Relevant bibliographies by topics / Education and training needs

Academic literature on the topic 'Education and training needs'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Education and training needs"

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Winch, Christopher. "Education Needs Training." Oxford Review of Education 21, no. 3 (September 1995): 315–25. http://dx.doi.org/10.1080/0305498950210305.

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Batchelor, Anno. "Education and Training Needs Assessment." Journal of the Intensive Care Society 4, no. 3 (October 2003): 86. http://dx.doi.org/10.1177/175114370300400311.

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Many of you will remember being accosted by me either at the State of the Art meeting or by email asking what your (or your trainees) educational needs are and what the Society should be doing to help you fulfil them.
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Liu, Abby, and Geoff Wall. "Differentiating education and training needs." Asia Pacific Journal of Tourism Research 11, no. 1 (March 2006): 17–28. http://dx.doi.org/10.1080/10941660500500626.

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Robertson, G. L., and R. Mitchell. "Education, training and research needs." Food Control 1, no. 1 (January 1990): 8. http://dx.doi.org/10.1016/0956-7135(90)90111-o.

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PATERSON, D. B. "Education and Training for Future Needs." Journal of the Society of Dyers and Colourists 93, no. 11 (October 22, 2008): 427. http://dx.doi.org/10.1111/j.1478-4408.1977.tb03315.x.

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Frank, Alan R., Timothy Z. Keith, and Dennis A. Steil. "Training Needs of Special Education Paraprofessionals." Exceptional Children 55, no. 3 (November 1988): 253–58. http://dx.doi.org/10.1177/001440298805500308.

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A primary purpose of this investigation was to identify those tasks that special education teachers rate as important for their paraprofessionals to be able to complete. In addition, teachers were asked to rate their paraprofessionals' skills in completing tasks rated as important. The effects on ratings of program instructional model and age of students served also were examined. Only two tasks (prepare materials and help practice skills) were rated as important by every group of special education teachers. Other findings suggest that paraprofessionals need to have different competencies, depending on the type of educational setting in which they are employed.
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Jaakkola, Eero. "Multimedia training needs analysis." International Journal of Continuing Engineering Education and Lifelong Learning 10, no. 1/2/3/4 (2000): 59. http://dx.doi.org/10.1504/ijceell.2000.000350.

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Kandpal, Arpita Sharma. "Training Needs Assessment of Poultry Farmers: Borich Training Need Analysis." Indian Research Journal of Extension Education 22, no. 5 (December 1, 2022): 184–88. http://dx.doi.org/10.54986/irjee/2022/dec_spl/184-188.

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Poultry is very important livelihood component for the rural people. For eff ective and effi cient poultry farming latest technologies are needed. In this regards farmer need to be trained. Past researches revealed that poultry farmers are facing many problems due to lack of information, education on many aspects. Thus, training is necessary to transmit the information and change the behavior of rural people towards poultry farming. Keeping this in view, a study was taken up on Training Need Assessment (TNA) of poultry farmers in poultry rearing practices. Present research study was conducted in GBPUA&T, Pantnagar. Total 120 respondents were selected. Descriptive research design was used. It was observed that majority of farmers were middle age group, educated upto Intermediate level having medium family size and belonged to medium income group. Majority of farmers have medium level poultry farming experiences and medium level of mass media exposure and information seeking behavior. Results also revealed that culling and selection of birds, feeding and watering management, bird, meat and egg marketing, incubation and hatching, fi nance and loan facilities, vaccination and preventive measures are some of the perceived training needs of poultry farmers.
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Juracak, Josip, and László Kárpáti. "Agribusiness higher education development – training needs analysis." Applied Studies in Agribusiness and Commerce 2, no. 1-2 (October 31, 2008): 107–20. http://dx.doi.org/10.19041/apstract/2008/1-2/16.

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With the tremendous changes in political and economic systems of the Republic of Croatia after independence, new challenges have been put to the higher education system as well. The system used to be structured to serve a centrally planed economy with predominantly state ownership. Universities were producing graduates to be employed on statefarms,inagri-foodsystems(socalled„kombinats“),the state owned processing industry or cooperatives. The graduates were specialised in particular branches, such as crop production, vegetable production or livestock husbandry. Therefore, they were not educated to understand the whole system of a company or the agri-food system. In one word, they were not prepared to run firms as managers, although they were highly educated. Small and medium size entrepreneurs in agri-food business have been rather an exception than a rule, and prior to the transition there was not to much experience in managing, financing or marketing for such a firms.
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Henson, Steve W., Milton Pressley, and Scott Korfmann. "Business Training and Education Needs of Chiropractors." Journal of Chiropractic Education 22, no. 2 (September 1, 2008): 145–51. http://dx.doi.org/10.7899/1042-5055-22.2.145.

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Objective: This report is an examination of the perceived need for business skills among chiropractors. Methods: An online survey was completed by 64 chiropractors. They assessed the need for business skills and current levels of business skills. Using this information, gaps in business skills are identified. Results: The need for business skills is broad, encompassing all major business functions. Existing business skills are well below needed levels. Conclusion: The chiropractic profession needs significantly greater business and practice management skills. The existing gap between needed business skills and existing skills suggests that current training and education programs are not providing adequate business skills training.
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Dissertations / Theses on the topic "Education and training needs"

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Taylor, Christine M. "Identifying training needs of educational paraprofessionals /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8301.

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Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Zhang, Hao. "Human systems integration: training and education needs analysis." Diss., Rolla, Mo. : Missouri University of Science and Technology, 2008. http://scholarsmine.mst.edu/thesis/pdf/Zhang_09007dcc80534b76.pdf.

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Thesis (M.S.)--Missouri University of Science and Technology, 2008.
Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed August 28, 2008) Includes bibliographical references (p. 89-92).
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Jeffree, Pauline. "The education and training needs of practice nurses." Thesis, University of Surrey, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336545.

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Blatter, Patricia Joy. "Early childhood educators' perceptions regarding training needs /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu148758824982369.

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Cameron, Margaret. "Early childhood environmental education : teacher attitudes and training needs /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09ENV/09envc182.pdf.

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Preston, Zhanna B. "Challenging Behaviors| Perceived Training Needs of Special Education Paraprofessionals." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701025.

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Purpose: The purpose of the study was to identify the most challenging and frequently occurring types of student behavioral problems that paraprofessionals in the K-12 public school setting encounter. In addition, the purpose of the study included identifying the most effective ways to prepare special education paraprofessionals to manage the most challenging and frequently occurring student behaviors through effective professional development practices.

Methodology: The mixed methods study primarily involved collecting and analyzing qualitative and quantitative data through on-line surveys of paraprofessionals, special education teachers, and school principals. Phenomenology and grounded theory elements served as the descriptive study’s theoretical foundations. A policy Delphi method used an expert panel that represented a diverse group of public school districts in Riverside County, California.

Findings: Analysis of data revealed the 12 most challenging student behavior types, including eight most frequently occurring student behaviors in the k-12 school setting. Key topics and effective professional development delivery methods for special education paraprofessionals in the area of managing challenging behaviors were identified.

Conclusions: As a result of the study and review of prior research, an outline of suggested professional development activities was developed. Effective training delivery methods involving the principles of andragogy were also identified.

Recommendations: Schools and districts must (1) include paraprofessionals’, teachers’, and principals’ input when developing professional development activities for special education paraprofessionals; (2) focus the behavioral training for paraprofessionals on the most challenging and frequently occurring student behaviors in the k-12 school setting; (3) apply principles of andragogy when providing professional development to paraprofessionals; (4) make a shift from one-day training events to on-going, systematic, research-based, consistent, relevant training that involves practice time, meaningful feedback, modeling, and activities aiming at the higher level thinking skills identified in Bloom’s taxonomy.

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Marsh, Alan John. "Formula funding and special educational needs." Thesis, Open University, 1998. http://oro.open.ac.uk/18863/.

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This thesis is based on a six year research study and is set against the implementation of Local Management of Schools and the formula funding arrangements for pupils with special educational needs (SEN). The main aim of the research is to investigate the principles and practice for allocating additional resources to provide for pupils with SEN but without statements. Two theoretical perspectives are used: the 'special needs pupil' discourse and the 'school and teacher effectiveness' discourse (Galloway, Armstrong and Tomlinson, 1994). The study is in two main parts. First the theoretical component whereby a critical examination is given to the conceptualisation of special educational needs, to the principles or criteria for evaluating a funding formula and to the historical arrangements for funding pupils with SEN. The second part of the thesis is the empirical component consisting of two national surveys, a case study carried out in two LEAS Mercia and Whiteshire, and computer budget modelling for different funding formulae for all primary and secondary schools in Whiteshire (n=690 schools). Evidence is obtained throughout the study relating to the design of an 'improved' SEN formula which is evaluated according to the principles or criteria of simplicity, equity, effectiveness, responsiveness to needs, efficiency, stability of funding, cost containment and accountability
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Davies, Peter. "The integration of pupils with special educational needs in one South Wales education authority." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383270.

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Terry, Aleshia Renee. "Assessing the Perceptions of the Training Needs for Local School Council Members." Thesis, Chicago State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746675.

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Much literature has been written about the history and induction of local school councils in the State of Illinois. Chicago's Local School Councils (LSCs) were created based on the Chicago School Reform Act of 1988. These LSCs were given power in Principal Selection and Evaluation, School Improvement Planning, and School-Based Budgeting (Moore & Merritt, 2002 p.11). State law currently requires 18 hours of training for newly elected members, but critics contend the large-scale lecture format does not properly prepare panelists (Gewertz, 2002). While some researchers agree that LSCs have made strides in improving schools, others have indicated that there are many troubles that hinder the effectiveness of LSCs such as the lack of skills, commitment, and support (PURE, 2006). Larger citizen participation in school councils can create its own problems. Many future LSC members may not be adequately prepared to assume a leadership role (Cunningham, 2003).

The purpose of this quantitative study is to determine what knowledge LSC members currently possess in order to be effective leaders within the school system. Data was collected from various schools within the Woodlawn community in Chicago, Illinois, to analyze the perceptions of parent and community stakeholders regarding LSC training. A quantitative Needs Assessment survey was designed to assess the participants’ perceptions. An overall analysis of the data indicated that the survey participants were dissatisfied with LSC training. LSC members believed that the mandatory LSC training modules did not prepare them to address issues relevant to their school. Generalized LSC member training programs have been criticized for failing to address the unique issues and scenarios in which LSC members often find themselves (Grendon, 2010). Perceptions of LSC members and community stakeholders are vital in determining what factors are hindering the success of schools in the Chicago Public School (CPS) system. Based on a needs assessment of LSC members, recommendations are developed to assist in determining further training for LSC members to ensure they have the knowledge and skills required for effective decision making within their schools. Also discussed are areas for further research as it relates to LSC training.

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Williams, Carol A. Wagner. "Longitudinal training needs assessment of school vocational evaluators in Ohio /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844485893837.

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Books on the topic "Education and training needs"

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Kopp, Kathleen. Determine individual training needs. Columbus, Ohio: The National Center for Research in Vocational Education, The Ohio State University, 1986.

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Carol, Ouvry, Special Educational Needs Policy Options Group., Economic and Social Research Council., Cadbury Trust, and National Association for Special Education Needs., eds. Teacher education for special educational needs: Special Educational Needs Policy OptionsGroup paper. Stafford: NASEN Enterprises, 1993.

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Hoover, Herbert. Business training and technology needs. [Lincoln]: University of Nebraska-Lincoln, Division of Continuing Studies and Nebraska Technical Assistance Center, 1986.

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Dwyfor, Davies John, and Garner Philip 1947-, eds. At the crossroads: Special educational needs and teacher education. London: David Fulton Publishers, 1997.

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Martin, Julia H. Meeting needs: Education & training for Virginia's adults. [Charlottsville, Va.]: Virginia Occupational Information System, 1992.

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Bostock, David A. Human resource development: Education and training needs. Birmingham: Education Support Services, 1990.

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1944-, Upton Graham, ed. Staff training and special educational needs. London: David Fulton Publishers, 1991.

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Dalglish, Carol. The education and training needs of unemployed people. (Nottingham): Association for Recurrent Education, 1986.

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Tudway, Celia. The training needs in a social education centre. Uxbridge: Brunel University, 1986.

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Kaiuea, Tiura. Education needs and further training requirements of the Catholic education system. Tarawa, Kiribati: USP Expension Centre, 1997.

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Book chapters on the topic "Education and training needs"

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Povey, Robert, and Peter Abbotts. "Training For Special Needs." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol227:158—Vol227:178. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-150.

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Fisher, Richard F. "Agroforestry training: global trends and needs." In Agroforestry Education and Training: Present and Future, 49–56. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-2095-8_4.

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Chong, Sean, Qi Cao, and Yiyu Cai. "Game-Assisted Vocational Training." In When VR Serious Games Meet Special Needs Education, 129–42. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6942-9_8.

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Kotsampopoulos, P., T. V. Jensen, D. Babazadeh, T. I. Strasser, E. Rikos, V. H. Nguyen, Q. T. Tran, et al. "Education and Training Needs, Methods, and Tools." In European Guide to Power System Testing, 113–28. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42274-5_8.

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Thomas, David. "Initial Training Needs of Special Education Teachers." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol224:213—Vol224:P4. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-116.

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von Gunten, Charles F., and Betty R. Ferrell. "Medical and Nursing Education & Training." In Meeting the Needs of Older Adults with Serious Illness, 225–36. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0407-5_16.

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Choy, Sarojni, Stephen Billett, and Darryl Dymock. "Continuing Education and Training: Needs, Models and Approaches." In Professional and Practice-based Learning, 213–29. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29019-5_11.

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Alop, Anatoli. "Smart Shipping Needs Smart Maritime Education and Training." In The 1st International Conference on Maritime Education and Development, 131–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64088-0_12.

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Geier, Joyce D. "The Delphi survey methodology: An approach to determine training needs." In Software Engineering Education, 387–402. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-58951-1_118.

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Monzón, Mario, Rubén Paz, Zaida Ortega, and Noelia Diaz. "Knowledge Transfer and Standards Needs in Additive Manufacturing." In Additive Manufacturing – Developments in Training and Education, 1–13. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76084-1_1.

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Conference papers on the topic "Education and training needs"

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Krypotou, Adamantia, and Chryssa Sofianopoulou. "INVESTIGATING SECONDARY EDUCATION TEACHERS' TRAINING NEEDS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0563.

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Richterek, Lukáš, and Jan Říha. "EUROPEAN AUGMENTED REALITY TRAINING NEEDS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.168.

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The report of AROMA project (AROMA project consortium, 2018) summarizes a detailed study performed within project partner countries (Belgium, Czech Republic, Greece, Malta, Romania, Spain and Sweden) aimed at identifying the training needs connected with augmented reality technology (AR) and entrepreneurial skills and mapping an awareness about the AR technology. For the project, the research also serves as a first step to identify gaps that need to be addressed to offer a holistic syllabus integrating AR with selected skills and competencies. Keywords: augmented reality, competencies for entrepreneurship, vocational education and training.
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Alfert, K., J. Pleumann, and J. Schroder. "Software engineering education needs adequate modeling tools." In 17th Conference on Software Engineering Education and Training, 2004. Proceedings. IEEE, 2004. http://dx.doi.org/10.1109/csee.2004.1276513.

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Verlinden, Karla, and Katharina Urbann. "Session 9: Special Education | Sexual Abuse Prevention: A Training Program for Special Educational Needs Students and Teachers." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0039.

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Liu, Lin, and Zhi Jin. "Balancing Academic and Industrial Needs in RE Courses." In 2008 Requirements Engineering Education and Training (REET). IEEE, 2008. http://dx.doi.org/10.1109/reet.2008.1.

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Carutasu, George, Gabriela Beatrice Cotet, and Nicoleta Luminita Carutasu. "PANDEMIC IMPACT OVER DIGITAL SKILLS TRAINING NEEDS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0130.

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Pangaribuan, Fibie Liona, Darwin, and Wanapri Pangaribuan. "Needs Analysis on Training Management Model Development." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.144.

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Lopez, David, and Ariadna Llorens Garcia. "Training needs for a PhD programme in Engineering Education." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125286.

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Gharawi, Mohammed, Elsa Estevez, and Tomasz Janowski. "Identifying government chief information officer education and training needs." In the 15th Annual International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2612733.2612764.

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Mannila, Linda, Lars-Åke Nordén, and Arnold Pears. "Digital Competence, Teacher Self-Efficacy and Training Needs." In ICER '18: International Computing Education Research Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3230977.3230993.

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Reports on the topic "Education and training needs"

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Goldman, Charles A., Jane S. Peters, Nathaniel Albers, Elizabeth Stuart, and Merrian C. Fuller. Energy Efficiency Services Sector: Workforce Education and Training Needs. Office of Scientific and Technical Information (OSTI), March 2010. http://dx.doi.org/10.2172/983020.

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Tkachuk, Viktoriia V., Yuliia V. Yechkalo, and Oksana M. Markova. Доповнена реальність у навчанні студентів із особливими освітніми потребами. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2457.

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The article is aimed at developing theoretical and methodological principles of augmented reality application to training students with special educational needs. The research objective is to implement the augmented reality technology as a means of supporting educational activities of students with special educational needs at higher educational institutions. The object of the research is augmented reality in education. The subject of the research is augmented reality in training students with special educational needs. Research methods include analysis of state standards, statistics and publications. The research results imply analysis of actual means of augmented reality, applied to training students with special educational needs. The authors conclude that creation of modern learning tools based on the augmented reality technology and relevant to the world scientific and technical advancements is a key precondition for implementing efficient strategies to achieve goals of inclusive education.
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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Obiakor, Thelma, and Kirsty Newman. Education and Employability: The Critical Role of Foundational Skills. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/048.

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A great deal of policy attention is paid to the role that education plays in driving employment outcomes. Most of this attention has focused on post-primary education— particularly Technical and Vocational Education and Training (TVET). This paper sets out the less-discussed role that foundational skills, typically built through basic primary education, play in driving employability; how foundational skills affect TVET provision; and what implications this body of evidence has for education policy. We acknowledge the need to consider how education systems build skills which will contribute to countries’ economic aspirations. However, we suggest that the dominant discourse which focuses specifically on TVET and how it can be linked to employer demands is unlikely to be successful for several reasons. Firstly, we show that foundational skills are themselves associated with economic gains for individuals and societies. This, together with the evidence showing extremely low levels of foundational skills in many countries, suggests that focusing on improving foundational skills may be a more cost-effective approach to driving employability than has been previously acknowledged. Furthermore, we show that TVET (and other later forms of education) may struggle to add value where foundational skills are not in place. Focusing large amounts of energy and resources on reforming TVET may not achieve hoped-for impacts if TVET entrants don’t have the necessary foundations to learn. We discuss the popular policy prescription of linking TVET provision to employer needs. As well as noting our concern that this focus fails to acknowledge the binding constraint of low foundational skills, we also set out why employer demand for skills may not be a good indication of actual future skills needs. We therefore suggest a more nuanced discussion on skills for employability which acknowledges economic development goals; the skills that will be needed to achieve them; and, crucially, a country’s starting point. We end the paper by highlighting the fact that unemployment and underemployment are generally caused by a lack of jobs, not a lack of skills. We therefore urge policymakers to be realistic about the extent to which any education policy—whether focusing on foundations, technical, and vocation skills or any other type of skills—can affect employment outcomes. Considering the evidence presented in this paper, we suggest that policymakers in many low- and lower-middle income countries may want to consider a stronger focus on foundational skills. The major reason for focusing on foundational skills is that a quality education is a fundamental right for all children which will allow them to experience lifelong learning. This paper sets out that foundational skills will also be the first step towards achieving a more employable workforce—but also that policymakers should consider the full range of policies that need to be in place to deliver productive employment and economic growth.
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Hlushak, Oksana M., Svetlana O. Semenyaka, Volodymyr V. Proshkin, Stanislav V. Sapozhnykov, and Oksana S. Lytvyn. The usage of digital technologies in the university training of future bachelors (having been based on the data of mathematical subjects). [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3860.

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This article demonstrates that mathematics in the system of higher education has outgrown the status of the general education subject and should become an integral part of the professional training of future bachelors, including economists, on the basis of intersubject connection with special subjects. Such aspects as the importance of improving the scientific and methodological support of mathematical training of students by means of digital technologies are revealed. It is specified that in order to implement the task of qualified training of students learning econometrics and economic and mathematical modeling, it is necessary to use digital technologies in two directions: for the organization of electronic educational space and in the process of solving applied problems at the junction of the branches of economics and mathematics. The advantages of using e-learning courses in the educational process are presented (such as providing individualization of the educational process in accordance with the needs, characteristics and capabilities of students; improving the quality and efficiency of the educational process; ensuring systematic monitoring of the educational quality). The unified structures of “Econometrics”, “Economic and mathematical modeling” based on the Moodle platform are the following ones. The article presents the results of the pedagogical experiment on the attitude of students to the use of e-learning course (ELC) in the educational process of Borys Grinchenko Kyiv University and Alfred Nobel University (Dnipro city). We found that the following metrics need improvement: availability of time-appropriate mathematical materials; individual approach in training; students’ self-expression and the development of their creativity in the e-learning process. The following opportunities are brought to light the possibilities of digital technologies for the construction and research of econometric models (based on the problem of dependence of the level of the Ukrainian population employment). Various stages of building and testing of the econometric model are characterized: identification of variables, specification of the model, parameterization and verification of the statistical significance of the obtained results.
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