Academic literature on the topic 'Education and training services industry'
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Journal articles on the topic "Education and training services industry"
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Mirzayev, Fuad, Gulnara Ahmadova, Kovsar Dadashova, and Dmytro Bugayko. "Cluster market of civil aviation training complex services." Electronic Scientific Journal Intellectualization of Logistics and Supply Chain Management #1 2020, no. 24 (June 2024): 53–60. http://dx.doi.org/10.46783/smart-scm/2024-24-5.
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Classification and features of the educational services market are of interest due to the commercialisation of education and the widespread increase in the level of requirements for staff qualification. Vocational education represents a special segment of this market. The market of professional education of aviation specialists is an important and dynamically developing segment of the educational industry that can offer promising opportunities for training and career development in aviation. According to many researchers, the special importance of this element of the educational services market structure should be based on the integration of joint efforts of corporate training centres, industry agencies and the government with the needs of customers and industry standards. Personnel training itself is a complex multi-disciplinary system. Based on the research in the field of professional education of aviation specialists, the authors define the market of civil aviation simulator complexes services, characterise the market products and identify other features of the market and propose the concept of "cluster market of aviation simulator complexes services".
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Степанова, Светлана, and Svetlana Stepanova. "Marketing of educational services in tourism under modernization of Russian education." Services in Russia and abroad 9, no. 3 (November 26, 2015): 136–45. http://dx.doi.org/10.12737/14402.
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The article considers the peculiarities of the marketing policy of educational institutions, which carry out the personnel training for the tourism industry. Today, the study of issues related to strategic directions of marketing policy of educational institutions, which carry out the personnel training for the tourism industry, becomes more and more important. The modern model of education makes new requirements for the level of competence of graduates of educational institutions, including for tourism. Fundamental changes in the market of educational services in the field of tourism relate to the introduction of professional standards in the future. They will be the basis for the adjustment of federal educational standards and educational programs at all levels of professional education, and the use of innovative forms and methods in vocational and internal training of personnel for the tourism industry. The article gives an analysis of the content of the concept of educational services marketing for the tourism industry. The requirements for the marketing policy of educational institutions, which carry out the personnel training for the tourism industry, are generalized. The strategic direction that consists in active implement programs of additional vocational educationg in the tourism is justified.
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Lea, Suzanne C., and M. J. Huggins. "Linking Higher Education, Industry and School." Industry and Higher Education 8, no. 2 (June 1994): 119–22. http://dx.doi.org/10.1177/095042229400800210.
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The authors describe and review an innovative collaborative approach to the training of postgraduate generalist students of primary education (5–11 year-olds) in the teaching of economic and industrial understanding. The project involves a university education department, industrial and commercial organizations, and related support services.
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Tri, Nguyen Minh, Lai Quang Ngoc, and Nguyen Trung Dung. "Education and training development." International journal of health sciences 6, no. 1 (March 13, 2022): 438–48. http://dx.doi.org/10.53730/ijhs.v6n1.4765.
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Today, countries around the world, including Vietnam, consider investing in education and training as an investment in development not only for today's generation but also for future generations. Education and training development is a leading national policy. Promoting its potential and advantages, Ho Chi Minh City is aiming to become the center of industry, services, education and training, science, and technology of Southeast Asia. To meet that requirement, Ho Chi Minh City identifies education and training as the top national policy that plays a decisive role in achieving sustainable development goals. Within the framework of the article, the author presents the current situation of education and training development in Ho Chi Minh City; thereby offering some appropriate solutions to develop education and training to meet the requirements outlined in the era of industrial revolution 4.0.
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Borodin, V. A., and O. A. Shunina. "Regional Market of Education Services: Development Problems." Vestnik of the Plekhanov Russian University of Economics, no. 4 (July 29, 2018): 173–83. http://dx.doi.org/10.21686/2413-2829-2018-4-173-183.
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Economy of the Altay territory is a diversified complex, where key types of economic activity are manufacturing industry, agriculture, wholesale and retail trade. A specific feather of the territory is a high proportion of the rural population – 39.3% of the total number of employed people (23% in Russia) and a low number of students of primary, secondary vocational and higher education as compared with all – Russian figures. According to the strategy of social and economic development of the Altay territory up to 2025 the priority lines in the territory economy are bio-technology, pharmaceutics, certain branches of machine building and food industry, tourismrecreation and transportation complexes, high-profit services of the service sector, including finance services, as well as services in the field of high technologies. The level of training specialists and skilled workers for this diversified labour market in general is sufficient, training is conducted by more than 200 specializations in all priority lines however, the training in the vocational education system fell down by 20% during the last 5 years. The demographic situation in the territory seriously influenced these figures. Changes in the structure of the GRP of the Altay territory caused the reduction in the proportion of manufacturing industry and agriculture, which affected negatively the level of population employment in production industries. The authors studied the key trends of the system of vocational education development in the territory in 2012–2016 and showed that the misbalance of education service supply with the real need in them on the labour market was caused both by the absence of reliable methods of labour market forecasting by quantity and structure and the impact of population preferences assessing subjectively the demand for labour resources proceeding from personal ideas about the demand for this or that profession. It can lead to the excess number of specialists of ‘popular’ professions and difficulties with their employment and, on the other hand – to the shortage of needed professional staff.
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Grishina, Elena N., Elena A. Lysova, Irina P. Lapteva, and Eleonora V. Nagovitsyna. "Educational platform of region’s digital modernization in Industry 4.0." On the Horizon 27, no. 3/4 (October 11, 2019): 180–86. http://dx.doi.org/10.1108/oth-07-2019-0040.
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Purpose The purpose of this paper is to substantiate the importance of an educational platform for digital modernization of modern Russia’s regions in Industry 4.0 and to determine the functions and conceptual foundations of organization of regional market of educational services for execution of functions for stimulation of digital modernization of Russia’s regional economy. Design/methodology/approach The authors use the method of regression analysis for studying the influence of the indicators of adaptation of the market of educational services to the conditions of Industry 4.0 on efficiency of digital modernization of economy of the regions of the Volga Federal District of the Russian Federation as of late 2018-early 2019. The information and empirical basis of the paper is materials of the index “Digital Russia” of the Moscow School of Management “Skolkovo.” Findings It is determined that the market of educational services plays an important role in the process of transition of regions of modern Russia to Industry 4.0, performing two functions: training of personnel who are capable of working with digital technologies and training of personnel who are capable of creating new digital technologies at a region’s companies. As a result, the educational platform of digital modernization of the regional economy is formed. The developed conceptual foundations of an organization of the regional market of educational services for execution of its functions on stimulating the digital modernization of Russia’s regional economy allow for three variants of the process of training of personnel: within execution of the order of partner companies in a regional technological park, within participation of the region’s companies in a tender for training of personnel and within an independent initiation of the process of training of personnel by universities based on the results of digital marketing. Originality/value The offered authors’ recommendations ensure the following advantages during the creation and development of the educational platform of a region’s digital modernization in Industry 4.0: high marketing activity of universities, direct sequence of training of personnel and improved treatment of the effectiveness of regional universities as the ratio of efficiency in personnel training to expenditures, which stimulates competition between universities and maximization of effectiveness of educational platform of a region’s digital modernization in Industry 4.0.
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Hua, Lei, and Svetlana A. Zhutyaeva. "INTEGRATION OF EDUCATION AND INDUSTRY IN THE TRAINING OF LANGUAGE SERVICE SPECIALISTS IN CHINA." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 9/3, no. 139 (2023): 97–103. http://dx.doi.org/10.36871/ek.up.p.r.2023.09.03.010.
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The article explains the importance of industry-education integration in language services by providing students with practical language learning and application opportunities that improve their language and intercultural communication skills and meet the needs of real-world industry. The difficulties and challenges faced by the education, training and talent development system in China are analyzed. The economic benefits from the integration of education and production are described, allowing businesses to better gain a foothold in the international market, increase their competitiveness and achieve sustainable development. Strategies and measures are proposed to closely integrate language services and talent development through collaboration with industry.
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Selby Smith, Chris. "Health services management education in South Australia." Australian Health Review 18, no. 4 (1995): 15. http://dx.doi.org/10.1071/ah950015.
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In December 1994 the Australian College of Health Service Executives (SABranch) sought ?a needs analysis for health management training programs withinSouth Australia?. Although the college was interested in a range of matters, thecentral issue was whether the current Graduate Diploma in Health Administration(or a similar course) would continue to be provided in Adelaide. The college providedbackground material and discussions were held with students, the health industry,relevant professional associations and the universities. This commentary sets out someof the background factors and my conclusions, which have been accepted by the SouthAustralian authorities.
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Guo, Ting, and Ruonan Yang. "Practice of Open Regional Industry Education Integration Practice Center." Journal of Innovation and Development 6, no. 3 (April 29, 2024): 31–34. http://dx.doi.org/10.54097/9kh33730.
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In order to implement the national policies and guidelines on the integration of industry and education, and effectively improve the quality of talent cultivation, Sichuan Urban Vocational College and Chengdu Bru Future Education Consulting Co., Ltd. jointly build the Industry College of Bru Future Special Education of Sichuan Urban Vocational College as the practice center for the integration of industry and education. The practice center is deeply integrated into the system engineering of talent cultivation, achieving a win-win situation for both schools and enterprises. The construction of the practice center will carry out projects such as student practical training, social training, and technical services, provide digital empowerment, and cultivate high skilled talents in the industry that are in short supply.
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Peacock, Nicola, and Adele Ladkin. "Exploring Relationships between Higher Education and Industry." Industry and Higher Education 16, no. 6 (December 2002): 393–401. http://dx.doi.org/10.5367/000000002101296568.
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The purpose of the research discussed here is to explore relationships between a university and its local tourism industry. Although there has been much research on the interface between education and industry few empirical studies exist that test the extent and nature of these relationships. The paper reviews the industry-education interface both in broad terms and specifically in relation to tourism education. Key areas of interaction are identified, and, using an empirical case study, various types of industry-education links are investigated, including: recruitment, employers' preferences in graduate skills, work experience and placements, industry involvement in course design, training for the tourism industry, the use by industry of university products and services, and industry's views on forging links with education. A number of recommendations are made for the improvement of industry-education links.
Dissertations / Theses on the topic "Education and training services industry"
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Snyder, Thomas R. "Customized training services : concerns of Ohio industry on Department of Development services between 1983-1985 /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546983443.
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Griffith, Andrew Scott. "A Test of Human Capital Theory in the Education and Training Services Industry." NSUWorks, 2011. http://nsuworks.nova.edu/hsbe_etd/39.
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The objective of this research is to test human capital theory via the earnings announcements through the returns within the for-profit education and training services industry. This theory posits that enrollment levels would rise during recessionary periods and this should be reflected in better earnings announcements of the education firms.
Data was retrieved from the Compustat, CRSP, Thompson IBES, Google Finance, and Yahoo! Finance databases spanning the recessionary years of 2008 through 2010. The first hypothesis utilized a price index weighted by the education firms' market capitalization and the Russell 3000 Index as a proxy for the market to assess the daily returns of the education industry relative to the market. The second and third hypotheses involved assessing the quality of the earnings announcements within the education industry on a Friday vs. non-Friday report basis. The fourth hypothesis explored the actual EPS vs. forecasted EPS in consecutive quarters to test for differences in the earnings of that are better-than and those that are the same-or-worse than expected. The final hypothesis utilized the cumulative abnormal returns and cumulative excessive returns methodologies to compare the performance of the periods before and after the announcements.
No support for the first four hypotheses was found. Consistent with expectations established by other research using CAR and CER methodologies, the fifth hypothesis was supported. Support for human capital theory was not found because four hypotheses were unsupported.
This study was limited to U.S. education firms that were publicly traded on major U.S. exchanges. No private for-profit or non-profit firms were included in this study.
Knowledge was gained by exploring the earnings announcements of the education industry for evidence of human capital theory. The absence of support for the theory within the industry during a recession could be an indicator of other issues affecting the industry that need to be researched further before any conclusions can be reached.
This study extends the research in earnings announcements by examining the relationship the education industry has with the market. It also contributes to the work in human capital theory by testing the education industry's performance during recessionary years.
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Grace, Lauri Joy, and lswan@deakin edu au. "Language, power and ruling relations in vocational education and training." Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060927.134645.
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This thesis uses institutional ethnography to explore the text-based regulatory framework of the Australian Vocational Education and Training (VET) sector. Training Packages are national competency standards used to assess local workplace practice. The Australian Quality Training Framework (AQTF) is a national compliance framework used to audit local learning and assessment practice. These texts operate in a symbiotic relationship to achieve a policy goal of national consistency.
The researcher explicates the social relations of VET starting from her disquiet as a practitioner. The thesis argues that Training Packages and the AQTF socially organise the content and delivery of local learning and assessment activities. VET practitioners struggle to use these texts to support good practice, and their hidden work maintains an unstable VET system. Yet the extralocal mode of ruling offers no room to challenge VET policy.
The thesis explicates three themes. Interview data is used to explore the contrast between the institutional language of Training Packages and the vernacular of workplaces in which these texts are activated. Many practitioners and participants simply do not understand Training Package competency standards. Using these texts to judge employee performance shifts the policing of workplace practice from local sites to external VET authorities.
A second theme emerges as the analysis explores why VET practitioners use this excluding language in their work with participants. Interview data reveals that local training organisations achieve different readings as they engage with ruling VET texts. Some organisations use the national texts as broad frameworks, allowing practitioners to create spaces for meaningful learning. Other organisations adopt a narrow and rule-bound reading of national texts, displacing practitioners authority over their own practice.
A third theme is explored through examination of a sequence of VET texts. The review and redevelopment of the mandatory qualifications for VET practitioners identified the language of the competency standards as a significant accessibility issue. These concerns were reshaped and subsumed in an official response that established the use of this language as a compulsory assessable requirement and a language and literacy benchmark.
The thesis presents a new understanding of VET as a regulatory framework established through multiple levels of ruling texts that connect local sites to national government agendas. While some individual practitioners are able to navigate through this system, there is an urgent need for practitioners as a profession to challenge national hegemony.
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Okware, Fabiano. "Factors impacting performance of training institutions in Uganda." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020150.
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The purpose of this study was to develop and empirically test a hypothetical model of factors impacting performance of training institutions in Uganda in order to establish their statistical significance. The liberalisation of the education sector in Uganda, which has led to the rapid growth in the establishment of private sector higher education institutions in the country, now necessitates empirical and theoretical research into the factors impacting performance of these training institutions. The mission of higher education training institutions is to constantly create a critical academic community to debate national issues and to generate relevant knowledge for the country’s economic growth and development. The study investigated and analysed how the independent variables (individual-, institutional- and external) impact institutional performance (dependent variable). The study reviewed literature in the areas of individual-, institutional- and external factors supported by Wei’s (2006), Mackenzie-Phillips (2008), Burke-Litwin (1994), Lusthaus, Adrien, Anderson and Carden (1999) and The Jain (2005) models as presented in section 6 of chapter one. The hypothetical model developed was based on the models mentioned. The study sought the perceptions of managers and utilised the quantitative research paradigm. A survey was conducted using a self-administered questionnaire distributed to managers in both public and private training institutions in Uganda. The final sample comprised 488 respondents. Data was collected in 2012 over a period of four months. The returned questionnaires were subjected to several statistical analyses. The validity of the measuring instrument was ascertained using exploratory factor analysis. The Cronbach’s alpha values for reliability were calculated for each of the factors identified during the exploratory factor analysis. In this study, correlation and exploratory factor analysis, the KMO measure of sample adequacy and Bartlett’s test of sphericity and regressions were the main statistical procedures used to test the appropriateness of data, correlation and significance of the relationships hypothesised between the various independent and dependent variables. The study identified nine independent variables as significantly impacting the performance (dependent variable) of training institutions in Uganda. Three statistical significant relationships were found between the individual factors: knowledge acquisition, role identity, employee empowerment and performance of training institutions in Uganda. Four statistical significant relationships were found between the institutional factors: strategic intent, management capabilities, organisational resources, organisational culture and performance of training institutions in Uganda. Two statistical significant relationships were found between the external factors: political/legal, stakeholders and performance of training institutions in Uganda. The study also found five statistically insignificant variables. It was found that managers in training institutions in Uganda should encourage employees to assess their own performance. Managers should formulate a policy on transparency and practice open communication using the right communication channels. Training institutions in Uganda should consider having organic and flatter organisational structures with a wider span of control. Managers should regard economic variables such as inflation rates and tax obligations when planning and drawing up budgets as this will impact their profitability. There is a need in Uganda to collaborate with and forge close relationships with international training institutions and global partners to become more globally competitive. The study has provided general guidelines at individual level how to best utilize employees to improve performance of training institutions in Uganda. Furthermore, general operational guidelines at institutional level for improving performance of training institutions have been given for such institutions to become and remain competitive in the global market place. The study has also highlighted general guidelines regarding managing external environmental factors to assist in improving performance of training institutions in Uganda.
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Smouse, Mongezi Raymond. "Experiences of managers at supervising work integrated learning students in selected financial services organisation in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2784.
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Thesis (MTech (Business Administration)--Cape Peninsula University of Technology, 2018.In South Africa the government, industry and communities have placed pressure on Higher Education Institutions to deal with general skills shortage: whilst they prepare students to meet requirements and standards which industry expects. Universities of Technology are empowering students with theory, combining it with practical experience to generate graduates that are ready to meet industry’s demands and professional expectations. However, it has not proved easy to place students.The researcher has attempted to establish from companies the reasons the challenges and barriers posed during the Work Integrated Learning process. Work-Integrated Learning is important in bridging the gap between graduate attributes and industry expectations and the significant role that it plays in bridging the gap between graduate attributes and industry expectations. The workplace is a source of learning for students.The feedback from industry supervisors should be seen as an integral part of assessing students’ readiness for the world of work. The purpose of this research is to ascertain how managers deal with students during the Work-Integrated Learning period.The results of the study create foundation for future developments and research. It will also inform the development of an effective and innovative Work-Integrated Learning curriculum that is more supportive academically, and that encourages professional excellence and produces work-ready graduates. A qualitative research method was used in the study. Fifteen financial services managers from different companies were individually interviewed. Ethical approval for the study was sought and obtained. The results demonstrated that the managers experienced mixed feelings regarding their experience when supervising students in their respective companies. A closer examination of the managers’ responses, however, revealed that they had high expectations of students that participated in WIL, coupled with the quality of training provided by the Higher Education Institutions. These expectations include the following: effective time management, especially when reporting for work; regular attendance and team work, good and effective communication between company and the hosting university; and for WIL students to work independently, were all regarded as important.Although some managers had positive experiences of supervising students, there were those that expressed concerns about students’ levels of work readiness, as some indicated that students lacked self-confidence, while others raised concerns about students’ attitudes and lack of work ethics. It is recommended that the WIL programme should include activities that will enhance students’ confidence, independence and work-effectiveness. A collaborative effort should be made between various stakeholders that are involved in WIL: The need to give feedback to students on a full range of skills and competencies in the workplace, has not been extensively studied; hence an attempt by the researcher to establish some of the industry managers’ experiences in this regard.
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Davoli, Mario. "Cellular phone network service prototyping direct manipulation 3D virtual environment for design, training, marketing and documentation /." Swinburne Research Bank, 2001. http://hdl.handle.net/1959.3/22429.
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Thesis (PhD) - Swinburne University of Technology, 2001.Submitted for the degree of Doctor of Philosophy, Swinburne University of Technology - 2001. Typescript. Includes bibliographical references (p. 120-128).
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Wethereld, Anthony. "Does the computer helpdesk vocational training course change attitude about customer service?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1288.
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The purpose of this research was to determine whether The Computer Helpdesk vocational computing course, in conjunction with The Virtual Workplace simulation computer program, changed attitude about customer service. Thirty-seven adult female students at Fujairah Women's College of the Higher Colleges of Technology in the United Arab Emirates took part in the study. To assess possible attitude change, a combination of observation, interview and survey techniques were used. The Likert scale customer service attitude survey, which measured beliefs and perceptions about customer service, fanned the primary data gathering instrument. Qualitative and quantitative data were triangulated, and quantitative results were analysed using MANOVA. Results suggest strongly that the combination of the Computer Helpdesk course and the Virtual Workplace simulation program generally did not change attitude about customer service, however some degree or amount of attitude change in some subjects was detected.
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Kamp, Annelies, and Annelies kamp@deakin edu au. "A study of the Geelong Local Learning and Employment Network." Deakin University. School of Education, 2006. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20070329.145032.
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In common with many Western nations, Australian governments, both state and federal, have increasingly embraced network-based approaches in responding to the effects of globalisation. Since 2001, thirty one Local Learning and Employment Networks (LLEN) have been established across all areas of Victoria, Australia in line with recommendations of a Ministerial Review into Post Compulsory Education and Training Pathways. That review reported that, in the globalised context, youth in transition from schooling to independence faced persistent and severe difficulties unknown to previous generations; it also found problems were frequently concentrated in particular groups and regions. LLEN bring together the expertise and experience of local education providers, industry, community organisations, individuals and government organisations. As a result of their local decisions, collaboration and community building efforts it is intended that opportunities for young people will be enhanced.
My research was conducted within an Australian Research Council Linkage Project awarded to Deakin University Faculty of Education in partnership with the Smart Geelong Region LLEN (SGR LLEN). The Linkage Project included two separate research components one of which forms my thesis: a case study of SGR LLEN. My data was generated through participant observation in SGR LLEN throughout 2004 and 2005 and through interviews, reflective writing and archival review. In undertaking my analysis and presenting my thesis I have chosen to weave a series of panels whose orientation is poststructural. This approach was based in my acceptance that all knowledge is partial and fragmentary and, accordingly, researchers need to find ways that highlight the intersections in and indeterminacy of their empirical data. The LLEN is -by its nature as a network -more than the contractual entity that gains funding from government, acts as the administrative core and occupies the LLEN office. As such I have woven firstly the formation and operational structure of the bounded entity that is SGR LLEN before weaving a series of six images that portray the unbounded LLEN as an instance-in-action. The thesis draws its theoretical inspiration from the work of Deleuze and Guattari (1987).
Despite increased use of notions of networks, local decision-making and community building by governments there had been little empirical research that explored stakeholder understandings of networks and their role in community building as well as a lack of theorisation of how networks actually work. My research addresses this lack and suggests an instituted network can function as a learning community capable of fostering systemic change in the post compulsory education training and employment sector and thereby contributing to better opportunities for young people. However the full potential of the policy is undermined by the reluctance of governments to follow through on the implications of their policies and, in particular, to confront the limiting effects of performativity at all levels.
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Williams, Kim Marianne. "An investigation of the professional development practices of vocational education and training educators in the tourism and hospitality sector." full-text, 2008. http://eprints.vu.edu.au/2024/1/williams.pdf.
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This study investigated the practice of professional development (PD) within the Vocational Education and Training (VET) arena. The major focus of this study was to investigate how PD provision for a selected group of VET educators in the tourism and hospitality sector has equipped them with both the technical competence of their discipline and teacher/training competence. This research has direct practical relevance to the educators working in the VET tourism and hospitality sector. Identifying PD strategies that are consistent and effective could facilitate the development of PD at a national level thus providing benefit to the VET sector as a whole. The study was conducted utilising the qualitative research technique narrative inquiry. The investigation focused on a case study context of educators currently working within a department of tourism and hospitality at a VET registered training organisation. Interviews were conducted with 10 front-line teaching educators and 4 management Heads of Department. Interviews were transcribed and portrait narratives were developed from the interview data. The portraits were analysed to answer the study’s five objectives: • To gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the technical competence needed to conduct effective teaching/training programs • To gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the professional teaching/training competencies required for effective practice • To construct a detailed taxonomy of teaching/training competencies in VET tourism and hospitality sector • To determine the appropriate qualification for VET educators in the tourism and hospitality sector • To propose specific recommendations for the improvement of PD practices for VET educators in the tourism and hospitality sector. Results of the study indicated that educators and management are required to consider specific issues when designing PD. A set of recommendations arising from the research findings have been developed that focus on enhancing the PD for tourism and hospitality educators particularly in the following areas: • Increased relevance of the PD to the educators’ work • Development of a culture that supports lifelong learning • More transparent PD funding and budgetary arrangements • Access to PD for ongoing and sessional staff • Increased emphasis on professional learning arising from PD.
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Ngure, Susan W. "Stakeholders' perceptions of technical, vocational education and training : the case of Kenyan micro and small enterprises in the motor vehicle service and repair industry." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/597.
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Technical, vocational education and training (TVET) in Kenya has undergone major changes since colonialists introduced it at the beginning of the twentieth century. Since then, TVET has evolved in the areas of science, technology and innovation to provide skills that will propel the country to middle-level industrialised status by the year 2030. However, current training and development (T&D) processes in Kenya have been criticised for being rigid and irrelevant to industry, creating a mismatch of skills produced by the training institutions and those demanded by the industry; it is upon this criticism that this research is built. The focus of this thesis is to analyse key stakeholders‘ perceptions of TVET in the micro and small enterprises (MSE) in the motor vehicle service and repair industry (MVRSI). In Kenya vocational education and training (VET) is referred to as technical, vocational education and training—TVET.
In this thesis a practical T&D framework is developed for use to analyse the stakeholders‘ perceptions. A generic organisational T&D model was examined as was the literature dealing with TVET sub-systems in Kenya and elsewhere. The organisational T&D model was then expanded to include relevant training areas and activities. Data were collected in two cities and four roadside towns. Interviews were held with 19 micro and small enterprises (MSE) employers and 57 of their employees, eight TVET trainers and four senior education officers. Four focus group discussions with final year trainees were held, and observations were made at the MSE and the training institutions. Content analysis was used to analyse data.
Findings obtained indicated that TVET plays a vital role in furnishing its learners with skills that are required in the MVRSI. However, while the T&D program has very well crafted training objectives, it is beset by numerous challenges. The program has restricted methods of data gathering resulting in a system that has neither been able to compile an industrial skills inventory nor a skills-gap analysis that would inform training providers. Most training institutions are located in urban centres, curriculum implementation is generally theoretical, trainers are inadequately prepared and receive low salaries, training suffers from multiple and uncoordinated management, and the trainees view it as a last training option. In addition, examination results, enrolment and practical tests were identified as the primary methods used for monitoring and evaluation. Informal training providers lacked training implementation, monitoring and evaluation structures. Transfer of skills from training institutions to the workplace is inhibited by insufficient supervisor support, poor working conditions and inadequate tools and equipment.
The T&D framework that was developed was found to be useful on several fronts. Firstly, the views of multiple stakeholders present diverse perspectives that provide unique and comprehensive insights into how different segments of society measure the same training. Secondly, methodological contributions have been made in terms of the research design, which used multiple data collection methods. Thirdly, the T&D framework was developed and then used to analyse the perceptions of the stakeholders, thereby answering the research questions. Since this framework was found to be sufficient for analysing the stakeholders‘ perceptions, it was found to be appropriate for designing a more responsive T&D program for the MVRSI. In addition, this study has made several practical implications.
Books on the topic "Education and training services industry"
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Canada, Canada Industry. Education and training services: Overview and prospects. Ottawa: Industry Canada, 1998.
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Ardito, Stephanie C. Customer services and user training. Philadelphia, PA: National Federation of Abstracting and Information Services, 1991.
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Inc, NetLibrary. The 2000-2005 world outlook for vocational schools and schools and educational services, nec. San Diego, Calif: Icon Group Ltd., 2002.
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Rebecca, Linley, and British Library. Research and Innovation Centre., eds. Education and training for information work in the voluntary sector. Boston Spa: British Library Research and Innovation Centre, 1999.
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United States. Office of Educational Research and Improvement, ed. Workplace essential skills: Resources related to the SCANS competencies and foundation skills. Washington, D.C: U.S. Department of Labor, Employment and Training Administration, 2000.
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Darvas, Péter. Demand and supply of skills in Ghana: How can training programs improve employment and productivity? Washington, District of Columbia: The World Bank, 2014.
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inc, International Resource Development, ed. Industrial training products & services markets. Norwalk, Conn., U.S.A. (6 Prowitt St., Norwalk 06855): International Resource Development, 1987.
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United States. Office of Workforce Security. One-Stop innovations: Leading change under the WIA One-Stop system : final report. New Brunswick, N.J.]: John J. Heldrich Center for Workforce Development, Edward J. Bloustein School of Planning and Public Policy, Rutgers, the State University of New Jersey, 2002.
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Imel, Susan. One-step career centers. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1999.
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Judith, Elkin, Wilson Thomas D, and British Association for Information and Library Education and Research. Heads of Departments and Schools Committee., eds. The education of library and information professionals in the United Kingdom. London: Mansell, 1997.
Find full textBook chapters on the topic "Education and training services industry"
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Rangaswamy, Nimmi, and Haripriya Narasimhan. "The Power of Data Science Ontogeny: Thick Data Studies on the Indian IT Skill Tutoring Microcosm." In Transforming Communications – Studies in Cross-Media Research, 75–96. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96180-0_4.
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AbstractNew employment demands of a burgeoning Indian software service industry are spawning neo-educational structures, especially in the domain of data sciences through vibrant market mechanisms offering a scalable and industry-focused learning system. Since the 1990s, Indian software firms have developed expertise in carrying out outsourced back-office tasks and mid-level IT services like data entry, managing call centres, and performing software quality testing for foreign companies taking advantage of a technically trained local workforce. The trend of automating manual work practices in the IT industry has generated a different kind of demand for data sciences directed at upskilling and job readiness. India is witnessing a market-oriented groundswell of data science and IT skill tutoring ‘shops’, resituating science and engineering education. In this chapter we report from ethnographic research conducted in two IT skill training parks to underpin arguments about emerging neo-educational learning structures suited to a data science education for new livelihood opportunities in an IT-accredited India. Our chapter makes a case for looking at ‘data studies’ from an ethnographic perspective uncovering a ‘program’ of upward mobility through IT skilling and employment. What directions might data studies about tutoring data science skills in the Indian context lead to? Excerpts presented here from field research imagine new livelihoods, aspirations, and technology skills that are more often than not a reflection of the power of data science education.
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Hašková, Alena, Dominik Zatkalík, and Martin Zatkalík. "Vocational Education and Training in Context of Industry 4.0: Development Strategy of Study Branches Transport and Automotive Service and Repair." In Lecture Notes in Networks and Systems, 597–606. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26190-9_63.
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Corrigan, Paul, Mike Hayes, and Paul Joyce. "Education, Training and Industry." In The Cultural Development of Labour, 49–71. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-21255-2_4.
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Grosso, Dolores, Mahmoud Aljurf, and Usama Gergis. "Building a Comprehensive Cancer Center: Overall Structure." In The Comprehensive Cancer Center, 3–13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82052-7_2.
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AbstractAccording to the World Health Organization (WHO), cancer is the second leading cause of death globally, accounting for approximately 9.6 million deaths [1]. The WHO recommends that each nation has a national cancer control program (NCCP) to reduce the incidence of cancer and deaths related to cancer, as well as to improve the quality of life of cancer patients [2]. Comprehensive cancer centers form the backbone of a NCCP and are charged with developing innovative approaches to cancer prevention, diagnosis, and treatment [3]. This is accomplished through basic and clinical research, the provision of patient care, the training of new clinicians and scientists, and community outreach and education. Most comprehensive cancer centers are affiliated with university medical centers, but their cancer care initiatives may involve partnering outside the institution with other comprehensive cancer centers, community leaders, or members of industry [3]. When affiliated with a university medical center, cancer center executives must work in concert with their counterparts at the hospital, patient practice, medical school, and allied health science leaders resulting in an overlapping, often complicated reporting structure. Comprehensive cancer centers and the departments in the center receive funding for their services from various sources, including national and local grants, institutional funds, private donations, and industry [4].
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Saltouridou, Despoina, and Ioannis Poulios. "Inclusion and Sensory Accessibility in Hotels and Its Importance for Branding." In Strategic Innovative Marketing and Tourism, 731–38. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51038-0_79.
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AbstractAccessibility is a crucial factor in the hospitality industry, especially concerning guests with special access needs [1]. While significant strides have been made to create environments conducive to mobility, efforts to support individuals with sensory challenges often require further improvement. The hospitality industry seems to be still far from ensuring equal opportunities and access for all visitors regardless of their diverse needs (including mobility, vision, hearing, and cognitive dimensions of access). The paper explores the challenges, as well as the opportunities, associated with sensory accessibility in the hotel industry. Strategies and technologies that allow hospitality providers to offer a more comprehensive and welcoming experience to all guests are key to quality accommodation. Training staff, utilizing technological tools, and education, along with the integration of innovative strategies and solutions, can significantly improve the customer experience. These advancements in service delivery and technology can offer a distinct and unparalleled experience for guests, exceeding the usual expectations of hotel hospitality. This not only enhances hotel branding and marketing but also emphasizes the importance of sensory accessibility. It is crucial to adopt best practices in the hospitality sector for guests with special access needs, aligning with branding and marketing strategies.
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FitzSimons, Gail, and Tom Mitsui. "Education/Training with Industry Participation." In New ICMI Study Series, 95–107. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02270-3_8.
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Nilsson Tengstrand, Sara, Piotr Tomaszewski, Markus Borg, and Ronald Jabangwe. "Challenges of Adopting SAFe in the Banking Industry – A Study Two Years After Its Introduction." In Lecture Notes in Business Information Processing, 157–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78098-2_10.
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AbstractThe Scaled Agile Framework (SAFe) is a framework for scaling agile methods in large organizations. We have found several experience reports and white papers describing SAFe adoptions in different banks, which indicates that SAFe is being used in the banking industry. However, there is a lack of academic publications on the topic, the banking industry is missing in the scientific reports analyzing SAFe transformations. To fill this gap, we present a study on the main challenges with a SAFe transformation at a large full-service bank. We identify the challenges in the bank under study and compare the findings with experience reports from other banks, as well as with research on SAFe transformations in other domains. Many of the challenges reported in this paper overlap with the generic SAFe challenges, including management and organization, education and training, culture and mindset, requirements engineering, quality assurance, and systems architecture. However, we also report some novel challenges specific to the banking domain, e.g., the risk of jeopardizing customer relations, stability, and trust of external stakeholders. This study validates several SAFe-related challenges reported in previous work in the banking context. It also brings up some novel challenges specific to the banking industry. Therefore, we believe our results are particularly useful to practitioners responsible for SAFe transformations at other banks.
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Lai-kuen, Kwok, and Tony R. Eastham. "Network Services for Education." In Handbook on Information Technologies for Education and Training, 557–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-07682-8_35.
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Langmann, Reinhard, and Leandro Rojas-Peña. "Demonstration: Cloud-Based Industrial Control Services." In Smart Industry & Smart Education, 50–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95678-7_6.
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Kist, Alexander A., Ananda Maiti, Catherine Hills, Andrew D. Maxwell, Karsten Henke, Heinz-Dietrich Wuttke, and Tobias Fäth. "Enabling Remote PLC Training Using Hardware Models." In Smart Industry & Smart Education, 323–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95678-7_37.
Full textConference papers on the topic "Education and training services industry"
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Tonkonog, Victoriya, and Tatyana Timchenko. "USING OF REMOTE SENSING TECHNIQUES FOR TRAINING AND RETRAINING OF PERSONNEL FOR SMALL AND MEDIUM BUSINESS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-156.
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The efficiency of enterprises of any form of ownership and industry sector largely depends on the qualification of staff, their professional level. The system of educational support of small and medium business is designed to provide the business sector educational programs directed on the increasing of the competence level of staff in accordance with the needs of employers. The education market or the market of educational services (ES), aimed at training, retraining and advanced training in modern Russian conditions is represented by various government and non-governmental educational institutions, from institutions of additional professional education to training and coaching centers. According to the Monitoring data of the Economics of education, for the period 2011-2013, the number of students in Executive education programmes in 53% of organizations implementing programs of additional professional education has increased. This situate implies a strong demand for the program of this segment of educational services. Thus, businessmen have the problem of finding educational services, which, on the one hand, are responsible for the needs of current and future development of the company and on the other hand, which provide personnel development, training and retraining of the personnel, taking into account the specifics of the business without interruption of production.. The results of the author's sociological survey allow us to draw some conclusions, confirming the desire of the managers and owners of small and medium businesses regularly use the services of additional professional education in distance learning. Distance learning has great prospects for development, because it justifies itself and is really comfortable. Currently, distance learning programs use the most advanced techniques. Despite the fact that this form of learning is innovative, the number of users is steadily growing. For small and medium-sized businesses, this means that training programs for owners, managers and employees will be more affordable.
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Egarievwe, Stephen U., Jamie A. Johnson, and Ezekiel O. Agbalagba. "Vertical Education Enhancement Approach to Meeting Emerging Skillset Needs in Oil and Gas Industry." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206087-ms.
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Abstract Emerging technologies often bring new opportunities to enhance productivity and safety in the oil and gas industry. New technologies and opportunities often come with the challenges of workforce development to provide entry-level and current professionals with the necessary training and skillset. This paper presents a vertical education enhancement (VEE) model approach to providing emerging skillset needs in the oil and gas industry with emphases on curriculum continuous improvement and lifelong learning. The top new and emerging technologies that are critical to the future of the oil and gas industry in enhancing productivity and safety include Internet of Things (IoT), artificial intelligence, big data analytics, cloud computing, and 3D modeling/visualization. As part of the solution to train the oil and gas industry workforce to meet the challenges of adopting these technologies, the VEE model features a vertical education structure that encompasses outreach to K-12 education, recruitment, tertiary education, professional training, and lifelong learning. It has an interwoven fundamental structure consisting of curriculum and mentorship, partnerships with stakeholders (industry, government, and community), and research and funding. The VEE model has periodic assessment continuous improvement processes for identifying emerging technologies and new skillset needed to improve the workforce. These processes are like those practiced by accreditation bodies such Accreditation Board for Engineering and Technology (ABET), United Kingdom Accreditation Services (UKAS), and Offshore Petroleum Industry Training Organization (OPITO). Diversity to increase the participation of underrepresented minority groups and women in engineering would further increase the workforce. The novelty that the VEE model approach brings is the effectiveness in providing skillset training in new and emerging technologies for the oil and gas industry at all levels of workforce development. These include content infusion in existing courses, special-topic and specialized courses at senior and graduate levels, and professional development education and training through lifelong learning platforms.
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Wati, Chess Widho, Mohammad Rizza, and Mahmud Sugandi. "The Determinant Factors in the Selection of Specialization on Building Engineering Program Expertise for New Students at Vocational High School in Malang on Readiness Work in Construction Services Industry." In Proceedings of the 2nd International Conference on Vocational Education and Training (ICOVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icovet-18.2019.10.
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Andronic, Anca-Olga, Razvan-Lucian Andronic, and Gica Cruceru. "Developing start-ups with academic support in Romania." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9253.
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The objective of the paper is to present how experts from Spiru Haret University have been involved in the development and implementation of a project aimed at the start-up development in the Central region of Romania, This project runs within one of the first European funded programs where universities are eligible. The project ran through the first stage of entrepreneurship training by September 2018, where 371 members of the target group (of the 403 selected) completed an entrepreneurial training course, supported by academic staff. Subsequently, a business plan competition was organized in two sessions (in November and December 2018), following which 38 business plans were selected, the ones selected attended training in the same industry they intend to develop their business. By July 2020, the 38 selected entrepreneurs will benefit from counseling and mentoring services, along with the monitoring of the business plan.
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Zeiler, Wim. "Building Bridges for Engineering Education: The Experience of Partnership With Building Industry for Sustainable Solutions." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-47577.
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Due to a demand for more sustainability, with as ultimate goal Zero Emission Buildings, building design becomes more complex. Building design transfers from a mainly architect led process into a approach for multi-disciplinary design teams to cope with the growing complexity of the process. A supportive design method was developed in cooperation with the Dutch professional organizations of architects and consulting engineers. The design method provides overview and helps to structure the communication and reflection between design team members. The design method is focused on sustainability and the creation of sustainable solutions in the conceptual phase of building design. After testing the method in workshops as part of a training program in industry, the design method was transferred and applied at the department of architecture for master students for their multidisciplinary Master project Integral Design. The workshops became part of the permanent professional education program of the Dutch society of architects, several in-company workshops for industry were held and a course is now being developed for the Dutch society of building services engineers. So the partnership with building industry let to the developed design support method which acted as a kind of bridge for engineering education.
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Sridarran, P., S. Jayakodi, S. Peiris, N. De Silva, J. H. K. Lai, U. Rathnayake, and P. Dissanayake. "Exploring the facilities management education needs in Sri Lanka." In World Construction Symposium - 2023. Ceylon Institute of Builders - Sri Lanka, 2023. http://dx.doi.org/10.31705/wcs.2023.42.
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Facilities Management (FM) is a multidisciplinary profession at the core of building operations management. As such, it requires a wide range of skills that differ significantly from region to region due to variable industry sizes, maturity levels, characteristics of building stocks and services, and occupant cultures. Consequently, it is essential to cultivate the necessary knowledge and skills to produce competent FM professionals to cater to the demand of the FM industry. Worldwide, various professional bodies have specified essential competencies for the FM profession. This study aims to reveal the current state of such competencies in the FM industry in Sri Lanka. Accordingly, a scrupulous literature review was conducted to identify the FM competencies. Twelve competency attributes germane to the Sri Lankan context were identified, and subsequently, a web-based questionnaire survey was conducted to analyse their importance and competence levels. The mean ratings were calculated using the received responses and were used to develop an Importance-Competence Analysis (ICA) matrix. The results indicated that ‘operations and maintenance’, ‘leadership’ and ‘technology’ are the prioritised competencies that need improvements through appropriate education and training.
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Pandzherova, Asya. "THE ROLE OF INFORMATION TECHNOLOGIES AND CORPORATE E-TRAINING FOR THE EMPLOYEES IN BULGARIAN TOURISM INDUSTRY." In TOURISM AND CONNECTIVITY 2020. University publishing house "Science and Economics", University of Economics - Varna, 2020. http://dx.doi.org/10.36997/tc2020.490.
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The success of the tourism industry as part of the service sector depends on the quality in a great extent, therefore qualified and motivated employees are crucial. Tourism is above all a business for the people, and the quality of the relationship between the employees in the tourism enterprise and the tourists is one of the most important components for the overall tourist experience. Education and training are key factors for the sustainable development of tourism by providing the necessary skills at all levels. Global development and mobility opportunities make it possible for tourism development to outstrip staffing levels. There is a mismatch between the existing education, the vocational training, and the real needs of the sector. At the same time, new challenges arise, and they require continuous training for employees in the sector. The main purpose of the scientific report is to investigate the role of information technologies and corporate e-learning in the Bulgarian tourism industry. Based on the bibliographic review, there was a lack of research on corporate e-learning in the field of tourism in Bulgaria as well as insufficient information on the role of information technologies as part of the training process. The study, the results of which will be presented in the report, identifies existing practices on corporate training and the application of information technologies as part of the training process among the respondents - Bulgarian tourism organizations. The study aims to identify the difference between the possibilities of available information technologies and their real application in the process of corporate training and human resource development in Bulgarian tourism.
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Vakhmanova, Olga, and Elena Bychkova. "VET EDUCATIONAL PROGRAMS IN THE SPHERE OF TOURISM AND HOSPITALITY IN RUSSIA." In International Conference on Political Theory: The International Conference on Human Resources for Sustainable Development. Bach Khoa Publishing House, 2023. http://dx.doi.org/10.51316/icpt.hust.2023.90.
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Vocational Education and Training programs in the sphere of tourism and hospitality play an important role in shaping human capital, fostering sustainability, and nurturing workforce in these crucial sectors. Modern human capital is an intensive and productive factor, a subject of development and life, which is linked with a person, his intellect and mentality. Education is the basic unit for the formation of human capital, when a person acquires basic skills that will determine his future life. Petrovskiy college is one of the largest VET institutions in Russia. Petrovskiy college strives to embody the model of Open College 4.0, trying to become an open social and educational open space for all stakeholders and community. The development of open source and digital learning environments can make education for sustainable development more accessible both in and outside of education and training settings, whether in schools, companies or at home. Speaking about sustainability, educational programs in tourism and hospitality act as catalysts. They instill a sense of environmental consciousness, teaching the importance of responsible tourism practices, preservation of cultural heritage, and ethical business operations. In the tourism and hospitality industry, the essence of human interaction, service excellence, and cultural appreciation are imperative. One of the defining characteristics of VET programs is their emphasis on practical training. We focus our attention on such technologies as context education, education in cooperation, gaming simulation technologies, problem-based learning technology and case study. VET programs instill a culture of continuous learning, encouraging professionals to adapt, upskill, and stay abreast of industry trends throughout their careers. Lifelong learning ensures that professionals remain relevant and adaptable to the demands of the industry, fostering a culture of growth and development.
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Trocin, Alina. "HUMAN RESOURCES IN BACK OFFICE E-LEARNING SERVICES. CURRENT TRENDS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-069.
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This paper aims to bring to the attention of those interested in topics such as human resources in the back office services for e-learning systems, in the context of globalization and new technology, the role of performance and skills of back office personnel to maintain competitive advantage. Any bank, tourism company, university and public institution refers primarily to human resources, how was recruited and selected personnel for these services, how was trained and how were motivated and paid the persons working in this type of service, and also if it was developed a continuous learning for their careers through e-learning systems. Back office services are a specific socio-economic phenomenon of modern civilization, firmly anchored in society and influenced its development. Speaking of large segments and fully responding to their needs, is detached by high dynamism, both nationally and internationally. The complexity of back office services for e-learning systems places it in a central place, forced to engage in one way or another in all other activities related to tertiary industry. In fact, the services of universities who provides alternative to classical learning, face to face (e-learning), need to have qualified personnel in back office; the connected people at the system need different competencies for the back office staff. It is noteworthy that the main source of promoting the image of a university is the act of teaching, which depends on the talent and readiness of teaching staff involved in e-learning training. The resources used when providing education service at distance entitle us to believe that teaching staff into relationship with students beneficiaries of e-learning systems might be considered as back office personnel.
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Benitez, Roberto. "Three Decades of Metrology Education in Mexico." In NCSL International Workshop & Symposium. NCSL International, 2016. http://dx.doi.org/10.51843/wsproceedings.2016.02.
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In 1987 with the NAFTA and the popularization of ISO-9000 standards, the Metrology in México was considered as a critical part for trade, commerce and quality assurance programs. Those were the days when two of the references for metrology systems were the MIL-STD 45662A and the Guide 25. At the beginning of the 80's, the Mexican government established the National Calibration System and started the Mexican NMI as a project. Also the metrological society established the Mexican Association of Metrology (AMMAC). During the 80's decade, the government, the society and the National Polytechnic Institute (IPN), organized training workshops annually and some Metrology International Symposiums. Most of the first accredited Metrology Laboratories in Mexico belonged to great industrial companies, institutes and original equipment manufacturers. With ten years of experience some private Metrology Laboratories started to provide calibration services for industry, being accredited by the National Calibration System. In 1992 the Mexican Government issued the Federal Law of Metrology and Standardization, considering in this law the establishment of the NMI CENAM and the formation of the Accreditation Bodies. Also at that time, some private companies, research institutes, universities and calibration laboratories, started to provide training in Metrology. In 2012 the Santa Rosa Jauregui University started the Engineering in Industrial Metrology as a carrier and in the same year the ITM (private institute) started to form Calibration Technicians. In 2014 the Polytechnic University of Ramos Arizpe also started the Engineering in Industrial Metrology.
Reports on the topic "Education and training services industry"
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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3892.
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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.
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Canto, Patricia, ed. The role of vocational training knowledge intensive business services. (Main conclusions). Universidad de Deusto, 2020. http://dx.doi.org/10.18543/vyqr9353.
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In the global economic model, the service sector continues to gain ground on the manufacturing sector and trends such as the integration of new technologies into production processes are advancing inexorably. Advanced economies are pushed to specialise, supported by their regional innovation systems, and cities are emerging as key and strategic centres of activity. In this context, Knowledge Intensive Business Services (KIBS) are presented as critical due to their capacity to promote innovation within the regional productive fabric and smart specialisation strategies, the promotion of advanced manufacturing, the generation of quality employment and the stimulation of economic growth, especially in urban environments. This is why many cities, prioritizing KIBS to stimulate their economy, need to create and retain talent for this sort of industry. Likewise, vocational and education training (VET) systems, such as the Basque VET system, have so far developed their greatest strengths in the field of manufacturing knowledge. Due to this, VET seems to be obliged to adapt to this new scenario, in which KIBS and cities stand out, in order to continue to maintain their level of excellence. KIBS have been extensively examined, but until now no one had posed the following questions: What is the role of vocational training in KIBS? To what extent are VET profiles (and will VET profiles be) relevant in KIBS? This study will show an emerging trend in the labour market. This is the growing relevance of technology profiles with VET background in KIBS, especially in technology-based KIBS. VET technology profiles can be consolidated as one of the main implementing agents of the digital transformation (cybersecurity, blockchain, cloud computing, UX design, artificial intelligence, scientific computing...). To this end, hybridisation with other fields of knowledge but also with studies of other kinds such as university studies may be essential.
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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.
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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
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Pinchuk, O. P., and A. A. Prokopenko. Model of a computer-orient-ed methodological system for the development of digital competence of officers of the military administration of the Armed Forces of Ukraine in the system of qualification improvement. Національна академія Державної прикордонної служби України імені Б. Хмельницького, 2023. http://dx.doi.org/10.33407/lib.naes.736836.
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Pedagogical modeling of modern educational environments remains an urgent task of educational sciences. Research on the formation and development of digital competence of specialists, although they have common features, differ and acquire characteristic features depending on the field of application. This is due to the focus on mastering specific professional skills and increasing the professional level. We found out that, compared to the social and humanitarian sphere and medicine, the development of digital competence of specialists in the military and defense industry is little discussed in scientific sources. The development of digital competence of military personnel, in particular military management officers, is an urgent problem that requires an immediate solution. On the one hand, the armed aggression of the Russian Federation adds to the criticality of the situation, on the other hand, scientific and technical progress and, as a result, the appearance of new types of weapons and the complexity of digital tools in the environments of military specialists. Scientific approaches and conceptual principles regarding the formation of digital competence of the Armed Forces of Ukraine and NATO member countries are described. Problems, contradictions and trends in the development of digital education of military specialists in the system of professional development are singled out. The article clarifies the concept of “digital competence of military command officers” of the Armed Forces of Ukraine. The authors developed and substantiated a theoretical model of a computer-oriented methodical system for the development of digital competence of officers of the military administration of the Armed Forces of Ukraine in the system of professional development, which is presented in an informative scheme with a description of individual modules combined into conceptual, target, content-methodical, procedural, technological and effective blocks. The built model ensures systematicity and consistency of the educational process in the digital educational environment of higher military education institutions for the development of digital competencies of military management officers. The technological unit contains a variety of software for training and training. In particular, specialized computer programs and multimedia guides. In the content-methodical block, among other things, the following modules are presented: cloud services; information-didactic and educational-methodical learning tools, multimedia objects, VR/AR tools, AI elements that allow selection of existing ones or creation of new learning materials; Training Course; diagnostic tools, etc. The prospect is the verification of the developed model during distance training.
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Yagci Sokat, Kezban. Understanding the Role of Transportation in Human Trafficking in California. Mineta Transportation Institute, November 2022. http://dx.doi.org/10.31979/mti.2022.2108.
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Human trafficking, a form of modern slavery, is the recruitment, transport, and/or transfer of persons using force, fraud, or coercion to exploit them for acts of labor or sex. According to the International Labor Organization, human trafficking is the fastest growing organized crime with approximately $150 billion in annual profits and 40.3 million individuals trapped in slave-like conditions. While it is not compulsory to involve transportation for human trafficking, the transportation industry plays a critical role in combating human trafficking as traffickers often rely on the transportation system to recruit, move, or transfer victims. This multi-method study investigates the role of transportation in combatting human trafficking in California by conducting a survey followed up with semi-structured in-depth interviews with key stakeholders. The expert input is supplemented with labor violations and transit accessibility analysis. Experts emphasize the importance of education, training, and awareness efforts combined with partnership, data, and analysis. Screening transportation industry personnel for human trafficking is another step that the industry can take to combat this issue. Particularly, sharing perpetrator information and transportation related trends among transportation modalities and local groups could help all anti-trafficking practitioners. In addition, the transportation industry can support the victims and survivors in their exit attempts and post/exit life. Examples of this support include serving as a safe haven, and providing transportation to essential services. Transportation should ensure that all of these efforts are survivor-centric, inclusive for all types of trafficking, and tailored to the needs of the modality, population, and location.
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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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Pfeiffer, Sabine, ed. Effects of Industry 4.0 on vocational education and training (ITA manu:script 15-04). Vienna: self, 2016. http://dx.doi.org/10.1553/ita-ms-15-04.
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Bafundo, Fiorella, and Pablo M. García. Best Practices in Finishing School Programs for the Global Services Industry. Inter-American Development Bank, April 2014. http://dx.doi.org/10.18235/0009207.
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The global services industry shows steady growth and a very dynamic pathcharacterized by unprecedented fast movements towards higher value services, constant changes in business as well as in service delivery models, and an increasing number of emerging outsourcing locations. In this context, the skills demand not only increases in amount and quality, but also constantly changes. This has led many countries to develop finishing school programs as an effective tool to face this challenge and take advantage of this growing industry that seems to have room for many players, aiming at bridging the gap between formal education and industry requirements. In this paper, we review this phenomenon and summarize its best practices.
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Beckman, Kathy. Directory of Industry and University Collaborations with a Focus on Software Engineering Education and Training, Version 7. Fort Belvoir, VA: Defense Technical Information Center, February 1999. http://dx.doi.org/10.21236/ada360577.
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Volikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3269.
Full textAbstract:
The article is devoted to the peculiarities of the practical use of cloud services for the organization of qualitative professional training of future specialists. It is established that in order to implement state policy, there is an essential need for using various ICT, in particular cloud services, which are not only economically acceptable in the new educational environment, but also a powerful tools of obtaining new knowledge, skills and abilities. The advantages and disadvantages of using cloud services in the educational process of higher education are substantiated; the examples discuss the methods of using cloud services in the process of studying fundamental disciplines. The object of the study is the professional training of students in higher education institutions. The subject of research is the process of organizing professional training of future specialists with the use of cloud services. To achieve the set goals, a set of general scientific (analysis, synthesis, comparison) and specific scientific (bibliographic, problem-based) was used. Observation and conversation manipulation allowed to highlight the advantages and disadvantages of using cloud services and draw conclusions from the problem under investigation. The foreign experience of using cloud services has been researched and the features of the application of traditional and distance technology training abroad have been determined. It describes the use of the blog as a media-educational technology during the advent of pedagogical practice. The methods of using cloud-based services on the example of creation of a distance course “Linear algebra and analytic geometry” are considered. The prospects of research, which consist in getting acquainted with cloud technologies of the humanitarian profile future specialists at the second higher education, are determined. It has been established that the practical application of cloud technologies in the educational process will promote more qualitative and progressive learning; the formation of a close interaction between the teacher and student; development of professional skills and abilities of independent work.