Academic literature on the topic 'G. Industry, profession and education'
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Journal articles on the topic "G. Industry, profession and education"
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López-Carril, Samuel, Miguel Villamón, and María Huertas González-Serrano. "Linked(In)g Sport Management Education with the Sport Industry: A Preliminary Study." Sustainability 13, no. 4 (February 19, 2021): 2275. http://dx.doi.org/10.3390/su13042275.
Full textAbstract:
Social media are one of the most valuable management tools used by sport managers in the fulfilment of their daily tasks. However, the studies that share and analyse the impact of educational experiences that incorporate social media into sport management education for professional purposes are scarce to date. Thus, this study presents an educational innovation piloted in a sport management course where LinkedIn—the social media most associated with the professional sphere—is introduced through an experiential learning methodology, as a driver of students’ career development and as a tool to keep up to date and interact with the sport industry. To assess the learning outcomes, a new scale was developed and tested. A total of 90 Spanish undergraduate sport management students (M = 22.71; SD = 3.84) participated in the study, partaking in a pre-test and a post-test. Regarding the results linked to the testing of the scale, the statistical analysis reflects the scale’s two-dimensional nature, explaining 68.78% of the variance, presenting good psychometric properties (α = 0.95). On the other hand, significant increases in all the scale items between the two measures were obtained, with large effects size in the two dimensions (Cohen’s d ≥ 0.80). Therefore, it is concluded that LinkedIn can help to develop the professional profile of sport management students, Linked(In)g what is taught in the classroom with what the sport industry demands.
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Данилов, Андрей, and Andrey Danilov. "Experience of the Yaroslavl state University. P. G. Demidov to strengthen a practice-oriented approach in the implementation of educational programs "Bachelor of tourism" and "Master in tourism"." Services in Russia and abroad 10, no. 2 (June 16, 2016): 196–204. http://dx.doi.org/10.12737/19733.
Full textAbstract:
The article focuses on the implementation of a practice-oriented education in Bachelor’s and Master´s programmes in tourism in P.G. Demidov Yaroslavl State University. These requirements are set by the Federal State Educational Standard 3 and 3+ and are dictated by the real labor market. The practice-oriented approach is achieved through the applying of interactive training forms, involving of experts in tourism industry, organization of various kinds of practices associated with real activity, realization training trips and extracurricular students’ activities. An important factor of increasing the connection of the educational process with the actual needs of the tourism business is the formulation of final results in the form of specific professions. This approach allows organizing training modules in accordance with the tourist industry requirements. An important form of the formation of business thinking in students, who are studying tourism, is their work at workshops on the development of specific programs or objects by request the municipal or commercial establishments. In contrast to the bachelor degree course for master course at the Yaroslavl State University are formulated professional guidelines relating to the enterprise management in the tourism industry, territory management, as well as the development of territorial tourism and recreation complexes.
The high demand of the University graduates at the enterprises of the tourism industry proves the success of this approach in the educational field.
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Ramirez Pirez, Manuel Osmany, Franyelit Suarez Carreno, and Erika del Pilar Ascencio Jordan. "Teaching process design for 4.0 industry." Universidad Ciencia y Tecnología 25, no. 111 (December 10, 2021): 129–36. http://dx.doi.org/10.47460/uct.v25i111.523.
Full textAbstract:
Considering that the new trends in industrial development are focused on the global vision of software applications, with intelligent systems that seek to provide an effective solution to a myriad of industrial and consequently social problems, this work proposes the development of educational methodologies for the applied teaching processes. to Industry 4.0. Education must transform itself to the new technological paradigms and adapt the new graduation profiles to the global need for intelligent applications that allow the globalization of products, competitiveness and continuous improvement. In this work, an exhaustive bibliographic review is carried out to focus on the best teaching alternatives with a view to Industry 4.0. The results show that educational methodologies must improve the academic approach to strengthen the industrial sector and achieve professional training adapted to new technologies.
Keywords: 4.0 industry, teaching methodologies, smart technologies.
References
[1]J. Carvajal, «La Cuarta Revolución Industrial o Industria 4.0 y su Impacto en la Educación Superior en Ingeniería en Latinoamérica y el Caribe,» de 15th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Global Partnerships for Development and Engineering Education”, Boca ratón, Estados Unidos, 2017.
[2]R. Jiménez, D. Magaña and S. Aquino, «GESTIÓN DE TENDENCIAS STEM EN EDUCACION SUPERIOR Y SU IMPACTO EN LA INDUSTRIA 4.0,» Journal ofthe Academy, nº 5, pp. 99-121, 2021.
[3]J. Ortiz, A. Carrillo and M. Olguín, «Built education 3.0 since early teacher’s training to face challenges of industry 4.0,» Informes de Investigación, vol. 3, nº 5,pp. 135-146, 2020.
[4]M. Jalil, «Industria 4.0, competencia digital y el nuevo Sistema de Formación Profesional para el empleo,» Re vista Internacional y Comparada de RELACIONES LABORALES Y DERECHO DEL EMPLEO, vol. 6, nº 1, pp. 164-194, 2018.
[5]G. Garcés and C. Peña, «Ajustar la Educación en Ingeniería a la Industria 4.0: Una visión desde el desarrollo curricular y el laboratorio,» Revista de Estudios y Experiencias en Educación, vol. 19, nº 40, pp. 129-148, 2020.
[6]F. M.-L. Rivera, P. Hermosilla, J. Delgadillo and D. Echeverría, «Propuesta de construcción de competencias de innovación en la formación de ingenieros en elcontexto de la industria 4.0 y los objetivos de desarrollo sostenible (ODS),» Propuesta de construcc, vol. 14, nº2, pp. 75-84, 2021.
[7]B. Manrique-Losada, M. C. Gómez-Álvarez and L.González-Palacio, «Estrategia de transformación para la formación en informática: hacia el desarrollo de competencias en educación básica y media para la Industria 4.0 en Medellín – Colombia,» RISTI, vol. 39, nº 10, pp. 1-17, 2020.
[8]X. Martínez, «Disrupción y aporía: de camino a la educación 4.0,» Innovación educativa, vol. 19, nº 80, pp. 7-12, 2019.
[9]VLD Engineering, «¿Qué entendemos por simulación de procesos en ingeniería?,» 2019. [Online]. Available: https://www.vld-eng.com/blog/simulacion-procesos-industriales/. [Last access: September 08, 2021].
[10]Structuralia, «Los ingenieros más demandados en Latam,» 2020. [Online]. Available: https://blog.structuralia.com/los-ingenieros-m%C3%A1s-demandados- en-latam. [Last access: September 08, 2021].
[11]M. Valencia-Cárdenas, S. Morales-Gualdrón and M.Gaviria-Giraldo, «VISIÓN DE LAS COMPETENCIAS DE INGENIERÍAINDUSTRIAL EN INDUSTRIA 4.0,» de 2do Congreso Latinoamericano de Ingeniería, Medellín-Colombia, 2019.
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Antonczak, Laurent, Marion Neukam, and Sophie Bollinger. "When industry meets academia." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 1, 2022): 14–16. http://dx.doi.org/10.24135/pjtel.v4i1.134.
Full textAbstract:
This presentation focuses on a transdisciplinary approach to innovative and collaborative learning practices driven by technology. It highlights two salient elements associated with industry practices and processes in relation to learning and educational contexts: empowerment of individuals and communities of practice through technology, and a broader consideration of industrial approaches to the concept of learning and teaching enhanced within a digital environment.
More precisely, this presentation will feature some of the key theoretical frameworks used in three different settings of learning and teaching in France with regards to the life-long learning approach thanks to Social and Emotional Learning (SEL) (WEF, 2016). It will also discuss the positive effect of the Internet and its affordances (Southerton & Taylor, 2020) on reducing the differences between theoretical and applied knowledge via professional-focused communities (Danvers, 2003). Thus, it will briefly explain that spatial and cognitive learning proximities (Lave & Wenger 1991; Fruchter, 2001) can be reduced by virtue of technology (Anders, 2016; Antonczak, 2019; Glazewski & Hmelo-Silver, 2019) and that ‘computer-supported collaborative learning’ methods can facilitate social and shared problem-solving (Sawyer, 2005; Levallet & Chan, 2018; Presicce et al., 2020) without the ‘restriction of time and place’ (Cheng et al., 2019, 489). Additionally, it will point out some aspects of problem-solving through ‘emancipatory learning and social action’ (Merriam, 2001, 9) through the use of ‘actual’ content and ‘actionable feedback’ (Woods & Hennessy, 2019) enhanced by digital tools and tactics.
Next, it will focus on three case studies by concisely presenting key specifics for each of the courses, including the various digital tools used and followed by some quick interim reflections.
Then it will summarise the challenges and the barriers encountered across the different practices such as virtual delivery, the size of the students' groups and some connectivity considerations. It will be followed by the principal advantages and opportunities, like the professionalisation dimension through interactive and authentic learning enhanced by affordances. And it will conclude with some managerial recommendations as experiential and practical methods (knowledge codification) thanks to industry-based teaching supported by digital technologies.
The presentation will close with the overall conclusion in relation to digital technology and some of the key 21st-century career skills. In general, the findings will be of interest to academics, practitioners and policymakers. The added value of this transdisciplinary investigation is that it improves research on collaborative innovation and collective knowledge by creating a bridge between the fields of Education and Business.
Bibliography
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Antonczak, L. (2019). Scaling-up collaborative practices through mobile technology. The 25th International Conference on Engineering/International Technology Management Conference (ICE/ITMC), June 17-19, Nice.
Askay, D. A. & Spivack, A. J. (2010). The multidimensional role of trust in enabling creativity within virtual communities of practice: A theoretical model integrating swift, knowledge-based, institution-based, and organizational trust. In 43rd Hawaii International Conference on System Sciences, Hawaii, pp. 1-10.
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Danvers, J. (2003). Towards a radical pedagogy: Provisional notes on learning and teaching in art & design. International Journal of Art & Design Education, 22(1), 47-57.
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Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13.
Pont, B. (2013). Learning Standards, Teaching Standards and Standards for School Principals: A Comparative Study. Rapport no. EDU/WKP(2013)14. Centre of Study for Policies and Practices in Education (CEPPE). Retrieved from: http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2013)14&docLanguage=En (accessed December 31, 2020).
Presicce, C., Jain, R., Rodeghiero, C., Gabaree, L. E., & Rusk, N. (2020). WeScratch: an inclusive, playful and collaborative approach to creative learning online. Information and Learning Sciences, 121(7/8), 695-704.
Reeves, T. C. (2005). Design-based research in educational technology: Progress made, challenges remain. Educational Technology, 45(1), 48-52.
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Sholoyko, N. "ORGANIZATIONAL AND MANAGERIAL CONDITIONS OF SPECIALISTS OF UKRAINIAN PHARMACEUTICAL INDUSTRY ACTIVITY IN THE 20-60-S OF THE TWENTIETH CENTURY." Ukrainian professional education, no. 7 (September 14, 2020): 37–49. http://dx.doi.org/10.33989/2519-8254.2020.7.238032.
Full textAbstract:
The article outlines the ways of development of Ukrainian pharmaceutical industry in the 20-60s of the twentieth century, the emergence of new forms of medical care, and management structures for the organization of pharmacy in the country. A historical-retrospective analysis of the prerequisites for training specialists for the pharmaceutical sector in Ukraine in one of the main periods of its formation highlights the patterns of development in the general context of professional medical education and clarifies the circumstances of the leading features of organizational culture in pharmacy. It is proved that in previous historical periods of the industry development the prerequisites for the emergence of the organizational and managerial culture of pharmacists were: structuring the pharmacy, its concentration in the hands of the state, expanding the medical industry, and improving medical care, solving scientific and practical issues of pharmaceutical education organization of quality control of pharmacy products, expansion of the pharmaceutical industry and centralization of supply in the pharmacy network.
The scientific achievements of prominent figures of pharmacy in this period (M. Bergolts, N. Valyashko, A. Ginzberg, G. Kogan, V. Dzvoniv, A. Orekhov, A. Stepanov, J. Fialkov, S. Shubin, D. Shcherbachov, and others) who have made significant contributions to the development of pharmaceutical science, construction and improvement of pharmaceutical education, namely: the creation of the first textbooks on pharmacy, the technology of dosage forms, the establishment of a school for the study of organic matter by spectrographic research, development and implementation of dosage technology and galenic preparations, research of medicinal plants, a skillful combination of experiment with scientific research, etc. It promoted scientific development of questions of the theory and practice of pharmacy, advanced training of members of society, expansion and deepening of their specific knowledge, and also education on the best traditions of domestic pharmacy, medicine, and natural sciences, providing scientific and methodological and practical assistance to employees and managers of pharmacy chains.
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ROZHNOVA, T., and O. KONOVALOV. "THEORETICAL ASPECTS OF THE PROFESSIONAL TRAINING OF PILOT INSTRUCTORS IN CIVIL AVIATION OF UKRAINE." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 170–74. http://dx.doi.org/10.33989/2075-146x.2020.26.227640.
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The article substantiates the theoretical principles of the professional training of pilot instructors in civil aviation of Ukraine. It covers the analysis of significant scientific researches and publications concerning training of civil aviation specialists and highlights the relevance of the topic of research. Considerable attention is given to the terminological apparatus in the context of aviation professional education. The article provides interpretations of such terms as professional training, pedagogical system, pedagogical conditions and competence.
There is a serious demand to educate a sufficient number of qualified flight instructors, who would be able to deal with the intensive scientific and technical transformations of the aviation industry. This matter is of particular relevance to our country, where the civil aviation industry may become a factor in the revival of an efficient economy.
Professional civil aviation pilot training has been a research subject of many Ukrainian scientists, such as: V. Asriyan I. Galimska, O. Moskalenko, T. Plachinda, G. Puhalska and others. However, the problem of professional civil aviation pilot instructor training in Ukraine has remained out of scientists’ attention.
Scientists suggest considering professional training of aviation specialists as an integrated system of interdisciplinary knowledge and skills, provided by the use of a set of theoretical and flight training activities, that teach to solve practical problems during professional duties. The essence of such training can be determined as an integrated pedagogical process that contributes to the formation of psychophysiological qualities, resistance to extreme factors of professional activity and achievement of a high level of efficiency by civil aviation pilots.
In this study, professional training of instructor pilots is also considered as a part of the overall education system of aviation specialists, which involves acquiring general and professional competencies that provide mastery of knowledge and skills of the future instructor. It is aimed at a full professional self-realization of the individual and is focused on the formation of pedagogical competence of an instructor. Successful functioning of elements of such a system is impossible without fulfillment of certain pedagogical conditions.
We have researched only some theoretical aspects of professional civil aviation pilot training in Ukraine. The next stage of our study will cover the legal regulations that describe professional training of pilot instructors in Ukraine.
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Shrayberg, Yakov. "Designing the single knowledge space based on network-centric information infrastructure in the modern age of digital economy development (Annual paper presented to the Fourth World Professional Forum «Crimea-2018»)." Scientific and Technical Libraries, no. 9 (September 1, 2018): 3–75. http://dx.doi.org/10.33186/1027-3689-2018-9-3-75.
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Traditionally, the annual report opens the World Professional Crimea Forum. Primarily, the speaker focuses on the concept of digital economy interpreted as the economic relations system based on the digital information and communication technologies. The Program “Digital economy of the Russian Federation” is reviewed. Several concepts, e. g. bitcoin and blockchain, Industry 4.0, New Internet, etc., are defined. The current problems of the Internet are examined, in particular, the lack of the single management and development center. The statistical data on the profile and involvement of the internet users is reported. Special attention is given to using Internet in Russia and the related problem of copyright in Russia and worldwide. The role of open access in building the knowledge environment and the role of the main contributors to the process, namely, publishers, libraries, educational institutions, are emphasized. Online education and accessible seamless education environment are specified as the main trends in education, The key vectors of developing knowledge content and its application in the digital environment are defined, these are: inclusiveness, artificial intelligence and green (sustainable) libraries, etc. The current situation in the global book market is evaluated on the basis of the results of the London Book Fair 2018. The project “The modern digital educational environment in the Russian Federation” is examined along with the projected results. The role of the National Electronic Library as the major innovative library project and the national information system is emphasized. The author concludes that the libraries of the future become an essential part of the national and global information infrastructure.
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Rundic, Ljupko. "100th anniversary of the Carpathian-Balkan geological association (CBGA)." Annales g?ologiques de la Peninsule balkanique, no. 00 (2022): 6. http://dx.doi.org/10.2298/gabp221103006r.
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During the 22nd Congress of the Carpathian-Balkan Geological Association (CBGA) held in Plovdiv, Bulgaria (September 7-11, 2022), the 100th anniversary of the foundation of the CBGA was marked. A resolution for establishing the "Carpathian Geological Association" was adopted during the 13th session of the International Geological Congress in Brussels (August 9, 1922). It was a result of the efforts and initiative of R. Kettner (Czechoslovakia), J. Nowak (Poland), G. Munteanu Murgoci (Romania), and V. Petkovic (Yugoslavia). Later, after the Second World War, the association changed its name to the Carpathian-Balkan Geological Association (CBGA). During the last hundred years, the CBGA has passed several phases of its existence and organization regarding European geopolitical changes. The main goal of the CBGA remained the same as at the beginning: to promote and encourage joint fundamental and applied geological research in the Carpathian-Balkan region and surrounding area. Today, many geoscientists from the 16 member states collaborate in the frame of official working groups of CBGA, EU professional projects, business meetings and joint topics, education programs, etc. CBGA is affiliated with the International Union of Geological Science (IUGS) as one of the oldest regional organizations. Based on increasing industrial and environmental demands and needs and an interest in the region?s vast scientific and professional community, we believe the CBGA can improve its activity and give additional benefits to the scientific community, industry, and the environment.
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Ceballos Bejarano, Edison Wernher, and Asencio Alejandro Huaita Bedregal. "Engineering projects and educational paradigms." ATH 2, no. 5 (January 7, 2022): 55–60. http://dx.doi.org/10.47460/athenea.v2i5.26.
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Engineering is part of one of the most forward-thinking careers in industries. In this work, the elementary principles of engineering projects in university education are evaluated and the minimum criteria that an engineering project should have are established so that the future professional develops the necessary skills for their performance as an engineer. A bibliographic review of engineering education is then carried out and the formulation of projects that make the development of practical skills possible.
Keywords: Engineering practices, academic projects, industry 4.0.
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Shcherban, A. L. "DIGTYARI WEAVING PROFESSIONAL SCHOOL IN 1926-1929." Sums'ka Starovyna (Ancient Sumy Land), no. 56 (2020): 5–20. http://dx.doi.org/10.21272/starovyna.2020.56.1.
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For the first time, the activity of the weaving vocational school in the village Digtyari (modern Chernihiv region) is analyzed. It was the leading educational institution of the middle level of vocational education of the Ukrainian SSR in the second half of the 1920s, in which the creators of traditional textiles studied. The students learned the skills of making carpets, embroidered shirts, and kerchiefs. On the basis of archival sources, the histories, educational process, composition of the teaching and student groups of the school during 1926-1929 are covered. Established in the fall of 1926, the institution was to train qualified master practitioners for the factory and handicraft arts industry, who had formed an artistic taste. The teaching staff initially consisted of local general education teachers and visiting instructors and teachers of special subjects (O. Reisfeld and M. Dyachenko). The institution was headed by uneducated communists Yu. Kozelev and S. Lutayenko. The students of the first set were mostly non-locals, orphans. But the second set already consisted mostly of children of local peasants and artisans. The school had a significant material base, which remained from the textile educational institutions that operated in Digtyary during the first quarter of the twentieth century. The main rooms were located on the right-wing of the main building of the palace complex of the Galagan estate. As a result of the study of the materials of the minutes of the meetings of the school council, the conflict situations that constantly arose between the managers and their supporters and visiting specialists and led to the departure of the latter from Digtyary were analyzed. The initial stage of the existence of the Digtyari weaving professional school, problems in relations between staff, and the originality of the contingent of the first set of students influenced the quality of their training. As it is clear from the available sources, during the first and the beginning of the second school year students worked both theoretically and practically, but due to lack of raw materials they could not produce a significant amount of full-fledged products. The school’s workshop worked on “factory” and, in part, “peasant” raw materials. At the end of the second year of study, students were already making work suitable for sale. The school operated in two directions. The visiting instructor, an experienced artist M. Dyachenko brought a new vision of teaching graphic literacy into the educational process. Weaving and embroidery instructors who either graduated from the textile schools previously existing in Digtyary (A. Reisfeld, V. Nikolskaya) or worked there for a long time (G. Tsybuleva) broadcast local traditions. During the years under study, about 100 students studying at the institution, and one graduation took place. Troubles in the personal relationship between teachers and school management and insufficient funding have affected the quality of education. But even in such conditions, students not only mastered special and general education subjects but also participated in exhibitions, made marketable products, engaged in research work. Curricula developed by M. Dyachenko and O. Reisfeld became a model for other craft educational institutions. And the textbook was written by O. Reisfeld - the first Ukrainian-language textbook on the technology of folk weaving. Keywords: Digtyari weaving professional school, Mykhaylo Dyachenko, Pryluky region.
Dissertations / Theses on the topic "G. Industry, profession and education"
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Yip, Lilian Lai Hang. "Developing the employability competency for the tourism and hotel industry in Hong Kong." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/41927/.
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In 2000, Hong Kong had a major educational reform, which aimed to address the inadequacies of the previous education system in order to enable the majority of Hong Kong’s population to achieve lifelong learning and an all-round education. These are also the overall aims of education in Hong Kong for the 21st century. A new education structure and new curricula for primary and secondary schools were some of the focuses of the reform. The tourism and hotel industry is one of the four pillar industries in Hong Kong. As a growing service industry, it relies heavily on the quality of their employees and the stability of manpower. However, this industry has been facing difficulties in recruiting and retaining qualified employees. Many studies have been conducted to discover the ideal employability competency and to develop strategies to attract and retain the right employees. Through the study of employability theories and in-depth interviews with education practitioners in the tourism and hotel industry, this research study links-up two knowledge areas of employability competency for the tourism and hotel industry and the generic competency development in primary and secondary school education in Hong Kong. The results reveal that previous studies have not resolved human capital problems, because these problems are rooted in the incompetence in generic skills, values and attitudes of individuals. This study highlights the foundational role of generic competency in employability. It proposes that a generic competency, which has to be nurtured from a young age, is essential for employability. The findings inspired an extended concept of employability and contributed to a new generic competency structure. For primary and secondary school education, this study proposes the incorporation of a refined generic competency component in the school curriculum, along with strategies to mitigate possible barriers of implementation. The proposed employability structure can also be used by employment consultation services or serve as a recruitment, training, development and retention guide in the tourism and hotel industry. These proposals could nurture new generations with the required employability competency for the tourism and hotel industry, meeting the challenges of the 21st century.
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CHEN, TZU HWA, and 陳姿華. "The impact of Service Industry on education performance in job training- A Study of G Company." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/424a56.
Full textAbstract:
碩士國立臺北科技大學
經營管理系
107
This research based on the domestic G Company, and the educational training program can be a positive impact with the performance of personnel. The collected data shows that the employee's education and training hours with a positive impact on organizational performance. The higher education level with the higher performance. The original hypothesis is that employees should be in a positive cycle in the process of education and training and another reverse feedback in the process, so that education and training can be smoother. But limited by the limitations of research, so education training to be a positive impact with performance. The results of the study show: 1. Education training has a positive relationship with turnover. In the study of education and training on turnover, it is found that the lower the level of education and training, the lower the number of hours, the lower the output performance of personnel, the reason should be the process, the sales staff for their own Product knowledge is insufficient, and it is less convincing and appealing in the process of selling this behavior. This concept is worthy of reference. It takes time to accumulate skills learning and talent development. If we can coordinate with the career development plan of our employees, we will establish a phased lifelong education training, in addition to employees who are more willing to persist with the company, and also let education and training Long-term benefits can be fully utilized. 2. The higher the level of labor education, the greater the benefits of enterprises investing in education and training. The higher the education level, the stronger the learning ability and the stronger the tendency to receive training, the more effective the education training will be. The research results show that the higher the education level of the employees, the impact of education and training on organizational performance. The bigger it is.
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Nesane, Mmbengwa Alfred Nesane. "Selected school-related reasons why teachers abandon the teaching profession: an educational management perspective." Diss., 2008. http://hdl.handle.net/10500/2312.
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The following research question motivated the study: "How can education management effectively address factors influencing teachers to migrate from the teaching profession?" To answer this research question, one school was selected in Limpopo Province, which is not affected by the migration of teachers from the teaching profession; this was demonstrated by the school retaining expert and veteran teachers and its excellent grade 12 results. Factors influencing the migration of teachers from the teaching profession were researched by means of qualitative approach. Focus group interviews, phenomenological interviews and unstructured (in-depth) interviews were conducted, transcribed and analysed.
The research findings indicated that education management team needs to urge the government to pay teachers attractive salaries, introduce performance bonus scheme, deal with overcrowding and lack of resources, curb violence in schools, deal effectively with corruption, improve poor learners' discipline and do away with corporal punishment.Teacher Education
M. Ed. (Education Management)
Books on the topic "G. Industry, profession and education"
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United States. General Accounting Office., ed. Occupational skill standards: Experience shows industry involvement to be key : statement of Linda G. Morra, Director, Education and Employment Issues, Human Resources Division, before the Committee on Labor and Human Resources, U.S. Senate. [Washington, D.C.]: U.S. General Accounting Office, 1993.
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Camp, Miriam Bonner. Oral history interview with Miriam Bonner Camp, April 15, 1976: Interview G-0013, Southern Oral History Program Collection (#4007). [Chapel Hill, N.C.]: University Library, UNC-Chapel Hill, 2006.
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Morra, Linda G. Women and minority aerospace industry profile, 1979-1986: Statement of Linda G. Morra, Director, Intergovernmental and Management Issues, Human Resources Division, before the House Committee on Education and Labor, House of Representatives. [Washington, D.C.?]: U.S. General Accounting Office, 1989.
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interviewer, Frederickson Mary E., Brown Nevin interviewer, Southern Oral History Program, University of North Carolina at Chapel Hill. Documenting the American South (Project), and University of North Carolina at Chapel Hill. Library, eds. Oral history interview with Harriet Herring, February 5, 1976: Interview G-0027, Southern Oral History Program Collection (#4007). [Chapel Hill, N.C.]: University Library, UNC-Chapel Hill, 2006.
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McGill, Eula. Oral history interview with Eula McGill, September 5, 1976: Interview G-0040-2, Southern Oral History Program Collection (#4007). [Chapel Hill, N.C.]: University Library, UNC-Chapel Hill, 2006.
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Nancy, Acerbo-Kozuchowski, and Ashton Kathleen, eds. Medical malpractice claims investigation: A step-by-step approach. 2nd ed. Sudbury, Mass: Jones and Bartlett, 2007.
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Long, Deborah H. Ethics & the Real Estate Profession (G/Ph Series Continuing Education). Prentice Hall College Div, 1997.
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Higher Education in the Digital Age (The William G. Bowen Series). Princeton University Press, 2013.
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Nauka--Adygee: Materialy nauchno-prakticheskoĭ konferent͡s︡ii uchenykh Adygei, 14-16 apreli͡a︡ 1993 g. Maĭkop: Izd-vo "Meoty", 1994.
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History Of Nordic Computing 3 Third Ifip Wg 97 Conference Hinc 3 Stockholm Sweden October 1820 2010 Revised Selected Papers. Springer, 2011.
Find full textBook chapters on the topic "G. Industry, profession and education"
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Ozenbas, Deniz, Michael S. Pagano, Robert A. Schwartz, and Bruce W. Weber. "Experiencing Market Dynamics with TraderEx: A Trading Decision-Making Simulation." In Classroom Companion: Business, 87–100. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74817-3_5.
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AbstractTrading education is vital for success in the securities and investments industry. Are apprenticeships and time on an institutional trading desk the only way to learn how to trade? Do you need to work with real orders and have real money at risk to gain experience interacting with the dynamic process of price formation? The answers are no and no. Trading simulations that are well-designed can create experiences with price discovery and impose the challenges of illiquidity in ways that replicate the learning accomplished (and pressures felt) on a real trading desk. With TraderEx, you will appreciate the complexity of trading and understand it as a distinct profession within the financial industry, even if it is not always thought of as such in business school curriculum.
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Béraud, A. "Industry and profession needs." In The Many Facets of International Education of Engineers, 75. CRC Press, 2020. http://dx.doi.org/10.1201/9781003078647-63.
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Béraud, A. "Industry and profession needs." In The Many Facets of International Education of Engineers, 75. CRC Press, 2020. http://dx.doi.org/10.4324/9781003078647-63.
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Hackitt, J. E. "RECRUITMENT TO THE CHEMICAL ENGINEERING PROFESSION A VIEW FROM INDUSTRY." In Second International Conference on Chemical Engineering Education, 99–102. Elsevier, 1987. http://dx.doi.org/10.1016/b978-0-08-034819-3.50016-9.
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Carvalho, Ilídia. "New Paradigms of the Tourist Guide Profession." In Advances in Hospitality, Tourism, and the Services Industry, 141–59. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8775-1.ch008.
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In this chapter, using the Portuguese tourist guides as an example, the author intends to expose the reality of the profession and how it is nowadays necessary to adapt it to the new tourism paradigms. The pandemic, which has suddenly and deeply affected tourist guides, will also be one of the topics. A brief historical background of the profession will be given to be able to understand what a tourist guide is today, as well as the skills needed for the profession obtained through education and training, which are also one of the topics presented. The way these professionals have been dealing with digitals and how new technological tools are being used for the profession will be explained. Issues like authenticity, responsibility, and the contribution of tourist guides to develop tourism destinations will also be covered in the text.
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McCarthy, Dianne S., and Barbara A. Burns. "Mathematics Teacher Education and edTPA." In K-12 STEM Education, 149–68. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch008.
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The development of the educative teacher performance assessment (edTPA) might be considered as beginning over a century ago as mathematics, mathematics teacher education, and the teaching profession strove to improve student learning. Professional teaching organizations such as the National Council of Teachers of Mathematics, the National Board of Professional Teaching Standards, industry, and government agencies have been seeking ways to improve teaching, to differentiate among teacher candidates to predict who will be successful teachers and who will not, and to raise the level of student achievement of all students. Along with these goals is the aspiration of recognizing teaching as a profession. To achieve this, complex assessment is necessary. Assessment of teachers, students and teacher preparation programs is necessary. edTPA could lead the way.
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Baden, Denise, and Lynda Whitehorn. "Collaboration between Academia, Industry and Education to Embed Sustainability across the Hairdressing Profession." In Developments in Corporate Governance and Responsibility, 259–80. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s2043-052320200000016014.
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Tidrick, Donald E. "A View of the Accounting Profession and Accounting Education from a Professional Accountant in Industry." In Leonard M. Savoie, 57–66. Routledge, 2020. http://dx.doi.org/10.4324/9781003048664-11.
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Connors, James J. "Comparing Agricultural Education Programs Around the World." In Preparing Agriculture and Agriscience Educators for the Classroom, 322–55. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3420-8.ch017.
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Agricultural education programs are offered in many countries around the world. Students are taught hands-on vocational agricultural skills that allow them to enter the agricultural workforce or advance to higher education. Interpersonal communication and leadership skills are offered in some programs but are not a common component of secondary agricultural education curriculum in other countries. Agricultural teachers come to the profession after working in agricultural industry, completing a college degree in technical agriculture or general teacher education, or by completing a formal teacher education program in agriculture. A wide variety of different youth organizations is offered in other countries for students studying agricultural education.
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Rose'Meyer, Roselyn, and Indu Singh. "Digital Technologies for Teaching for Allied Healthcare Students and Future Directions." In Emerging Technologies and Work-Integrated Learning Experiences in Allied Health Education, 301–17. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3850-9.ch014.
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Digital technologies are an integral component of the allied healthcare curricula, including dental technology, physiotherapy, pharmacy, nutrition, nursing, and laboratory medicine. Various digital technologies are implemented for the education of allied healthcare students. They have been used for curriculum design, engaging and facilitating the understanding of fundamental concepts in various disciplines, the development of active learning strategies, and designing critical thinking and clinical reasoning education. Online digital atlases and libraries provide flexible resources as study tools for students in the classroom and on industry placement. Adaptive digital learning, communication technologies, and virtual reality for teaching have become an essential component of the allied healthcare education. As students develop skills for their profession, the digital technologies have provided a platform for the documentation of their competencies and progress through industry placement, allowing academic staff to chart their progress and employers to assess the graduate competencies.
Conference papers on the topic "G. Industry, profession and education"
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Zhang, Jingjing, and Ban Zhang. "Research on Curriculum of Valuation Profession in China From Industry Development and Employment Perspective." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.65.
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Wahyuni, Titis. "The Role of Information Technology in Supporting Accountant Profession in the Era of Industrial Revolution 4.0." In The International Conference of Vocational Higher Education (ICVHE) “Empowering Human Capital Towards Sustainable 4.0 Industry”. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0010706400002967.
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Kuncoro, Tri, Edi Santoso Santoso, Sudomo Sudomo, and Ahmad Dardiri. "The Competency Requirement of Education Profession Skill Engineers Refers to The Regional Model Competency Standards (RMCS) in The Construction Industry." In 1st International Conference on Vocational Education And Training (ICOVET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icovet-17.2017.34.
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Scott, Elsje, and Maureen Tanner. "Using a Partnership in Industry to Link Theory and Practice in Undergraduate Courses." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2187.
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The Information Systems (IS) profession is known as one of the most dynamic fields in our current day and age. Rapid advances in Information and Communication Technologies (ICTs) increase the dependence of organizations on these ICTs and create a greater need for IS competence. This demand constitutes serious challenges to academia to provide graduates with the necessary skill set to fulfil their roles in industry and to cope more effectively with real life problems. In an attempt to address this skills gap, a theory of coherent practice was developed to act as a framework for creating a synthesis of theory and practice when designing curricula for undergraduate courses. This paper reports on a specific implementation that led to an industry partnership, and the construction of a Case study to support a flipped classroom approach and provide context for a real life problem. In addition, it guided the design of a set of carefully structured interventions directing student evolution through different stages of development. Although further refinement to the implementation of the theory in the design of second year courses is needed, the value of the approach in preparing students more effectively for professional practice is already apparent in student feedback and in their performance in the courses.
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Baker, A. J., M. A. Grubert, S. C. Ericson, and J. A. Orzechowski. "CFD Advanced Professional Education via Internet." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80075.
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The use of computational fluid dynamics (CFD), to better understand/enhance performance of engineered systems design, has deeply penetrated our profession. University academic content now selectively includes comprehensive graduate level courses in CFD. Typically, a large proportion of industry practitioners cannot access this formal content due to remoteness from campus. The newly established UT CFD Laboratory website renders this a non-issue via a fully functional Internet modality for CFD graduate course participation. It presents a totally time-and distance-insensitive fully participatory environment including comprehensive computer laboratory CFD experiments. Successfully completed content is applicable to a MSc degree, to a CFD Certificate or to CEUs when pursued as professional self-study. The scope, organization and illustrations of content of this Internet innovation is presented.
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Pillay, Nischolan, and Yashaen Luckan. "The Practicing Academic: Insights of South African Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.22.
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Architectural education, in the past had a grounding in a strict apprentice or pupillage method of training architects. The apprentice was someone who worked or trained under a master that transferred skill through a “hands on” approach. Architecture was regarded as one of the arts and there was no formal training to qualify one as an architect. It was through the acclaimed Vitruvius that the architectural profession was born. Vitruvius had published “Ten Books on Architecture” that led to an attempt to summarize professional knowledge of architecture and in doing so became the first recognizable architect. The architectural profession spread throughout Europe in the mid-16th century and the builder and architect became two distinct characters. Although architecture had become a profession, it wasn’t up until the late 17th century that architecture became an academic pursuit through an institutionalized educational system known as École des Beaux Arts, however the pursuit of a strict academic scholar was not the focus. At the beginning of the 1800’s, The University of Berlin in Germany forged the fundamental research and scholarly pursuit. Architecture, like the professions of medicine, law etc. became a system of academic pursuit where professors concentrated deeply on academics first and professional work second. It is through the lens of history we can decipher how architecture became an academic discipline almost de-voiding it of its vocational nature. In its current standing, various universities place a high emphasis on research output from their academic staff. Presently, architecture schools in South Africa recruit lecturers on their academic profiles, rather than their vocational experience. The approach of which has devalued the input of industry into education. It has been noted that there has been an increase in an academic pursuit rather than a professional one for the lecturers that teach architecture. This research explores the views of academics on architectural education, teaching methods and the importance of practice at South African universities. The authors of this research provide an auto-ethnographic insight into their invaluable experience of being academics at two large Universities in South Africa and concurrently run successful practices. The research makes use of a mixed method approach of secondary data from literature and semi-structured interviews posed to academics. Initial findings reveal that academics are pushing the industry to play a part in the education of architects; however, the extent must be determined. If industry plays a role in the education of architects, what factors are considered and how does this inter-twine with the academic nature of training? What strategies are academics employing to make sure students are vocationally well trained and academically capable? Another important question to ask is what qualities make an academic architect in the 21st century?
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Lynch, Kathy. "Collaborative Work Skills for the Beginning IS Professional." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2840.
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One of the greatest concerns for many employers recruiting beginning information systems (IS) professionals is not the new recruit’s inadequacies in discipline skills or knowledge, but their general lack of the skills required to work effectively within a collaborative team in a changing workplace environment. It is the responsibility of education institutions to prepare beginning IS professionals for this change in how work is done and the change in the workplace for which they are to be employed. The research reported here examined what industry purports to want and what the literature says they need. Findings from the research identified a number of skills, attitudes and knowledge required for a team member to be effective on a collaborative work effort in the IS profession.
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Tasios, Stergios, Evangelos Chytis, Evangelia Proniou, and Alexandra Charisi. "COVID-19 pandemic and its impact on the accounting profession." In Corporate governance: Theory and practice. Virtus Interpress, 2022. http://dx.doi.org/10.22495/cgtapp9.
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The pandemic significantly altered the working environment due to the shift to remote working, redesigned office functions and reengineered working protocols (Parker, 2020). In addition, employee stress levels increased, their autonomy and perception of hierarchy changed and relatedness within organizations was impaired (Delfino & van der Kolk, 2021). While most accounting literature focused mainly on public budgeting, accounting education, financial markets, public sector and corporate disclosure (Rinaldi, 2022) little research has been conducted on the accounting profession per se. Early results suggest that professionals employed in the accounting industry were significantly affected by the COVID-19 pandemic (Carungu, Di Pietra, & Molinary, 2021, Heltzer & Mindtak, 2021, Papadopoulou & Papadopoulou, 2020). The purpose of this study is to examine the impact of the pandemic on the accounting profession focusing on professionals who provide bookkeeping and taxation services to corporations and individuals
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Liang, Yue, and Zhixiao Wang. "Research on Practical Teaching Methods lComprehensive Failure Inspection and Maintenancer of the Automotive Profession in Higher Vocational Colleges m Take the Hunan Defense Industry Polytechnic College as an Example." In 2018 International Conference on Education Science and Social Development (ESSD 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/essd-18.2018.24.
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Sándorová, Zuzana. "The Importance of Intercultural and Communicative Competences for Tourism Labour Market." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9389.
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The present paper is founded on two pillars. Firstly, it is one of the current trends in education worldwide, i.e. to connect theory and practice. Secondly, it is the need to be interculturally competent speakers of a foreign language in today’s globalized world of massive migration flows and signs of increasing ethnocentrism. Based upon these two requirements, the ability to communicate in a FL effectively and interculturally appropriately in the tourism industry is a must, since being employed in whichever of its sectors means encountering other cultures on a daily basis. Therefore, the aim of the present study was to find out undergraduate tourism students’ opinion on the importance of intercultural communicative competences for their future profession as well as their self-assessment in the given field. The findings of the research, which are to be compared to employers’ needs, revealed that there is considerable difference between the respondents’ views on the significance of the investigated issues and their self-esteem.