Academic literature on the topic 'Education and Training Systems Policies and Development'
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Journal articles on the topic "Education and Training Systems Policies and Development"
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Polimenov, Mincho. "Tourism Education Policies, Competencies and Development Incentives." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 30, no. 3 (June 10, 2022): 313–24. http://dx.doi.org/10.53656/str2022-3-7-tou.
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The article seeks to draw the attention of government institutions, schools, universities and the tourism business so as to link educational policies in such a way that young people would be motivated in the profession they choose and would have a guaranteed job in tourism. The aim is to innovate educational systems in order to improve the quality of knowledge and skills and increase competencies and competency models. The possibility for validation of knowledge and skills in the work environment has been considered and a constructive differentiated system, star class qualification for a specific position has been proposed. Education is focused on market demand and the possibility of establishing a link between secondary and higher education, credit recognition in certain disciplines, and creating opportunities for upgrading in the profession and certification of knowledge and skills. We are looking for an opportunity for freedom in education, duality and class in business training, which will materialize in adequate financial remuneration for the work invested.
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Sancak, Merve. "Partisan politics of skills in middle-income countries: Insiders, outsiders and the vocational education system of Turkey." Competition & Change 24, no. 3-4 (November 25, 2019): 291–314. http://dx.doi.org/10.1177/1024529419888430.
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The literature on the political economy of development argues that many middle-income countries could not develop strong vocational education and training systems because of the lack of political coalitions that would support such systems. However, these researchers have overlooked the role of partisan politics, domain of political competition and the links of insiders and outsiders with political parties. This article addresses this gap by studying the case of Turkey in the 2000s, when the country was governed by the Justice and Development Party and experienced important changes in its vocational education and training system. It investigates the political shifts in these years and the impact of these shifts on vocational education and training policies. The article argues that the governing Justice and Development Party played a key role in the changes in the Turkish vocational education and training system. Small and medium enterprises and labour market outsiders, which were the outsiders of the political and economic system, formed Justice and Development Party’s main constituents. Different from the previous parties, Justice and Development Party focused on the economic interests of outsiders and vocational education and training became an important tool to address such interests of both groups. The Justice and Development Party governments integrated the interests of both small and medium enterprises and workers into the vocational education and training policies in the 2000s, which has led to a vocational education and training system with high state commitment, higher firm involvement and higher permeability between vocational and general education. This research is based on process-tracing of the political dynamics and vocational education and training system developments in Turkey in 2002–2011. The data comprise primary and secondary documents, as well as interviews with several stakeholders.
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Spirina, Tеtiana, and Tеtiana Liakh. "SOCIAL WORKERS TRAINING IN CONTINUING EDUCATION SYSTEM." Modern Higher Education Review, no. 4 (2019): 27–34. http://dx.doi.org/10.28925/2518-7635.2019.4.3.
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The development of a continuing education system is a strategic task of reforming all education systems that consistently define their national-specific characteristics, while at the same time focusing on basic educational principles. The rapid changes in current development of society, related to the humanization of education, the high demands on each member of society, both individual and professional, and make the relevance of adult education as an integral part of continuing education and expanding research in this field. Particularly valuable are studies on the lifelong learning of social workers who are mediators between the state and society, agents of change and improvement of social and educational policies. Recognizing the competence approach in education and training of social workers, which should be reflected in updating the content of education in response to social transformations, engages the creation of conditions for the development of lifelong education in the field of professional activity of a social worker as a generalized condition for the ability to act effectively in a particular professional situation. The article deals with the problem of professionals training in the social field in continuing education system, which provides the professional development of adults, in particular social workers. The development of a continuing education system is a strategic task of reforming all education systems that consistently define their national-specific characteristics, while at the same time focusing on basic educational principles.
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Haley, Connie K. "Online Workplace Training in Libraries." Information Technology and Libraries 27, no. 1 (March 1, 2008): 33. http://dx.doi.org/10.6017/ital.v27i1.3261.
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This study was designed to explore and describe the relationships between preference for online training and traditional face-to-face training. Included were variables of race, gender, age, education, experience of library employees, training providers, training locations, and institutional professional development policies, etc. in the library context. The author used a bivariate test, KruskalWallis test and Mann-Whitney U test to examine the relationship between preference for online training and related variables.
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Nthiga, Purity M., Gatitu E. Kiguru, and Phyllis W. Mwangi. "Adult education and development." Msingi Journal 1, no. 1 (February 8, 2019): 18–34. http://dx.doi.org/10.33886/mj.v1i1.93.
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The Incheon Declaration 2015- “Towards 2030: a new vision for education,” recognizes the important role of education as the main driver of development, and therefore commits to “ensure inclusive and equitable quality education and promote life-long learning opportunities for all(p. i).” The declaration further commits to “ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy levels and acquire life skills and that they are provided with adult learning and training opportunities (p. 7).”” This commitment is a clear recognition of the role of adult education in development. Sadly, although adult education and lifelong learning are key for achieving social change and reducing poverty levels, the sector receives minimal attention in development matters in many African countries. According to UNESCO the adult education sub-sector of state education systems remains relatively underfunded and marginal despite the improved living conditions in many African countries since the 1990s. Few countries have specific, ratified national adult education policies while in some others adult education is seen as a human right but only practically enforceable subject to availability of resources. This paper outlines evidence of positive changes accrued from literacy and skills training project in one region in Somaliland. In addition to literacy and numeracy, the participants in the project were trained in tailoring or cookery as well as on health, nutrition, hygiene and entrepreneurship. More so, the project offered micro-credit to those wishing to start small businesses. Major developmental changes including employment, healthier families, businesses and better civic participation were realized by the individual participants, their families and the community. From this evidence the paper argues that it is important for countries in Africa to seriously harness the adult education sub-sector for development as one way of translating the Incheon commitment to tangible achievements
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Monyooe, Lebusa A. "Inclusive education and training systems: Illusion or reality? The story of Nothemba." education policy analysis archives 13 (January 7, 2005): 3. http://dx.doi.org/10.14507/epaa.v13n3.2005.
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This article explores the challenges facing the South African National Department of Education in its commitment to provide equal educational opportunities for all. The Story of Nothemba is central to the theme of this paper. It describes the story of a South African girl born in eQebe, whose physical disability and systematic disregard for her constitutional rights dashed her life time dream and passion to become a lawyer in a democratic South Africa. The paper argues for a critical interrogation of the following dynamics that have the potential to complicate both the implementation and optimization of the Inclusive Education Policy: (i) Understanding the social stereotypes about disability, (ii) Teacher empowerment, (iii) Systemic imbalance between support and expectations, (iv) Adopting relevant curriculum policy and assessment strategies and practices, and (v) Utilizing the research logic to inform policy implementation. The paper further calls for a robust interrogation at conceptual level about disability' to inform the current policies on education and training, teacher training and development, curriculum and assessment strategies.
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Naydenov, Kliment. "Innovative Educational Practices and Policies through the Application of Geoinformation Systems and Technologies." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 29, no. 5 (September 15, 2021): 481–91. http://dx.doi.org/10.53656/str2021-5-4-geoin.
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Modern global education is characterized by an active transition to the use of new geographic information technologies. The new educational policy orients teachers and university professors towards the introduction of modern teaching methods based on the use of geoinformation and communication technologies. Modern educational technologies provide an opportunity for maximum solution of the problems for the development of education and its individualization. The system for retraining and in-service training of teachers (and teachers in pedagogical universities) also does not sufficiently take into account the vital need to master information technology by working teachers. So far, the processes of self-education predominate in the development of such technologies. Information and communication technologies (ICT) are evolving rapidly on a daily basis. Geographic information technologies, such as geographic information systems (GIS), remote sensing (RS) or global positioning systems (GPS) are important parts of ICT. They are used especially in geography education, but are not limited to this. Geographic information technologies provide such new methods and means of information processing that provide high visibility for displaying diverse information and an accessible set of tools for reality analysis. GIS has great potential for information analysis in order to make management decisions in the socio-economic sphere. The publication reveals the problems of higher and secondary education related to modern geoinformation technologies for searching, interpreting and demonstrating various geographical data. Basic guidelines for the development of the implementation of geoinformation technologies in the learning environment are presented.
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Kılıç, Muharrem. "The Right to Education and Education Policies in the Context of the Transformative Effect of Digital Education Technology in the Pandemic Period." Yuksekogretim Dergisi 11, no. 1 (April 29, 2021): 25–37. http://dx.doi.org/10.2399/yod.20.012000.
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'Social distance', which is the most important health precaution taken to minimize the transmission risk of Covid-19 pandemic, whose impact on our social life and institutional structures is expected to continue unpredictably, has completely disrupted the dynamics of social life. In this context, many sectors, especially education and training services, which can only be delivered in an organic social context, have had to undergo a rapid formation process through new building dynamics apart from their traditional structural elements. Leading to a crisis in education systems, the pandemic required the urgent development of new education policies, and the prevention of disruption in education through the use of the most widely available technological opportunities available locally. Our study aims to analyze the transformative effect of the 'artificial techno-social network' as the new education and training method during the pandemic period on the education paradigm. In addition, the possibilities and problems presented by the new technological equipment (some AI-based) some of which were already in use to supplement education before the pandemic will be discussed in terms of the right to education. The 'distance education' or 'online education' practices, which can be described as the digital presentation of education and training services, are the main focus of the discussion.
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Беландо-Монторо, Марія Ремендіос, Марія Аранзазу Карраско Теминьо, and Марія Наранхо Креспо. "EVOLUTION OF THE ADULT EDUCATION IN SPAIN IN THE CONTEXT OF EDUCATION LAWS." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 1, no. 15 (January 20, 2020): 163–71. http://dx.doi.org/10.35387/od.1(15).2019.163-171.
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Today, after several decades of international recognition and support, adult education continues to be a subject of special relevance and topicality for Spanish society. The concept of Lifelong Learning appears in the education laws; however, its implementation is not developed in the same way. Therefore, it is necessary to analyze the normative development, since it will help us to develop policies that improve the coverage of this educational sector. The article reviews Spanish education laws since 1970 with the aim of studying the evolution of adult education, especially objectives laws.
The analysis included some conclusions that demonstrate the need to develop further studies on adult education in Spain. On the one hand, it is important to highlight the lack of national legislation regulating adult education in a global manner. On the other hand, there is also a need for teacher training in this area. The laws developed in recent years have begun to include adult education within the education system, but they have not considered the development of specialized educators in the area. Therefore, we can see the need to propose policies that recognize the teaching profession of adult educators, due to currently it is an informal profile and it is not necessarily require pedagogical training, what is an aspect that reduces the quality of this education.
In short, adult education is being developed in parallel with the official education systems, which leads to a loss of quality and of the normative officiality of the initiatives carried out in this area. From an educational point of view, it is crucial to address this need for improvement and to provide educational processes that are adapted to the demand of individuals and groups within a society in which continuous training is increasingly in demand.
Key words: Adult Education; Lifelong Learning; educational legislation; Ministry of Education; Spain; teaching objective.
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Stomp, Ágnes, and Marianna Móré. "COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES." Annals of the University of Oradea. Economic Sciences 30, no. 30 (1) (July 2021): 397–405. http://dx.doi.org/10.47535/1991auoes30(1)044.
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Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.
Dissertations / Theses on the topic "Education and Training Systems Policies and Development"
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Baker, Colleen Patricia. "The development of a curriculum for an advanced officer course in instructor development." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1529.
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Wright, Richard A. "Effects of Virtual Reality on the Cognitive Memory and Handgun Accuracy Development of Law Enforcement Neophytes." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4966.
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The purpose of this research was to investigate the effects of virtual reality training on the development of cognitive memory and handgun accuracy by law enforcement neophytes. One hundred and six academy students from 6 different academy classes were divided into two groups, experimental and control. The experimental group was exposed to virtual reality training for a period of 8 hours. The control group was exposed to the traditional, non-interactive training that occurred on a gun range, also for a period of 8 hours. After exposing the groups to their respective training, a counter-balance technique was utilized to expose both groups to a series of 3 law enforcement related scenarios. The time and number of shots that each participant used to cognitively process and solve the scenarios were collected and analyzed by group and gender. There was a significant difference, by group, in both time and accuracy, with the virtual reality group using less time and posting more accurate scores. Mean accuracy scores indicated that the males participants were more accurate in their response to the scenario administration.
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Ljung, Magnus. "Collaborative learning for sustainable development of agri-food systems /." Uppsala : Swedish Univ. of Agricultural Sciences (Sveriges lantbruksuniv.), 2001. http://projkat.slu.se/SafariDokument/191.htm.
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Pereira, Audrey S. "Faculty Willingness to Complete Information Technology Training on Course Management Systems." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/524.
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The literature suggests that information technology (IT), including Course Management Systems (CMSs), allows higher education faculty members (HEFMs) to adopt better methods for teaching and learning, and that training contributes to adoption. However, many HEFMs are unwilling to complete IT training on the CMS, contributing to low adoption rates. Yet, little is known about what influences HEFMs to complete IT training on their institution's CMS, even though CMSs are widely available. The purpose of this study was to address this gap in the literature through a quantitative, cross-sectional study of HEFM perceptions of CMS characteristics, based on Rogers' diffusion of innovations theory, which may affect their willingness to complete IT training on their institution's CMS. The research questions focused on how perceived relative advantage (RA), compatibility (CMP), complexity (CMX), trialability (TR), and observability (OB) of the CMS impacted HEFM willingness to complete IT training on their institution's CMS. Higher education faculty member tenure status, rank, length of CMS use, level of CMS expertise, department, gender, and age were potential mediating variables. Data from 102 Fitchburg State University HEFMs were collected, and multiple regression models developed. Compatibility was significantly associated with willingness to train online, adjusted for department, and RA with willingness to train in-person and combined. This study has a potential positive impact on society through providing information for researchers and higher education administrators who are changing IT training on CMSs in order to improve adoption rates and the quality of teaching and learning at institutions of higher learning.
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Yusuf, Abdulkareem. "A systems approach to the development of a new comprehensive geography curriculum for colleges of education in Nigeria." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284682.
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Owais, Mohammad Hamza. "Development of Intelligent Systems to Optimize Training and Real-world Performance Amongst Health Care Professionals." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556914525013002.
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Anandappa, Marienne A. "EVALUATING FOOD SAFETY SYSTEMS DEVELOPMENT AND IMPLEMENTATION BY QUANTIFYING HACCP TRAINING DURABILITY." UKnowledge, 2013. http://uknowledge.uky.edu/animalsci_etds/19.
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HACCP-based food safety programs have been widely acclaimed, accepted and implemented as an effective means of managing food safety risks. While HACCP training is a cornerstone of managing HACCP programs, there is little information about the effectiveness of HACCP training and the durability of HACCP knowledge. Findings reveal a link between involvement level in HACCP activities and the accuracy of HACCP knowledge over time. Opportunities for peer training in HACCP, irrespective of overall experience in the food industry provide favorable circumstances for maintaining accuracy of HACCP knowledge. The optimal window for engaging employees in HACCP is directly following the completion of training for achieving the minimal depletion level of content knowledge. This study further reveals that refresher training in HACCP is necessary within three years. Furthermore, training standardization organizations likely need a formal process of monitoring and maintaining HACCP trainer and trainee qualifications to ensure uniformity in HACCP programming.
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Agbedahin, Adesuwa Vanessa. "A morphogenic and laminated system explanation of position-practice systems and professional development training in mainstreaming education for sustainable development in African universities." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/584.
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This research focuses on Education for Sustainable Development (ESD) in Higher Education Institutions (HEIs), particularly in Africa. It explores the roles and practices of these institutions, especially their professionals, in the Anthropocene era where increasing concern for contemporary environmental and sustainability issues and risks emerge. The study presents a longitudinal case study of institutions and participants of the Swedish/African/Asian International Training Programme (ITP) on ESD in Higher Education (HE), who are mostly university educators. This thesis however focuses on African ITP participants only. At a macro level, the research sought to examine how African university educators have contributed to the United Nations Decade of Education for Sustainable Development (UNDESD) through their participation in the ITP (which is a change oriented professional development training programme on ESD) and the associated ESD ‘change projects’. The change projects are ITP participants’ direct attempts to mainstream environment and sustainability issues, concerns, and concepts into core university functions and practices: teaching, research, community engagement, and management operations and policy engagement. At a meso level the study sought insight into how educators in national institutions were supported by sub-regional and regional initiatives, institutions and organisations, including the Mainstreaming of Environment and Sustainability in African (MESA) Universities Partnership programme, especially an initiative supported by the Southern African Development Community Regional Environmental Education Programme to provide (limited) seed funding to three southern African universities to establish what are known as ‘MESA Chairs’, with dedicated time and support for MESA activities in their universities . At a micro level, this research sought to investigate how the position-practice systems and the ITP shape (enable or constrain) effective ESD mainstreaming in higher education, and how the morphogenetic approach and laminated system can be used to understand and explain these dynamics and their relations with meso and macro level engagements. The research sought to understand these dynamics through empirical investigations using survey questionnaires, interviews, document analysis and field visits. The research is constituted as theoretical, conceptual, methodological and analytical exploration using a singular and nested case study research approach, underlaboured by a critical realist ontology, and drawing on a social learning epistemology and social realist morphogenetic interpretive lens. In particular, ontological depth was sought via critical realist laminated system explanation. See Chapter Two for details. This study was carried out in three phases. Phase one encapsulates the investigation of all ITP ESD in higher education alumni who were Asian and African participants from the inception of the ITP to its completion, over a six-year period (2008-2013). This included 280 academics from Asia and Africa in 35 countries in Asia and Africa from 106 institutions in Asia and Africa with their 139 change projects. The outcome of phase one of the research is only included in this thesis as an appendix (see Appendix 3; Agbedahin & Lotz-Sisitka, 2015). However, this phase provided and formed the foundational data that was expanded in phases two and three for the purpose of this study. Phase two of this research concentrated on a less broad population of research participants comprising only all African ITP alumni, from all regions in Africa. The overall data collection and analysis included 162 academics in 23 African countries from 66 institutions with their 81 change projects. The aim was to investigate and provide a morphogenetic explanation of their change projects and how the relationship between participants’ positions and practices (and that of others) may influence ESD mainstreaming in universities. The outcome of this phase two investigation is presented in Chapter Four. In phase three, (nested) case studies of Swaziland, Zambia, and Botswana (in the southern Africa region), which included all the ESD ITP HE participants therein and the three corresponding EE/ESD MESA Chairs, were developed. The population sample in this phase three therefore contained 20 academics, from six institutions with their nine change projects. This phase was characterised by field trips to these countries and in-depth data collection and analysis in order to investigate and deepen the morphogenetic explanations of their change projects and how the relationship between participants’ positions and practices (and that of others) have indeed influenced the ESD mainstreaming in universities. The outcome of this phase three research is presented in Chapters Five, Six and Seven. The final Chapter Eight of this thesis focuses on the seven scalar laminated system perspective and reflections on this research and discussion of these perspectives for supporting the mainstreaming of ESD in African higher education institutions and more specifically in the three case countries and respective institutions presented in Chapters Five, Six, and Seven. The seven scalar laminated system is presented in relation to the position-practice system, and draws on morphogenetic social realist and social learning theory to provide perspective on the actual change processes. Chapter Eight also includes a discussion on social learning and its implication for ESD mainstreaming, and provides recommendations for further research. The outcome of the theoretical exploration underpinning this study provided a potential model for understanding ESD learning and change processes that are facilitated by professional development training programmes in the context of ESD in HE. This study also provides a model for appraising educational changes in time and in space, especially in relation to ESD, or the types of changes that can be brought about by professional development interventions such as those provided by the ITP and how they can be tracked, monitored and documented. For the field of professional or academic development in higher education, this research highlights the significance of the relationship between position-practice systems, professional development interventions and institutional transformation. For the field of ESD in higher education, this study shows the need for in-depth consideration of the position-practice system and sphere of influence of change agents and related stakeholders in and around their institutions in the design and development of professional development programmes. It further sheds light on the laminated system of factors that contextually constrain and/or enable effective ESD mainstreaming at individual, collective, institutional, national, regional and global levels.
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Lionarakis, Antonis. "Community based adult education : an exploration of the use of open learning systems in a Greek community in West German and the development of an adult education centre in Southern Greece." Thesis, University of Surrey, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328608.
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Henry, Molly. "A Survey of Pre-Service and In-Service Teachers on Training and Knowledge of State Anti-Bullying Laws and Policies Related to Students With Disabilities." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3841.
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Bullying is a serious problem on its own but emerging research suggests that bullying may present differently in students with disabilities and affect them more severely than previously thought. The purpose of this study was to explore the multi-layered issue of bullying involving students with disabilities, examine the programs and legislation developed around this issue, and determine the training and knowledge teachers and teacher candidates have regarding the problem. An exploratory survey was completed by 105 teachers and teacher candidates in northeast Tennessee. Descriptive statistics and T-tests revealed that in-service teachers were more knowledgeable in identification of bullying and the components of Tennessee’s anti-bullying law than pre-service teachers. Additionally, this study found that elementary teachers answered more general bullying knowledge questions correctly than upper grade teachers. The limited utilization of evidence-based bullying prevention and intervention programs and strategies was also noted. Implications for teacher training programs will be discussed.
Books on the topic "Education and Training Systems Policies and Development"
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Great Britain. Department for Education and Employment. The national development agenda 1996: Developing the national vocational education and training systems. 3rd ed. Sheffield: DFEE, 1996.
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Employment, Great Britain Department of. Prosperity through skills: The national development agenda : developing the national vocational education and training systems. Sheffield: Employment Department, 1994.
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Transforming education and development policies for pastoralist communities in Kenya through the integration of indigenous knowledge systems. Addis Adaba, Ethiopia: Organisation for Social Science Research in Eastern and Southern Africa, 2011.
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Great Britain. Department of Employment. Prosperity through skills: The national development agenda 1995 : developing the national vocational education and training systems. Sheffield: Employment Department, 1995.
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Learning societies and low unemployment: Education and training in low unemployment countries. Dublin: Irish Management Institute, 1993.
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Miller, Tamira E. Lessons from the old school: European workforce development strategies for Oregon : a white paper based on a German Marshall Fund tour of European education & job training systems. Salem, Oregon: Trade & Economic Development Committee, 1990.
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Preparing educators to engage families: Case studies using an ecological systems framework. 2nd ed. Los Angeles: SAGE, 2010.
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Subcommittee, New Jersey Legislature Joint Committee on the Public Schools Abbott. Committee meeting before Joint Committee on the Public Schools, Abbott Subcommittee: Issues pertaining to early childhood teacher preparation and professional development systems. Trenton, N.J: The Unit, 2005.
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Working in the twenty-first century: Policies for economic growth through training, opportunity, and education. Armonk, N.Y: M.E. Sharpe, 1998.
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Unesco. Regional Office for Education in Africa. Regional contribution to statistical information systems development for technical and vocational education and training: Diagnosis and comparative analysis for identifying quality improvement strategies. Dakar, Senegal: Unesco, Regional Bureau for Education in Africa, 2009.
Find full textBook chapters on the topic "Education and Training Systems Policies and Development"
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Talavera, Elmer. "Case Study: Philippines. Recognising Green Skills for Environmental and Sustainable Development in Four Selected Industries." In Education for Sustainability, 211–34. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_11.
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AbstractThis chapter presents a study on the identification and recognition of knowledge, skills and competencies required to convert and maintain green enterprises in a Philippine context and in the light of Philippine policies, legislation and investments to stimulate the development of new green markets. It examines the use of ‘green’ practices in enterprises, the benefits and challenges in the application of such practices, the extent to which respondent micro, small and medium enterprises (MSMEs) have identified the green skills requirements and whether skills recognition mechanisms such as job cards or other portfolio systems have been put in place as part of recognition processes and workplace training programmes. This chapter begins by giving an overview of the Philippine economy and society and the role of MSMEs in four dynamically developing industry sectors namely, automotive, catering, PVC manufacturing and waste management. Given the environmental challenges and problems faced by enterprises in these sectors, the study looks at the extent to which the government’s green job policies, laws, qualifications framework, training regulations and standards address environmental challenges and problems faced by enterprises. The study thus examines connections between macro policies, rules, laws and regulations and micro-level application through practices and green skills and their recognition through recognition mechanisms.
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Çetin, Münevver, and İsmail Karsantık. "Current Trends in School Management: School Leadership in Education 4.0." In Educational Theory in the 21st Century, 197–216. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_9.
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AbstractMeeting the needs of industrial development and reflecting the emerging demands onto the field of education has led to the emergence of Education 4.0 and initiated pedagogical, cultural, and managerial transformation in education in this direction. As a result of this transformation, macroscale structures and policies have been replaced by a microscale, web-oriented, local government paradigm. This section discusses current trends in education management and school leadership which are examined in the light of new education and management paradigms. In this direction, the shift in the education management paradigm, the sources of change, the role of school leaders in organizational development, the expected characteristics of school leaders in Education 4.0, and the use of the Internet of Things in education management and monitoring systems are addressed. In Education 4.0, the concepts of innovation management, digital literacy, productivity, collective participation in management and decisions, education communities, and capacity development are prominent in school leadership. This section emphasizes that strategic leaders who are able to adapt to the paradigm shift contribute and direct the formation of school culture and values. In this direction, the importance of organizing trainings for developing leadership skills and raising leaders who will help to restructure schools and shape cultural trends are underlined in the chapter. Emphasis is placed on the importance of raising leaders with technological skills who can use multi-channel communication strategies in school management.
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Adeyemo, Kolawole Samuel, Nevensha Sing, and Adeniran Gregory Adewusi. "Education and Training Policies in South Africa and the BRICS Countries." In The Education Systems of Africa, 1–15. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_32-1.
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Adeyemo, Kolawole Samuel, Nevensha Sing, and Adeniran Gregory Adewusi. "Education and Training Policies in South Africa and the BRICS Countries." In The Education Systems of Africa, 1–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_32-2.
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Adeyemo, Kolawole Samuel, Nevensha Sing, and Adeniran Gregory Adewusi. "Education and Training Policies in South Africa and the BRICS Countries." In The Education Systems of Africa, 843–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_32.
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Ngcwangu, Siphelo. "Skills Development and TVET Policies in South Africa: The Human Capabilities Approach." In Handbook of Vocational Education and Training, 1–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_4-1.
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Ngcwangu, Siphelo. "Skills Development and TVET Policies in South Africa: The Human Capabilities Approach." In Handbook of Vocational Education and Training, 259–72. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_4.
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Nour, Samia Mohamed. "Education, Training and Skill Development Policies in Sudan: Macro–Micro Overview." In Technological Change and Skill Development in Sudan, 313–407. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32811-4_9.
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Hilal, Randa. "Policies and Practices to Expand Human Development and Reduce Inequalities." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 145–66. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0557-5_7.
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Hilal, Randa. "Policies and Practices to Expand Human Development and Reduce Inequalities." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 145–66. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0557-5_7.
Full textConference papers on the topic "Education and Training Systems Policies and Development"
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.
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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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Ntlhare, Leetwane Anna, and Kananga Robert Mukuna. "PROFESSIONAL DEVELOPMENT NEEDS OF FOUNDATION PHASE TEACHERS IN IDENTIFYING LEARNERS WITH LEARNING BARRIERS AT PRIMARY SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end101.
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"South African Department of Education like other countries adopted an inclusive education and Training System Policy in 2001 to improve access to quality education for vulnerable learners and those who experience learning barriers. Training and Professional Development programmes were offered to teachers. Policies and guidelines were reformed to determine how support could be appropriately implemented in schools. The training programmes were perceived as the opportunity for teachers to improve their teaching skills, knowledge, and competences in identifying learners with learning barriers in an inclusive classroom. Although policies were reformed and teachers’ received training, teachers still lack experience challenges in identifying learners with learning barriers in an inclusive classroom. Research shows that many professional development programs have failed to improve teaching practice (Birman, Desimone, Porter and Garet, 2000; Newmann, King, and Youngs, 2001; Armour and Yelling, 2004; Hofman and Dijkstra, 2010). The aim of the study is to explore how teacher training and Professional development can be improved in identifying learners with learning barriers in South African primary schools. Twenty-eight participants (N=28) were purposefully selected from four South African rural primary schools. A qualitative interpretive approach was adopted, and data were gathered through four focus group interviews with twenty Foundation Phase teachers (five from each school) and eight individual face-to face interviews with four support teachers and four subject advisors. Data were thematically analysed as suggested by (Babbie and Mouton, Leedy and Ormrod, 2015). Result demonstrated that training and professional development programmes were not effective due to the following aspects: the training focused mostly on reading not the identification of learners and teachers experience challenges in identifying learners with learning barriers in an inclusive classroom. Reports also indicate that teachers lack proper skills and knowledge to implement evidence-based inclusive teaching strategies and practices for facilitating the success and participation of all learners within the inclusive classroom. (Awad, 2016; Ghoneim 2014; Alkhateeb et. al., 2016). Due to ineffective of the training, the current study suggests rethinking of a new strategy for improving teachers training to meet the needs of the teachers and improve learners’ performance."
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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.
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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.
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Wanyaga, Felister, Edwin Tarno, and Francis Wambua. "Optimizing Assistive Technologies as a Tool for ODeL Implementation to Learners with Disabilities in TVET Institutions in Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3549.
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Education for sustainable development is an essential component of every human being. This means that education should be available and accessible to all learners on the basis of equal opportunity and equity. However, the persons with disabilities are often marginalized and consequently, they may not access technical training as they should. The Corona virus has revealed emerging vulnerabilities in education systems around the world. It is now clear that Kenya needs flexible and resilient education systems as we face erratic futures. Technology could be leveraged to ensure that learning takes place even as the country faces the Covid-19 uncertainties. It is true that government agencies have focused more on providing access to the learners in TVET institutions through Open, Distance and eLearning (ODeL) systems but overlooked the aspect of equity. Therefore, there is necessity for special commitment to enhance necessary technology to allow access to training and transition to work for learners with disabilities in TVET institutions. This paper achieves this through (1) defining the key concepts of ODeL, and (2) Presenting a model for optimizing assistive technologies in TVET institutions. A descriptive research design was adopted for this study and pertinent literature was visited to capture the essence of continued learning during these unprecedented times. The paper concludes that the optimisation of assistive technologies as a tool for promoting equity and inclusion in TVET education is viable through proactive educational leadership and policies that ensure availability of the appropriate human capacity and infrastructural resources.
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Hemachandra, Ravindu, and Menaha Thayaparan. "Improving Psychological Health of Junior Professionals in the Construction Organisations in Sri Lanka." In The SLIIT International Conference on Engineering and Technology 2022. Faculty of Engineering, SLIIT, 2022. http://dx.doi.org/10.54389/ocxl3958.
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Construction is a volatile and highly uncertain industry that faces several challenges in terms of poor image, skills and labour shortage, exposure to adverse weather, macho culture, and stressful environment. The labour-intensive nature of construction industry leads to vertical and horizontal segregation within the workforce. This study focuses on the psychological health experienced by junior professionals from the time they join until they settle down in Sri Lanka. It is vital to keep the junior professionals in their best psychological position to ensure their continuity in the job. This study investigated the risk factors that contribute to psychological health of junior professionals in construction industry and proposed strategies to address such risk factors. The research adopted a qualitative survey strategy, where 24 semi-structured qualitative interviews, including 18 junior and 6 senior construction professionals, were conducted. The research identified 26 factors under five categories such as adverse nature, apprenticeship, company culture, competition and opinions. While conforming to the existing factors from literature, the research revealed new factors too. Few to name are some common factors such as lack of leisure events, deadlines, job uncertainty; some personal factors such as human behaviour, illegal activities, personal agendas, lack of belongingness, educational background, personal bias, and lack of confidence and some dependency factors such as lack of support from seniors and task-oriented training. The senior professionals, while agreeing to most of these factors, claimed these are mainly due to the limited subject specific knowledge and lack of awareness on the nature of the job including regulations and policies by junior professionals. Appointing a mental health monitoring officer, implementing stronger human resource management policies, investing on training and development, counselling and support systems and encouraging more social activities were some of the key strategies proposed to improve the psychological wellbeing of the junior professional. KEYWORDS: Psychological Health, Junior Professionals, Human Resources Management, Construction Organisations.
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Marcean, Crin, and Mihaela Alexandru. "PROFESSIONAL IDENTITY AND PROFESSION VALUES TRANSPOSED INTO NURSING EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end030.
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"Professional identity is the concept that describes how we perceive ourselves in our occupational context and how we communicate it to others. Professional identity is not static, but fluid. It is strongly influenced by how we see ourselves, how we perceive others and how we are viewed by society. Professional values are inherent characteristics of every profession and are part of the professional identity. Personal values are a powerful tool that influences our lives. They are the standards that each of us defines in order to live according to them and often influence our attitude and behavior. The profession of nurse/ midwives is defined by the values that each practitioner experiences every day in relation to his profession and each patient with whom he interacts. The professionalism of nursing profession requires that the nurses, midwifes to be able to provide quality health care services adapted to the society healthy needs, no matter age, social position, gender, political and sexual orientation or other differentiation criteria. In this way they will be able to increase the population’s health level. The Order of Nurses and Midwives of Romania implemented POLMED project which objective was to develop a set of fundamental professional values for nurses and midwives, for the benefit of the medical-patient staff relationship. The project aimed at developing an analysis of European public policies on the values of nursing and midwifery, conducting a survey of the current situation in Romania on the values of nursing and midwifery by involvement of 200 nationally selected nurses and midwives, as well as the training of 45 nurses and midwives in the design and evaluation of public policies. As a result, the ability of medical personnel to meet the citizen’s need to have quality health system is directly linked first and foremost to the reform of the educational system of professional training, which internalizes a values system centered on professionalism, empathy towards the patient and cooperation with patients and other categories of professionals in the medical system. The paper work is divide in two parts, the first part presents a survey in order to develop a set of fundamental professional values for nurses and midwives, and the second part presents the way these values were transposed in the nursing education. The paper presents a study on the ways of transposing the professional identity and profession values into the nursing education."
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Morrone, Michelle Henault, and Yumi Matsuyama. "A CALL FOR DIVERSITY TRAINING FOR CHILDREN IN JAPAN." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end054.
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"Growing diversity in Japan's population has not been matched by changes in attitudes regarding ""difference."" The old notion of racial and cultural homogeneity still holds sway in Japan, especially within the official education system. This has led to a disconnect between classroom realities and government policies which do little to address the changing needs of an increasingly diverse student body. For historical reasons, and as a result of more recent demographic trends, there are now large numbers of Koreans, Brazilians, South Asians and other foreign nationals in Japan. Many of these foreign residents have children attending Japanese public schools that were never intended to educate anyone but Japanese students. Moreover, marginalized groups such as members of the LGBTQ and special needs communities are gaining an increasing presence both in public awareness and within the public school system. Despite these changes, changes that are only accelerating, the official school system has done little to foster changes in attitude toward people who are different from the idealized norm. In addition, studies show that these sorts of attitudes can become fixed at a very early age, effectively at the preschool level. This has led us to produce a children’s book intended to serve as a form of diversity training for young children. In this way we hope to encourage more open and accepting attitudes among those who will grow up in an ever more diverse Japan."
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Glava, Catalin Cosmin. "The Failure Of The Teachers Training Policies In Romania Today." In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.31.
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VRANCIU, Livia Elena, and Cristian Valentin HAPENCIUC. "Adult Education and Training - A Factor of Economic Development." In The 14th Economic International Conference: Strategies and Development Policies of Territories: International, Country, Region, City, Location Challenges, May 10-11, 2018, Stefan cel Mare University of Suceava, Romania. LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.65.
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Velikov, Valentin Petrov, and Ivaylo Kamenov Kamenarov. "Software development aid systems." In 2014 Information Technology Based Higher Education and Training (ITHET). IEEE, 2014. http://dx.doi.org/10.1109/ithet.2014.7155668.
Full textReports on the topic "Education and Training Systems Policies and Development"
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Martino, W., J. Kassen, K. Omercajic, and L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.
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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and the barriers to fostering gender diversity in schools. Educators’ recommendations and advice on improving education about trans inclusivity in schools are also reported. Key findings revealed that there continue to be systemic and structural impediments to supporting trans inclusion and gender diversity in schools, in terms of both the failure to enact policy and to provide adequate support, education, and resourcing for educators. Recommendations are outlined which relate to the need for further development of policies that identify the allocation of resources for both professional development and curriculum development as central to the necessary provision of support for trans students and creating gender-affirming schools. The report also stipulates the necessity for sustained accountability measures to be established by governing bodies, such as the Ontario Ministry of Education, for supporting gender diversity and trans inclusion with the explicit objective of supporting school boards fiscally in the provision of professional development and development of resources. Teacher Education faculties also need to be committed to ensuring that teacher candidates are provided with the knowledge and understanding of trans inclusion and what trans affirmative education entails.
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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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Browning, Miriam F., Joan S. Creighton, and Debra F. Thompson. Department of Defense Information Systems Workforce: Education, Training, and Career Development. Fort Belvoir, VA: Defense Technical Information Center, October 1992. http://dx.doi.org/10.21236/ada264930.
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Haider, Huma. Mainstreaming Institutional Resilience and Systems Strengthening in Donor Policies and Programming. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.101.
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This rapid review synthesises evidence on key aspects of mainstreaming institutional resilience and systems strengthening in donor policies and programming in FCAS (Fragile and Conflict-affect States) contexts, particularly in nutrition (food security), health, WASH and the economic sector. Institutional resilience is the ability of a social system (society, community, organisation) to absorb and recover from external shocks, while positively adapting and transforming to address long-term changes and uncertainty. Investing in strong, well-functioning and adaptable social systems, such as health, education and social protection systems, can build resilience, as this help to cushion the negative economic and social effects of crises. While development actors have established guidance on how institutions can be made more effective, inclusive and accountable, there is much less literature on institutional resilience and how development actors can help to foster it. Much of the literature notes a lack of systematic evidence on applying the concept of resilience. These gaps extend to a dearth of guidance on how development actors can mainstream institutional resilience and systems strengthening into their policies and programmes. This rapid review draws on common factors discussed in the literature that are considered important to the strengthening of resilience and particular systems. These may, in turn, provide an indication of ways in which to mainstream institutional resilience and systems strengthening into development policy and programming
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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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Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3671.
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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.
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Shyshkina, Mariya P. The Problems of Personnel Training for STEM Education in the Modern Innovative Learning and Research Environment. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2664.
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The aim of the article is to describe the problems of personnel training that arise in view of extension of the STEM approach to education, development of innovative technologies, in particular, virtualization, augmented reality, the use of ICT outsourcing in educational systems design. The object of research is the process of formation and development of the educational and scientific environment of educational institution. The subject of the study is the formation and development of the cloud-based learning and research environment for STEM education. The methods of research are: the analysis of publications on the problem; generalization of domestic and foreign experience; theoretical analysis, system analysis, systematization and generalization of research facts and laws for the development and design of the model of the cloud-based learning environment, substantiation of the main conclusions. The results of the research are the next: the concepts and the model of the cloud-based environment of STEM education is substantiated, the problems of personnel training at the present stage are outlined.
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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.
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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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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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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.
Full textAbstract:
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.