL OF SINO-AFRICAN STUDIES 1, no. 1 (October 31, 2022): 195–204. http://dx.doi.org/10.56377/jsas.v1n1.9504.
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This paper is a summary of my doctoral dissertation; it investigates the recent developments and reforms launched by Cameroon Higher Education policymakers to upgrade and align this sector to the needs of the country’s socio-economic development and suggest strategies built from China’s successful experience. This qualitative work was done in the broad discipline of comparative education and therefore compared and shared some best practices that China has accumulated in reforming its HE system. As a developing country assuming a different development model or certain independence from the Western model, China constitutes an example that can only inspire Cameroon differently. Considering this systemic difference with the West, including in its Higher Education (HE) system, the adoption of successful Chinese practices in this research provides new and original perspectives on HE. Findings from document analysis and participants’ perceptions have shown in the study that Cameroonian authorities, in their recent HE policies have stressed on professionalization, curriculum reform, university entrepreneurship, and on university’s third mission. On the Chinese side, strategies in reforming its HE sector were elaborated around prioritization of the HE sector development, a vigorously governmental promotion of the National System of Innovation (NSI), a strategic structuration and organization of the HE sector in poles for more efficient investment, the introduction of market model mechanisms in resources distribution, management, and a permanent effort to align HE to the national development strategies and needs. Among the strategies suggested for Cameroon, this research has insisted on strengthening the NSI, strategic restructuring of HE in poles, the development of public vocational and technological HEIs, and a substantial financial allocation based on market-type mechanisms.
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Cheng, Xuexia, and Kuifen Liu. "Application of Multimedia Networks in Business English Teaching in Vocational College." Journal of Healthcare Engineering 2021 (April 29, 2021): 1–9. http://dx.doi.org/10.1155/2021/5519472.
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To better meet the needs of economic restructuring and industrial development in China, educators in vocational colleges have to find new approaches to narrow the gaps between the updated requirements from the employers for business English majors and the vocational college education reality. Under this circumstance, a tentative study was carried out with the aids of multimedia to help the educators remove obstacles blocking achieving their educational aim, which is cultivating the graduates who are qualified for the social requirement. This study mainly discussed how effective the multimedia networks can help the business English majors in vocational colleges to enrich their work experience and enhance their practical English ability, computer skills, communication skills, and cooperation skills comprehensively. It aimed at exploring the ways of helping the business English majors in vocational colleges to gain work experience and improve their practical English skills, computer skills, communication skills, and cooperation skills with the aid of multimedia networks. An experimental teaching program was designed under the guidelines of a task-based teaching approach and constructive learning theory. The program includes four teaching models, which are in-class learning and field preparation, mock practice, in-field learning and field education, and learning reflection. All learning and field practices are delivered online facilitated by multimedia networks. One hundred and forty sophomores majoring in business English are selected as participants of the program. Data of students’ confidence in all five monitored essential abilities are collected before and after the learning procedure through questionnaires, and students’ feedbacks are collected through interviews. The statistical results show that multimedia networks can help students improve their overall competence, especially in gaining work experience and practical English skills. Moreover, adopting multimedia networks in teaching can provide more internship opportunities, enrich teaching scenarios, and prolong net teaching hours, which forms a preferred learning environment and provides better learning outcomes. It could also be used to assist communication and cooperation trainings.
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Revko, Alona. "Determinant of educational infrastructure development in conditions of regional economy transformation and digitalization." Ekonomia i Prawo 20, no. 2 (June 30, 2021): 413–24. http://dx.doi.org/10.12775/eip.2021.025.
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Motivation: In the context of sustainable development, it is objectively conditioned to base the social infrastructure development on the transformations and digitalization of the regional economic space. The transformation of the potential of social infrastructure involves changing not only the quantitative parameters of its components, but also transforming the objects of the infrastructure complex of the region, restructuring the connections between them and moving to a qualitatively new level of development. The determinant of social infrastructure that provides quality human development is education. High-quality educational infrastructure provides comprehensive human development through the formation of a complex of services necessary for the qualitative development of human potential.
Aim: The purpose of the research is to analyse the structural and dynamic features of the educational component of social infrastructure at the meso level in Ukraine and Poland, to work out practical recommendations for its transformation and digitalization.
Results: An author’s methodology for assessing the educational infrastructure development is developed. The methodology includes, in particular, the calculation of the synthetic index for the educational infrastructure development using the method of linear ordering by Julian Perkal. The negative trend of decreasing in the number of Ukrainian educational institutions between 2010 and 2020 is detected. It is established that the dynamics of the number of students in vocational schools and higher education institutions in Ukraine reflects, first, the demographic trends that have taken place and are taking place in the country, as well as society’s attitude to vocational and higher education. In addition, the rating of Ukrainian and Polish regions according to the level of the educational infrastructure development is created.
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Koropets, Olga A., and Evgeniya Kh Tukhtarova. "The Impact of Advanced Industry 4.0 Technologies on Unemployment in Russian Regions." Economy of Region 17, no. 1 (March 2021): 182–96. http://dx.doi.org/10.17059/ekon.reg.2021-1-14.
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The introduction of advanced technologies requires restructuring the labour market and redistributing the workforce. Therefore, the study of the demand for workers in the digital economy is necessary for preventing unemployment. We examine the impact of advanced technologies on unemployment in Russian regions. The transition to a new technological wave and the development of advanced technologies will differently affect the unemployment among various categories of population depending on their educational level. Using the combination of spatial analysis, statistical and econometric methods, we identified clusters of high-tech, medium-tech, and low-tech regions of the Russian Federation, described the impact and confirmed the proposed hypothesis. We have discovered that most Russian regions have a low potential to transition to a new technological wave. Simultaneously, in high-tech regions with sufficient potential to develop a new technological wave, digital economy does not require a large number of employees with university education. Moreover, such regions are experiencing an acute shortage of people with vocational education. Currently, selected Russian regions have resources, potential and reserves to develop the sixth technological wave, while others provide human resources. This situation leads not only to deepening regional differentiation but also to severance of economic relations between regions, hindering their interaction in the new conditions. The obtained results can be used to support proposals and measures for regulating labour market processes to develop scientific, technological and economic potential of the country.
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Lobachevsky, Yakov P., and Yuliya S. Tsench. "The Establishment of a System of Agricultural Engineering Education in the USSR in the 1920s and 1930s." RUDN Journal of Russian History 19, no. 3 (December 15, 2020): 684–98. http://dx.doi.org/10.22363/2312-8674-2020-19-3-684-698.
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On the basis of archival materials and scientific literature, the article examines the history of agro-engineering education in the USSR during the global socio-economic and political transformations of the 1920s - 1930s. The article shows the importance of radical restructuring of the entire system of vocational education in accordance with the first Five-Year Plans. Presented are the major normative documents regulating the organization and further development of agricultural engineering universities. It is noted that the establishment of educational institutions took into account the specifics of soil and climatic zones, so that agricultural engineering universities would produce specialists familiar with the characteristics of the soil, climate, landscape of the respective zone, and able to work with equipment designed for the particular region. Between 1930 and 1941, nine agro-engineering universities were created, each designed with an eye for the regional specifics. The article highlights the key features of the formation of agro-engineering education, which consists in the use of local resources (primarily human and material) and of the technical base of industrial enterprises and advanced Sovkhoz state farms. The authors come to the conclusion that the creation of specialized higher educational institutions to train engineers for agricultural production became an urgent need as the collectivization of agriculture and the industrialization of production was unfolding; it established a powerful foundation for the further development of agricultural engineering education, of science, and of agricultural machine production in our country.
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Sholpankulova, G. K., and A. A. Sadykova. "COMPARATIVE ANALYSIS OF THE PECULIARITY OF PREPARING FUTURE SPECIALISTS IN THE CONDITIONS OF SOCIAL PARTNERSHIP." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 161–69. http://dx.doi.org/10.51889/2020-2.1728-5496.28.
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This article discusses the features of training future specialists (in our society, social educators) in the context of social cooperation and comparative analysis (based on a comparison of the experience of three countries: Kazakhstan, Russia and the USA). The term “social partnership” in various sciences is interpreted differently: as a system of relations between various social entities, which is oriented towards achieving national interests, taking into account group and corporate interests (philosophical aspect); as a system of measures aimed at cooperation between workers, employers and the state in the field of social and labor relations (economic and legal aspect); as a system of relationships between these entities, which replaced the theory of class struggle (historical aspect). In our field of education, the model of partnerships is different, since the specificity of models of social partnership in the field of education is explained by the fact that the need for knowledge and the demand for educational services are determined by changes in the level and structure of employment. For example, the restructuring of the West European economy on a new technological basis in the 70s caused an increase in structural unemployment, and it was then that the relevant reforms in the field of education were carried out, which facilitated the coordination of the interests of the state, entrepreneurs and workers. Currently, the model of social partnership in the field of education has such differences as the degree of state participation in the system of vocational education and training and the presence of the needs of social partners and their abilities to combine efforts.
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Lumby, Jacky. "Restructuring vocational education in Hong Kong." International Journal of Educational Management 14, no. 1 (February 2000): 16–23. http://dx.doi.org/10.1108/09513540010310369.
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Peregudov, F. I. "Restructuring the Vocational School." Russian Education & Society 34, no. 7 (July 1992): 66–78. http://dx.doi.org/10.2753/res1060-9393340766.
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Ibrahim, Fati Jalo, and K. G. Farauta. "AGRICULTURAL EDUCATION AND RESTRUCTURING." Sokoto Educational Review 16, no. 2 (December 31, 2015): 10. http://dx.doi.org/10.35386/ser.v16i2.137.
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Increasing awareness of the important of vocational agricultural education has drive various regimes in government and education to embark on several review of agricultural curriculum at both secondary and tertiary institutions and as well as a good and profitable way of life when properly practiced. Unfortunately, in spite of the various efforts by government and other stake holders, it had been widely reported that agriculture in schools had been a failure. Agricultural education and restructuring are the focus of this study and the components for restructuring agricultural education programs are general agricultural education, linkage of agricultural education to the society and small agricultural business management and entrepreneurial training. The study also discussed the need for restructuring agricultural education, objectives of agricultural education, agricultural education/learning, shortfalls in current secondary and tertiary agricultural education, recommendations and suggestions were made in achieving sustainable development through vocational agricultural education.
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Ümarik, Meril, Krista Loogma, and Külliki Tafel-Viia. "Restructuring vocational schools as social innovation?" Journal of Educational Administration 52, no. 1 (January 28, 2014): 97–115. http://dx.doi.org/10.1108/jea-08-2012-0100.
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Purpose – The purpose of this paper is to conceptualize the implementation of educational reform processes by applying the concept of social innovation. The paper proposes a model of social innovation and test its applicability in the context of Estonian vocational education reform using two case studies of the school re-organization as an example. Design/methodology/approach – A case study approach has been applied in the empirical study. Different data collection methods have been used including semi-structured interviews with the various change actors, observations and analysis of written documents. Findings – The integrated model of social innovation proved to be a fruitful analytical tool. By focusing on five central aspects – the trigger of change, central change agents, social mechanisms facilitating the adoption of change, implications and social gains – it was possible to explain two school re-organization processes and the reasons behind their success or complications. Practical implications – The analysis of the cases outlined some lessons that can be learned for the future planning and implementation of school reforms. School changes are more easily adopted if actors experience it as useful and rational, school staff are involved in the process as early as possible and the adoption is facilitated by building certain social mechanisms and network structures into the policy implementation process. Originality/value – The paper makes a contribution to the literature on educational reform by applying the concept of social innovation. Up until now, the concept of social innovation has remained rather underused to explain the process of implementing and adopting reforms, and in particular, it is rarely used in the context of analyzing educational reforms.
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Hazelkorn, Ellen. "Restructuring Irish Higher Education." International Higher Education, no. 69 (March 25, 2015): 28–30. http://dx.doi.org/10.6017/ihe.2012.69.8641.
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Irish higher education is undergoing significant change. Some of these changes are driven by the economic crisis sweeping across Ireland and Europe. But other changes are arguably part of a wider paradigm shift affecting higher education around the world: the challenge of meeting rising demands for high-quality mass public higher education at a time of globalisation and accelerating competition. As higher education is seen as key to sustainable economic recovery, there is a move towards greater government steerage of both the HE and research system. Ireland presents an interesting case study.
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Vasiliev, A. S., and N. E. Razinkin. "The role and place of secondary vocational education in the system of transport education." Transport Technician: Education and Practice 1, no. 1-2 (June 28, 2020): 38–43. http://dx.doi.org/10.46684/2687-1033.1.05.
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Secondary vocational education is part of the state system of vocational education in the Russian Federation, which provides training for skilled workers and employees, mid-level specialists. It is these personnel, along with engineers, who are currently most needed both for the development and competitiveness of the transport industry, and for the Russian economy as a whole.The processes of restructuring the educational space of secondary vocational education in the framework of the implementation of the strategic goals of the development of the transport system of the Russian Federation are considered. The possibilities of the WorldSkills (WS) movement for the innovative development of secondary vocational education are analyzed; advantages and contradictions of the participation of educational organizations in national projects. An active role in the development of the WS movement of the Nonprofit Organization “Association of Colleges and Technical Schools of Transport” is shown.The author’s view on the possible solutions to the problems identified during the study is given.
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Kuznetsova, Elena. "MULTISUBJECT PERSONALITY DEVELOPMENT AS A PROMISSING AREA OF EVERYDAY SOCIAL AND CULTURAL ACTIVITIES AND ADDITIONAL EDUCATION FOR ADULTS." Social and Natural Sciences Journal 7, no. 1 (October 1, 2013): 1. http://dx.doi.org/10.12955/snsj.v7i0.381.
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Based on presumption of insufficient vocational training for adults, the author focuses on the possibility of restructuring the system of additional vocational training for adults. As a result, the author considering improvement in this area, states it is necessary to take into account unavoidable mental transformations of participants carrying national self-consciousness.
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Luo, Yan. "Crisis in the Restructuring of China's Vocational Education System, 1980-2010." Chinese Education & Society 46, no. 4 (July 2013): 22–29. http://dx.doi.org/10.2753/ced1061-1932460402.
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Taşpinar, Mehmet. "Restructuring the Turkish Vocational Technical Secondary Education System towards EU membership." International Journal of Training Research 4, no. 2 (January 2006): 72–91. http://dx.doi.org/10.5172/ijtr.4.2.72.
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Gu, Jiafeng. "Spatial Dynamics, Vocational Education and Chinese Economic Growth." Journal of Systems Science and Information 2, no. 5 (October 25, 2014): 385–400. http://dx.doi.org/10.1515/jssi-2014-0385.
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AbstractFew would deny the contribution of vocational education on economic growth and social development, but the spatial dynamics behind the economic role of vocational education in transition economies has not been examined by the literature on economics of education. Specifically, two hypotheses are tested. First, the economic growth and vocational education development have significant global spatial autocorrelation, which means the development of economy and vocational education of one province depends on the economic or education level of neighboring provinces. Second, the economic growth and vocational education development have significant local spatial autocorrelation. With per capital GDP and vocational education scale data of 31 provinces in China from 1995 to 2008, both hypotheses are supported. Finally, the results show that the elasticity with spatial metrics is 1.522, which means the stronger economic role of vocational education because the elasticity is larger than 1, while the elasticity without spatial dynamics is only 0.926 which implies the weak economic role of vocational education. It also shows that the OLS model is confronted with the risk of spurious regression without considering spatial dynamics and the spatial error model is preferred because it’s robust.
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Zhao, Hejun, Nataliya Stoyanets, Lijuan Cui, and Guohou Li. "Strategy of vocational education adapting to social and economic development." Journal of Innovations and Sustainability 6, no. 1 (March 30, 2022): 03. http://dx.doi.org/10.51599/is.2022.06.01.03.
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Purpose. By studying the relationship between vocational education and social and economic development, this paper further clarifies the internal relationship between them, and then puts forward the strategies for vocational education to adapt to social and economic development.
Results. Through the investigation and analysis of the problems between vocational education and socio-economic development, we conclude that the strategies to enhance the ability of vocational education to adapt to socio-economic development are: firstly, we should strengthen the reform of vocational education serving socio-economic development, improve the vocational education and training system, pay attention to the cultivation of students’ key employability, and actively and deeply integrate the development of regional economy. Secondly, we should carefully analyze the uncoordinated and incompatible problems between vocational education and economic development, and solve them as soon as possible. Finally, the government should evaluate the ability of vocational education to promote social and economic development, strengthen the macro control of vocational education, give play to the important role of enterprises in the process of vocational education, introduce big data management, and set a good direction for vocational education, so as to support the sustained and rapid development and progress of the economy.
Scientific novelty. This paper carefully analyzes the related problems between vocational education and social and economic development. In view of the combing and analysis of these problems, this paper obtains the relevant strategies to enhance the ability of vocational education to adapt to social and economic development, and points out the direction for the cultivation of technical and skilled talents that that will promote economic development.
Practical value. Through the investigation and analysis of the relationship between vocational education and social and economic development, we find that there are some uncoordinated and incompatible problems between the current situation of vocational education and economic growth. By carefully combing and analyzing these problems, we can establish the direction of vocational education reform and development, and combined with the development trend of modern economic system, draw the strategy of how vocational education can adapt to social and economic development.
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Iwegbu, Chuks Justus, and Emmanuel C. Uwaifo. "The Principle of Effective and Efficient Restructuring and the Future of the Nigerian Nation: The Role of Social Science Education." UJAH: Unizik Journal of Arts and Humanities 21, no. 3 (May 19, 2021): 47–65. http://dx.doi.org/10.4314/ujah.v21i3.3.
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This study on ‘The Principle of Effective and Efficient Restructuring and the Future of the Nigerian Nation: The Role of Social Science Education’ examines critically the meaning of Restructuring and effective restructuring defining restructuring as a concept which connotes the act of re-organizing, re-arranging, re-planning all the existing institutions and structures in the society while effective and efficient restructuring is one which encapsulate Economic, Political, Social, Cultural Educational, Health structures and institutions of any nation for a possible new and better result for renewed development of man and his environment. The various types of restructuring in our society were outlined and briefly explained with particular emphasis and restricted attention given to Economic Restructuring. The role of Social Science Education in achieving all round restructuring projects for all round national development and sustained unity is holistically discussed. The issue of entrepreneurship is also highlighted as a positive step towards attaining Economic Restructuring. The paper concludes by asserting that functional and effective Entrepreneurship Education in a nation is a panacea for a sustained restructured economy and recommendations on how to better the process of all inclusive Economic Restructuring was proffered.
Keywords: Restructuring, Economic Restructuring, Entrepreneurship, Entrepreneurship Education
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Ekpo, K., and A. Okon. "Vocational Education and Economic Development in Nigeria." AFRREV IJAH: An International Journal of Arts and Humanities 3, no. 2 (June 17, 2014): 322. http://dx.doi.org/10.4314/ijah.v3i2.20.
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Edwards, Tony. "Economic and Democratic Objectives of Vocational Education." Evaluation & Research in Education 12, no. 1 (January 1998): 1–6. http://dx.doi.org/10.1080/09500799808666927.
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Koudahl, Peter Damlund. "Vocational education and training: dual education and economic crises." Procedia - Social and Behavioral Sciences 9 (2010): 1900–1905. http://dx.doi.org/10.1016/j.sbspro.2010.12.421.
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Du, Ling. "Higher Vocational Education and Regional Economy." Learning & Education 9, no. 3 (December 29, 2020): 20. http://dx.doi.org/10.18282/l-e.v9i3.1563.
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At present, the higher vocational education and regional economic development is still not coordinated phenomenon exists. Therefore, it is necessary to strengthen and improve the work of higher vocational education to serve the local economic development as the direction and goal of higher vocational education.
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Little, Judith Warren, Nancy Erbstein, and Laura Walker. "High School Restructuring and Vocational Reform: The Question of “Fit” in Two Schools." NASSP Bulletin 85, no. 625 (May 2001): 17–25. http://dx.doi.org/10.1177/019263650108562503.
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Onstenk, Jeroen. "Entrepreneurship and Vocational Education." European Educational Research Journal 2, no. 1 (March 2003): 74–89. http://dx.doi.org/10.2304/eerj.2003.2.1.12.
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Entrepreneurship is an important European Union objective for education and lifelong learning policies (European Community, 1999). This article reports the results of a research project on entrepreneurship competencies in higher and vocational education commissioned by the Dutch Ministry of Economic Affairs. A three-layered concept of entrepreneurship competencies is presented. The way in which innovations in higher and vocational education develop competencies for entrepreneurship, enterprising behaviour and employability is analysed. The views of students and teachers in entrepreneurship-oriented education are presented. The article ends with recommendations on promoting entrepreneurship competencies in (vocational) education and lifelong learning.
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Barbosa, Xênia Castro, and Roselaine Luzitana Fracalossi Kokkonen. "Inclusive Education and Vocational and Technological Training." International Journal for Innovation Education and Research 9, no. 9 (September 1, 2021): 202–11. http://dx.doi.org/10.31686/ijier.vol9.iss9.3330.
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This article reflects on the theme of Inclusive Education, an educational paradigm that refers to a restructuring of culture, practice and policies experienced in schools, so that they meet the diversity of students. It aims to contribute to the reflection on the challenges of educational inclusion of students in the IFRO – Porto Velho Calama Campus and communicate the process of development and application of the educational product: Initial Formation Course. The method used was the Educational Action Research, with the acquisition and analysis of data based on educational documents that guide the inclusion of autistic students prepared in IFRO, legislation and national guidelines concerning the subject. Among the results achieved, it is reported that IFRO has developed actions aimed at improving the conditions of access, permanence and success of students with disabilities, including students with ASD. However, there is a threat scenario to this inclusive process, caused by neoliberal pedagogies that put at risk the continuity of the offer of Integrated Secondary Education, and intend to remodel the curricula, configuring a teaching by competences, which aims to attend to productivist interests and logics with regard to professional practice. In the case of the education of the person with ASD, these pedagogies tend to disregard the characteristic variability of the disorder, demand unachievable standards and intensify exclusion.
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Listvin, Alexsander A., and Marina A. Garth. "Secondary vocational education: necessity of structural changes." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 28, no. 2 (February 28, 2023): 131–38. http://dx.doi.org/10.34216/2073-1426-2022-28-2-131-138.
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The domestic system of secondary vocational education (SPE), despite the declared growth in its popularity in recent years, is systematically criticized for inertia and lagging behind technological changes in the economy and, as a result, not meeting its need for qualified workers. The quantitative accumulation of negative factors dictates the need for qualitative structural changes in the STR system. The state program measures planned earlier and not completed to date have not yielded positive results in improving the efficiency of its functioning. The proposed new project – "Professionalism", positioned as a new level of education, can be considered as an opportunity for a comprehensive restructuring of the system of vocational education in Russia. Based on the methods of comparative and retrospective analysis of statistical data from Russian and international studies, content analysis of the websites of SPO institutions, a conclusion is made about the need for structural changes in the SPO system. One of the main results of the study was the analysis of the reasons for the asynchronous functioning of the SPO system and the personnel needs of enterprises, as well as possible options for organizing the educational process in vocational education institutions within the framework of the "Professionalism" project. The practical significance of the research is to demonstrate the possibilities of retrospective, prognostic and comparative analyses in assessing the activities of SPE institutions and their transformation into other educational systems.
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Melnarowicz, Władysław, and Krzysztof Melnarowicz. "Return to Vocational Education." Journal of KONBiN 44, no. 1 (December 1, 2017): 235–55. http://dx.doi.org/10.1515/jok-2017-0070.
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Abstract The article presents the description of the current education and vocational training systems in Poland and the world with special emphasis on technical professions. It draws attention to the events and decisions, which led to a decreased level of education, lower quality of graduates and problems, the youth graduating from secondary and high schools have with finding a job. The studies of the authors on the effectiveness of vocational training systems lead to the presentation of an innovative proposal of deriving operational goals of education from professional tasks and developing a modular design of curricula. Such an approach towards the construction of vocational training programs is based on the model of a modularized occupation MES (Modules of Employable Skills). The described concept is supported by: high efficiency, flexibility and economic issues.
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Hodge, Steven, John Holford, Marcella Milana, Richard Waller, and Susan Webb. "Adult education, vocational education and economic policy: theory illuminates understanding." International Journal of Lifelong Education 39, no. 2 (March 3, 2020): 133–38. http://dx.doi.org/10.1080/02601370.2020.1747791.
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Willis, Sue, and Jane Kenway. "Gender and the restructuring of work and vocational education in Australia: some perilous possibilities." Journal of Education Policy 11, no. 2 (March 1996): 239–58. http://dx.doi.org/10.1080/0268093960110207.
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Wang, Wei, Yanan Yang, and Ping Li. "Analysis on the Spatial Effect of Talent Supply of Vocational Education and Economic Growth of Tobacco Industry from the Perspective of Human Capital." Tobacco Regulatory Science 7, no. 6 (November 3, 2021): 5161–71. http://dx.doi.org/10.18001/trs.7.6.9.
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Objectives: Human capital plays an important role in the economic growth of tobacco industry. Education is the direct way to form human capital. At the same time, vocational education is a part of the education system. Vocational education is mainly to cultivate skilled human capital. From the perspective of human capital, this paper studies the impact of talent supply of vocational education on tobacco economic growth. A combination of qualitative and quantitative analysis was used. This paper analyzes the current situation of talent supply of vocational education and tobacco economy in China. It also analyzes the correlation between talent supply of vocational education and tobacco economy. Based on the theoretical model of human capital economic growth. Establish the theoretical model of talent supply in vocational education and tobacco economic growth. Comprehensively consider the spatial interaction of economic growth. Using the spatial panel econometric model, this paper makes an empirical analysis on 29 provinces and cities in China. Use Geoda, MATLAB and other software for empirical calculation. The results show that the supply of vocational education talents and the growth of tobacco economy are on the rise. However, the regional distribution is uneven. And vocational education is positively correlated with tobacco economic growth. The empirical results show that the regional tobacco economic growth in China has negative spatial auto-correlation. Employment, lifetime number of vocational education and human capital level in the tobacco industry significantly promote the economic growth of the tobacco industry. The results provide a reference for the regulation of China's tobacco industry.
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Giorgi Mamulashvili, Giorgi Mamulashvili, and Tinatin Iashvili Tinatin Iashvili. "Local Labor Market and Employment with Vocational Education." Economics 105, no. 03 (April 15, 2022): 118–22. http://dx.doi.org/10.36962/ecs105/3/2022-118.
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One of the crucial factors for accelerating the economic growth of any country is the efficient functioning of the labor market. In parallel with stimulating the private sector, it is necessary to saturate the employment market with highly qualified staff and take a number of measures to do so. As a result of business-oriented economic reforms and macroeconomic stability, Georgia has achieved significant economic growth in recent years. Despite the fact that the country is facing constant challenges and economic shocks have been observed in the region in recent years, it must be said that Georgia has maintained economic stability. If we do not take into account the global crisis caused by the Corona virus and the number of economic problems caused by it in the country. Despite this, the International Monetary Fund forecasts that real GDP growth for the medium-term outlook for 2019-2023 should be 4.9%. However, due to the pandemic, the overall picture can be dramatically altered and reduced. Keywords: Employment market, economic growth, economic reforms, qualified labor force.
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Petnuchová, Jana. "Education for Jobs – Preparation for the Labor Market." Acta Technologica Dubnicae 3, no. 1 (June 1, 2013): 51–59. http://dx.doi.org/10.1515/atd-2015-0026.
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Abstract The article describes importance of vocational education and training (VET) which can play a central role in preparing young people for work, developing the skills of adults and responding to the labor market needs of the economy. The aim of this article is to highlight the definitions and understandings of vocational education and training (VET). Countries are now giving the long-neglected topic of vocational education and training dramatically increased profiles, reflecting recognition of its economic function. Many countries are recognizing that good initial vocational education and training has a major contribution to make to economic competitiveness.
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Fitriyanti Zulaikha, Zulaikha, Hasan Hariri, Riswanti Rini, and Sowiyah Sowiyah. "Analysis of vocational education curriculum in ASEAN Economic Community: a literature review." Journal of Social, Humanity, and Education 1, no. 3 (April 22, 2021): 157–70. http://dx.doi.org/10.35912/jshe.v1i3.357.
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Purpose: In 2015, ASEAN economic community was formed to turn the area into a single market and a competitive superior production base to make the region prosperous and stable. The how to do that is through education and applying the appropriate curriculum for industry's needs. This study analyzed and elaborated the curriculum used in vocational schools, especially in countries around ASEAN Economic Community or AEC. Research methodology: This descriptive content analysis study method was done by implementing a literature review. This literature review was to review and analyze the curriculum used in vocational education around AEC in order to fulfill the standards of AEC industry's needs. Results: This study finds that curriculum for vocational schools around ASEAN Economic Community set priority in standard skills and soft skills. Limitations: This study is limited to vocational schools, especially around ASEAN Economic Community. Contribution: This study could be useful for vocational schools around South East Asia and researchers researching curriculum, especially in Asia. Keywords: AEC, Curriculum, Vocational education
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Mitra, Jay, and Harry Matlay. "Entrepreneurial and Vocational Education and Training." Industry and Higher Education 18, no. 1 (February 2004): 53–61. http://dx.doi.org/10.5367/000000004773040979.
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The social, economic and political systems of former communist countries have faced considerable changes since the late 1980s. Most countries in Eastern and Central Europe have undergone their own individual brand of transition from a centrally planned, command system to a more or less liberalized, Western-style market economy Many observers agree that in general there is still a great deal to be done to achieve the key goal of economic liberalization, but there is little agreement among academics as to what would constitute an effective and stabilizing transition in the region. In common with contemporary Western beliefs and attitudes, much of the new thinking and hopes for economic regeneration in Eastern and Central Europe have centred on entrepreneurship and small business development. In the early years of transition, the influx of international aid became a stumbling block to the establishment of the kind of support systems that had proved crucial for the survival and growth of small businesses in Western Europe. The demand for entrepreneurial skills and the deficiencies inherent in their new labour markets exposed post-communist economies to external shocks such as those caused by the termination of COMECON agreements and the Gulf War. The longitudinal research on which this paper is based was closely modelled on ongoing work by the authors, which involves an in-depth investigation of the ‘paradox of training’, the difference between attitude and practice, that exists in the small business sector of the UK economy. Following the results of a pilot study undertaken in the UK, the research was extended to include small business sectors across Eastern, Central and Western Europe.
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Арсаханова, Зина Абдуловна. "Investments in human capital and vocational education." Management of Education, no. 4(44) (September 15, 2021): 274–81. http://dx.doi.org/10.25726/w4865-8703-6801-y.
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Сформированный и развитый человеческий капитал является основой развития социально-экономических систем любого уровня. При этом эффективность деятельности субъектов экономических отношений напрямую зависит от кадровой составляющей их экономического потенциала, ведь ответственный, квалифицированный и мотивированный персонал является основой успешной реализации управленческих решений, реализации стратегий развития, соблюдения экономической безопасности субъекта. В свою очередь, если все без исключения проблемные вопросы мотивации персонала к достижению целей организации, как субъекта экономических отношений, решаются на микроуровне, то есть во внутренне-организационном среде, то проблемы формирования ответственности и квалификации наемных работников напрямую зависит от приобретенной ими образования. Указанное актуализирует роль и значение системы высшего образования, которая уже на протяжении более чем двадцати лет стала не привилегией наиболее одаренных, а настоящим источником квалифицированных кадров для всех сфер, секторов и отраслей национальной экономики, как системообразующей звенья процесса формирования человеческого капитала субъектов экономической, прежде всего, производственно-коммерческой деятельности. Последнее предопределяет приоритетность развития именно субъектов предоставления образовательных услуг в сфере высшего образования, как субъектов и объектов инвестиционной деятельности с учетом дуалистического характера источников и результатов инвестиций. Formed and developed human capital is the basis for the development of socio-economic systems at any level. At the same time, the effectiveness of the activities of subjects of economic relations directly depends on the personnel component of their economic potential, because responsible, qualified and motivated personnel is the basis for the successful implementation of management decisions, the implementation of development strategies, compliance with the economic security of the subject. In turn, if all the problematic issues of personnel motivation to achieve the goals of the organization, as a subject of economic relations, are solved at the micro level, that is, in the internal organizational environment, then the problems of forming the responsibility and qualifications of employees directly depend on the education they have acquired. This actualizes the role and importance of the higher education system, which for more than twenty years has become not a privilege of the most gifted, but a real source of qualified personnel for all spheres, sectors and branches of the national economy, as a system-forming link in the process of forming the human capital of economic entities, primarily industrial and commercial activities. The latter determines the priority of the development of the subjects of providing educational services in the field of higher education, as subjects and objects of investment activity, taking into account the dualistic nature of the sources and results of investment.
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Repnikova, Valentina, Andrey Garnov, and O. Bykova. "On the paradigm of modern education." Scientific Research and Development. Economics of the Firm 9, no. 4 (January 11, 2021): 30–37. http://dx.doi.org/10.12737/2306-627x-2020-30-37.
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Digitalization, the transition to a knowledge economy, requires a restructuring of the education system. The existing education system does not meet the realities of the country's development, but it also contributes to the modernization of technologies, the definition of a high status among the country's economic leaders. Adaptation of education to the changing conditions of the world economic system is required. Additional education can make the transformation of the education system smoother without jeopardizing national technological development, accelerating these changes and becoming an instrument for meeting the demands of labor market professionals.
Economic changes in the context of the transformation of a knowledge-based society require restructuring the education system, creating new professional skills and training specialists who can acquire and use new knowledge in rapidly changing situations.
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Hämäläinen, Raija, and Kati Laine. "Classroom Orchestration." International Journal of Virtual and Personal Learning Environments 5, no. 3 (July 2014): 33–50. http://dx.doi.org/10.4018/ijvple.2014070103.
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The nature of vocational education needs has changed. In authentic vocational classroom contexts, there is a rising need to develop new ways to integrate ongoing and overlapping processes of students' personal learning environments and collaborative knowledge construction. However, there is currently very little knowledge about how teachers integrate these two approaches in arranging learning. This creates new challenges for teachers when creating instructional activities, especially regarding teacher-student interactions. This case study illuminates teachers' instructional activities in empowering the students' knowledge construction in a technology-enhanced learning setting. The results showed six main teacher-student interactions related to orchestrating learning. In addition, this study illustrates how vocational education teachers enhance students' learning in ways that meet working life needs (e.g., by selectively restructuring knowledge from the viewpoint of work settings).
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Wiyarsi, Antuni. "ENHANCING OF PRESERVICE CHEMISTRY TEACHERS’ SELF-EFFICACY THROUGH THE PREPARATION OF PEDAGOGICAL CONTENT KNOWLEDGE IN VOCATIONAL CONTEXT." JURNAL PENDIDIKAN SAINS (JPS) 6, no. 1 (March 29, 2018): 14. http://dx.doi.org/10.26714/jps.6.1.2018.14-23.
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Pedagogical Content Knowledge (PCK) development of appropriate chemistry in vocational context is necessary to prepare the capability of pre-service chemistry teachers in designing effective chemistry learning in vocational schools. This study aims to assess the self-efficacy pre-service chemistry teachers by the learning based on PCK development in vocational context. Pretest-posttest control group design was used in these research. The results showed that the PCK development strategy in the vocational context is able to increase self-efficacy of pre-service chemistry teachers. Most of pre-service chemistry teachers have increased self-efficacy, although some of pre-service teachers have decreased self-efficacy. The main implication of this research is the need for restructuring of the curriculum for pre-service chemistry teacher education programs that are more concerned with professional development in the context of vocational schools
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Havryliuk, Nataliia М. "VOCATIONAL EDUCATION, TEACHING ENGLISH TO STUDENTS OF ECONOMIC SPECIALTIES." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 23 (June 2022): 143–48. http://dx.doi.org/10.32342/2522-4115-2022-1-23-17.
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The article analyzes modern methods of teaching a foreign language for economic specialties, shows the feasibility of using these methods in higher education. The process of teaching English in non-linguistic higher education institutions has certain features that are related to the different initial level of language training of freshmen; the number of hours to study the subject; number of groups; low enthusiasm for learning a foreign language. We emphasize that motivation plays an important role in the educational process, and its formation should be one of the main tasks of the educational process of students of economic specialties. Motivation determines the productivity of educational activities and is an integral part of it. Practice has shown that high-quality training of foreign languages for economic specialties can be carried out through the introduction of modern educational technologies, such as: training, project methodology, technology of consolidation and distance learning, information and communication technologies, training and control work. It is determined that if the content of the subject «foreign language» is focused on the specialty of the free economic zone, the effectiveness of the curriculum can be significantly increased. The study found that the use of interactive learning technology involves seeking help in communication, including cognitive communication and constructivist methods of learning a foreign language. The evidence has shown that the use of innovative English teaching methods and multimedia teaching methods can increase students’ motivation to learn foreign languages, provide access to new alternative sources of information, develop independent psychological activities, develop communication skills, intercultural and professional skills. The formation of technical motivation of students of higher educational institutions of economic specialties is one of the main tasks of the educational process, and students should become active participants, not passive objects. The use of multimedia teaching aids to implement innovative methods of teaching English allows to increase students’ motivation to learn foreign languages, obtain new alternative sources of information, develop independent psychological activities, improve creative self-realization, cultivate communication skills, intercultural and professional skills. Therefore, these technologies help to qualitatively diversify courses, enrich them with information and diversify teaching, significantly increase the effectiveness of the professional content of “foreign” subjects in higher education in economic specialties. Methods of teaching foreign languages are constantly updated, so the demand for their study is growing. Since one of the most effective methods is communication, we see the prospect of further studies in its research.
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Mashkina, Olga Anatolevna. "Vocational education in China: economic needs and social expectations." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2016): 38–52. http://dx.doi.org/10.51314/2073-2635-2016-2-38-52.
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Robison, Richard, and Garry Rodan. "Economic restructuring and the reform of the higher education system." Australian Journal of Political Science 25, no. 1 (May 1990): 21–36. http://dx.doi.org/10.1080/00323269008402103.
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