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1
Medgyes, Péter. "The National L2 Curriculum in Hungary." Annual Review of Applied Linguistics 13 (March 1992): 24–36. http://dx.doi.org/10.1017/s0267190500002373.
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Hungary is a small landlocked country in Central Europe with a population of over ten million. The official language, and the mother tongue of the vast majority of the population, is Hungarian. Belonging to the Uralic language family, Hungarian is unrelated to any other European language except Finnish. In order to minimize the effects of their linguistic isolation, Hungarians have always attached great importance to the learning of foreign languages.
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Billett, Stephen. "Vocational Curriculum and Pedagogy: An Activity Theory Perspective." European Educational Research Journal 2, no. 1 (March 2003): 6–21. http://dx.doi.org/10.2304/eerj.2003.2.1.11.
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This article advances a scheme that proposes how curriculum goals and content might be conceptualised for vocational education. The scheme is founded in socio-historical activity theory. An account of the social sources of vocational knowledge (sociogeneses) comprising history, culture and situation is discussed to illuminate how both the canonical requirements of vocational practice and its manifestations in actual practice need to be accounted for in curriculum goals and content. Currently, curriculum frameworks for vocational programmes focus on the sociocultural level of practice (e.g. national competencies, national skills standards). Yet, these fail to account for the actual manifestations and requirements of the vocational practice and how judgements are made about performance. An emphasis on practice as a basis for considering curriculum goals and developing adaptable outcomes is proposed.
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Waymark, Margaret. "The impact of national vocational qualifications on the secretarial curriculum." Journal of Vocational Education & Training 49, no. 1 (March 1997): 107–20. http://dx.doi.org/10.1080/13636829700200008.
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Brandsma, Jittie, Alfons ten Brummelhuis, and Tjeerd Plomp. "Evaluation of national curriculum and implementation in junior vocational education." Studies in Educational Evaluation 15, no. 3 (January 1989): 359–82. http://dx.doi.org/10.1016/0191-491x(89)90016-3.
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Sudrajat, Ajat, Dyah Kumalasari, and Danu Eko Agustinova. "History Teaching in Vocational School Based on Curriculum 2013." SOCIA: Jurnal Ilmu-Ilmu Sosial 16, no. 2 (February 25, 2020): 187–201. http://dx.doi.org/10.21831/socia.v16i2.30348.
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The Curriculum 2013 is a learning guidance for schools in Indonesia. One among many schools that applied Curriculum 2013 is vocational school. Social sciences based majors also being taught in vocational school. One of them is Indonesian History. The major of history in vocational school is very strategic for internalizing national character values. Unfortunately, history teachers in vocational school don’t apply suitable way in their teaching. That’s understandable since students in vocational school focus on vocational majors. This research employs a descriptive qualitative method by utilizing some techniques of data collection such as observations, interviews and documentations. The aim of this research is to know teaching strategy which is suitable in vocational school. The benefit of this research is the finding of ideal teaching strategy for vocational school students. In this case, the object of research is SMK Negeri 3 Kudus. History teaching in vocational school can utilize teaching media and learning in historical site. Those two strategies have goal for easing students of vocational school in understanding material of history subject. Each of those strategies has advantages and downsides, so that combination of them can cover each others’ downsides.
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Lee, Yong-Soon, Hye-Rim Park, and Hoo-Jo Hong. "Needs Assessment for National Curriculum Improvement of the Vocational High School." Journal of Curriculum and Evaluation 9, no. 2 (December 2006): 415–39. http://dx.doi.org/10.29221/jce.2006.9.2.415.
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Liu, Ruiyuan. "A Comparative Study of Vocational Education in China and Germany." Barnard Education Review 1, no. 2 (December 15, 2020): 12–20. http://dx.doi.org/10.47744/ber.v1n2.2020.12.03.
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Vocational education is the main way to improve the quality of national skills. In developed countries in the world economy, all are placed in an important position, but specific methods have their own characteristics. The dual system of vocational education in Germany is quite distinctive, and it is also extremely advanced. Today, it is particularly important to learn from the advanced experience of foreign countries when carrying forward the spirit of craftsmen in a great country. Vocational education between China and Germany differs greatly from eight aspects of culture, vocational education concepts and values, legal systems, vocational education models, as well as the construction of the teaching staff and the implementation process of education and teaching. Therefore, Chinese vocational education cannot replicate the German model. It must be based on China’s national conditions and learn from German vocational education experience, from improving laws and regulations, strengthening the construction of “dual-teacher” faculty, standardizing the construction of curriculum systems and curriculum standards, and forming an industry-enterprise participation mechanisms and other aspects, carry out practical reforms and innovations to promote the healthy and orderly development of China’s vocational education and serve the sound development of the social economy.
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Kreisman, Daniel, and Kevin Stange. "Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth." Education Finance and Policy 15, no. 1 (January 2020): 11–44. http://dx.doi.org/10.1162/edfp_a_00266.
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Vocational education is a large part of the high school curriculum, yet we have little understanding of what drives vocational enrollment or whether these courses help or harm early careers. To address this deficiency, we develop a framework for curriculum choice, taking into account ability and preferences for academic and vocational work. We test model predictions using detailed transcript and earnings information from the National Longitudinal Survey of Youth (1997). Our results are twofold. First, students positively sort into vocational courses, suggesting that the belief that low-ability students are funneled into vocational coursework is unlikely true. Second, we find higher earnings among students taking more upper-level vocational courses—a nearly 2 percent wage premium for each additional year, yet we find no gain from introductory vocational courses. These results suggest: (1) policies limiting students' ability to take vocational courses may not be welfare-enhancing, and (2) the benefits of vocational coursework accrue to those who focus on depth over breadth.
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Higham, Jeremy. "Curriculum change: a study of the implementation of General National Vocational Qualifications." Curriculum Journal 14, no. 3 (September 2003): 327–50. http://dx.doi.org/10.1080/0958517032000137649.
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Yu, Hong Juan, Hua Dan Xu, Long Bin Chen, and Song Pan. "Curriculum Development and Practice Based on Working Process Systematization and Virtual Resources Supporting in Higher Vocational Education." Advanced Materials Research 271-273 (July 2011): 1929–34. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1929.
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In this paper, curriculum development and practice based on systematically working process is given for summary and reflection ,in vocational education recent years.This document explains and demonstrates how to reconstruction vocational curriculum based on the capasity requirements of professional positions, how to develop teaching and learning projects through the application of industrial products, how to develop three-dimensional virtual resources through the aid of computer technology, how to allow students to carry out self-development learning, self-adapt to future work. As a case, The national quality programs, "Debugging and application of electronic circuits", to study and summary for curriculum development , and share experiences with readers.
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Ahn, Jae-Yeong, and Chan-Joo Lee. "A Study on Competencies of Teacher for Organizing and Operating of National Competency Standards Based Vocational Education Curriculum (NCS based curriculum) in Vocational High Schools." Korean Society for the Study of Vocational Education 37, no. 2 (April 30, 2018): 101–27. http://dx.doi.org/10.37210/jver.2018.37.2.101.
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Liu, Huijun, and Yida Ning. "On the Principles of English Teaching Reform in Higher Vocational Colleges Based on “The Basic Requirements of English Curriculum Teaching in Higher Vocational Colleges”." English Language Teaching 10, no. 9 (July 31, 2017): 11. http://dx.doi.org/10.5539/elt.v10n9p11.
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English teaching reform is critical for the cultivation of skilled talents and the development of national economy. The paper attempts to analyze the guidance principles of English teaching reform in the higher vocational colleges underlying “the Basic Requirements of English Curriculum Teaching in Higher Vocational Colleges”, promulgated by Ministry of Education of China in 2000. Specifically, the principles should be characterized by modularization, individualization, collaboration, and hypertextualization.
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Masrupi, Masrupi, Akhmad Baihaqi, and Miftahul Hakim. "The Feasibility of English Textbook for Vocational School." Journal of English Language Teaching and Cultural Studies 3, no. 2 (December 15, 2020): 54–63. http://dx.doi.org/10.48181/jelts.v3i2.9506.
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The objective of the research is aiming to identify the feasibility of the English textbooks for use by vocational school in Pandeglang regency. To reach the objective, the researchers used qualitative research. The data were collected from three English textbooks used for vocational school, interview, and questionnaire. The techniques of analyzing data were focused on the analysis of materials provided within the textbook with the core and basic competence of 2013 curriculum. The criteria were suggested by National Education Standards Agency (Badan Standar Nasional Pendidikan) and Rajan material design. The findings show that (1) the material relevance to the core and basic competence of 2013 Curriculum of the first English textbook (TB1) is 81.25%, the second English textbook (TB2) is 93.75%, and the third English textbook (TB3) is 87.5%; and (2) the categories of feasible textbook for vocational students for TB1 is 83.3%, TB2 is 91.6%, and TB3 is 75%. These results indicate that the three books are relevant and feasible for use by vocational school students.
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Huang, Gary G., Stanley Weng, Fan Zhang, and Michael P. Cohen. "Outmigration Among Rural High School Graduates: The Effect of Academic and Vocational Programs." Educational Evaluation and Policy Analysis 19, no. 4 (December 1997): 360–72. http://dx.doi.org/10.3102/01623737019004360.
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Although rural communities have pressing needs for educated youth, rural schools are criticized for training students with urban-oriented labor skills that facilitate rural-to-urban migration. Some analysts see such schooling contributing to the rural community’s decline. Educators and policymakers concerned about rural areas need to know what kind of school programs help retain educated youth in rural areas. Research on the comparative effectiveness of different curriculum programs in retaining youth in the community can inform the program development for rural schools. This report presents a study that addressed the issue with data from a national longitudinal study, the High School and Beyond (HS&B) of the National Center for Education Statistics. With two-level hierarchical logit modeling that decomposed the variance into school- and individuallevels components, we examined the post-school outmigration pattern in connection with students’ coursework (at the individual level) and curriculum program enrollment (at the school level). We focused on the effects on outmigration of the academic program and the vocational program measured at the two levels, adjusting for the effects of the local labor market condition and student sociodemographic background and test scores. We also introduced interaction terms to determine the specific effects of curriculum on rural school average outmigration. The results revealed that, controlling for the effects of local labor market and student background and academic achievement, outmigration was positively related to schools’ emphasis on academic programs and students’ high credits in the academic curriculum. To clarify the possible confounding relationship between outmigration and college attendance, we further analyzed data of youth that had not gone to college four years after high school. Essentially, the same pattern was found among this subsample of noncollege-goers. Implications for curriculum development were suggested based on the results and other perspectives regarding curriculum reform.
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Wheelahan, Leesa, and Richard Carter. "National training packages: a new curriculum framework for vocational education and training in Australia." Education + Training 43, no. 6 (September 2001): 303–16. http://dx.doi.org/10.1108/eum0000000005755.
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Ekpenyong, Lawrence E. "Vocational content in the national curriculum for Nigerian Secondary Schools: How industry can help." Vocational Aspect of Education 40, no. 106 (August 1988): 57–62. http://dx.doi.org/10.1080/10408347308003081.
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Peter, Ogundola Ilesanmi, Agboola Babajide Gabriel, and Usman Asipita Kehinde. "Vocational Development Initiatives for Youth Empowerment: Case of the Nigeria Secondary Schools’ Curriculum." Mediterranean Journal of Social Sciences 11, no. 2 (March 10, 2020): 116. http://dx.doi.org/10.36941/mjss-2020-0024.
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The study was carried out to evaluate the Vocational Development initiatives of the Nigerian secondary education curricula introduced by the National Education Research and Development Council (NERDC). Five research questions were formulated to guide the study. Descriptive survey design was adopted. The study was carried out in Kogi State. Sample for the study was 220 respondents made up of 102 male and 118 female senior secondary school students offering trade subjects. A structured questionnaire titled Vocational Development Initiatives for Youth Empowerment (VDIYE) questionnaire was developed for data collection. The questionnaire was face and content validated by three vocational education experts. The reliability of the questionnaire was determined using the test re-test reliability method which yielded a co-efficient of 0.72. The data collected were analyzed using descriptive statistics. Based on the data collected and analyzed, it was observed that majority of respondents view trade subjects as desirable and that it prepares them adequately for future vocational career choice among other findings. Recommendations were thereafter made on ways to improve on trade subjects. This is in order to achieve the desired objectives of making secondary school graduates to be job creators and also reduce unemployment.
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Sudana, I. Made, Delta Apriyani, and Sita Nurmasitah. "Revitalization of Vocational High School Roadmap to Encounter the 4.0 Industrial Revolution." Journal of Social Sciences Research, no. 52 (January 30, 2019): 338–42. http://dx.doi.org/10.32861/jssr.52.338.342.
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Vocational High School has an essential role in preparing the competent workers for the industry. To encounter the 4.0 industrial revolution era, Vocational High Schools must be able to keep up with developments by revitalizing a roadmap so the graduates have in line competencies with the industry’s needs. The revitalization of the Vocational High School roadmaps is inseparable from the principles of 2013 curriculum, the improvement of teacher’s quality competencies through training in the industry, and the application of student-centred learning models, such as; Project Based Learning (PrBL), Problem Based Learning (PBL) that emphasizes on ability for innovation and creativity, the improvement of education personnel’s competence, and the collaboration with business and industrial world. The fulfilment of eight Indonesia National Education Standards (NES) has become absolute. The finding of this study are four main aspects as the basic of vocational road maps revitalization, namely; (1) synchronizing the curriculum with industry, (2) revitalizing the quality of teaching staff and education personnel, (3) revitalizing facilities and infrastructure, (4) optimizing cooperation with industry, and (5) strengthening soft skills competence.
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Prais, S. J. "Developments in Education and Vocational Training in Britain: Background Note on Recent Research." National Institute Economic Review 178 (October 2001): 73–74. http://dx.doi.org/10.1177/002795010117800111.
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The past decade has seen fundamental policy initiatives at a national level intended to improve vocational skills and to raise school-leaving standards — particularly in mathematics. These initiatives centred on:(i)the formation of a National Council for Vocational Qualifications with the object of re-designing, and imposing fundamentally greater coherence into, our previous ‘jungle’ of vocational qualifications, thereby raising their level of recognition both by employers and by potential trainees, and consequently encouraging a greater volume and higher levels of training to accredited standards of qualification;(ii)the specification of a National Curriculum for schools, stipulating the main subjects to be taught, the standards which teachers need to aim for in respect of the majority of each age-group, and associated nationwide attainment-tests to be taken by all pupils at several stages in their schooling. A detailed teaching scheme, the National Numeracy Strategy, was laid down nationally for teaching primary-school mathematics (based on the Improving Primary Mathematics scheme developed in Barking and Dagenham together with NIESR using a Continental model) together with a similarly detailed scheme for teaching basic literacy.
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김동연 and Jinsoo Kim. "Validation of NCS based Vocational Curriculum Procedures Developing Models Recognized by National Competency Standards Experts." Journal of the Korean Institute of industrial educators 40, no. 1 (April 2015): 64–86. http://dx.doi.org/10.35140/kiiedu.2015.40.1.64.
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Widianingsih, I., I. M. Purwaamijaya, and V. Dwiyanti. "VOCATIONAL EDUCATION: ASSESSMENT, CLASSIFICATION AND THE REALM OF RESEARCH DEVELOPMENTS." Innovation of Vocational Technology Education 14, no. 2 (December 14, 2018): 85. http://dx.doi.org/10.17509/invotec.v14i2.14360.
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Education is one of the most important things to prepare for the competitive human resources in achieving success in the era of globalization. The main source of the success of the national development of a country is the development of human resources. Vocational education is expected to be one form of education that is able to develop human resources. Vocational education is an education that prepares students to work in a particular field.This article aims to examine the aspect and sphere of research related to vocational education. The method used is the study of literature relating to research on vocational education as well as an analysis of several publications. The results show that there is a wide range of topics related to vocational training, ranging from models of learning, instructional media, graduate competence, motivation, teacher performance, the role of industry to the development of vocational education, teaching materials of vocational education, information systems education, curriculum development of vocational education, policy government and stakeholders for the development of vocational education.
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Al Shatter, Ghassan. "Processability approach to Arabic L2 teaching and syllabus design." Australian Review of Applied Linguistics 34, no. 2 (January 1, 2011): 127–47. http://dx.doi.org/10.1075/aral.34.2.01als.
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This study aims to identify the relationship between the developmental hierarchy in the acquisition of Arabic as a second language (Arabic L2) and formal classroom instruction. It provides a general presentation of the current debate on the influence of formal instruction in the acquisition of L2. Special attention is given to the subset of Processability Theory (PT) known as Teachability Theory, and its implications for teaching methods of L2 in general and Arabic L2 in particular. This study also provides descriptive information on teaching objectives and materials used by the participants to study Arabic L2. This information is presented in order to establish an explanation for the connection between the formal teaching of Arabic L2 and the processability hierarchy. Participants were nine students studying Arabic as a second language at the Australian National University (three Beginners, three Intermediates, and three Advanced). Interviews were conducted over a period of two teaching semesters during the year 2005. Both implicational and distributional analyses were conducted. The results of these analyses show that teachers and curriculum developers should consider the PT’s predicted developmental stages for Arabic L2 structures when developing teaching materials and syllabus.
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Setyo Budi, Karno, and Supari Muslim. "THE DEVELOPMENT OF INDONESIAN NATIONAL QUALIFICATIONS FRAMEWORK (INQF) - BASED ELECTRICAL AND ELECTRONIC SUBJECT AT VOCATIONAL HIGH SCHOOL KAL-1 SURABAYA." Humanities & Social Sciences Reviews 7, no. 3 (April 28, 2019): 315–22. http://dx.doi.org/10.18510/hssr.2019.7347.
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Purpose of Study: Ineffective implementation of curriculum 2013 and low quality of vocational school graduates underlay the present study. The Presidential Regulation of the Republic of Indonesian number 8 year 2012 stipulates that the implementation of Indonesian National Curriculum Framework-based on curriculum 2013 will improve the quality of vocational high school graduates at level 2 and their learning outcomes, including cognitive, affective, and psychomotor domains. The development of the Indonesian National Curriculum framework-based curriculum 2013 was an activity in generating an educational curriculum at an institutional level which aligns the needs of business and industry.
The design of this study was the 4-D models of Thiagarajan, namely 1) the definition; 2) design; 3) development; and 4) deployment, but this was only conducted up to the development stage.
Methodology: Regarding the background, the research questions were formulated as follows: (1) how is the validity, practicality, and effectiveness of the instructional design of the Basic Electrical and Electronic subject?; (2) how is the students’ response to the instructional design of the Basic Electrical and Electronic Subject?; and (3) how are the results of students’ learning outcomes of Basic Electrical and Electronic Subject?.
Results: This study aimed to find out: (1) the level of validity, practicality, and effectiveness of the instructional design of the Basic Electrical and Electronic Subject; (2) the students’ response of the instructional design of the Basic Electrical and Electronic Subject; and (3) the students’ learning outcomes of the Basic Electrical and Electronic Subject.
Implications/Applications: The conclusion of this research is: 1) the average score on the validity of the instructional design was 3.722 (very high), the average score on its feasibility was 3.72 (very practical), while the average score of its effectiveness was 71.87 (effective); 2) the students’ responses to the instructional design were 92%, which was satisfactory; and 3) the average score of the students’ learning results was 85, over the minimum score determined, with the learning mastery of 100%.
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Papier, Joy. "Table of Contents." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 1. http://dx.doi.org/10.14426/jovacet.v3i1.114.
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page iv. Editorial team
page v. Acknowledgements
page vi. Editorial - Joy Papier
page 1. Incorporating principles of expansive learning and activity theory in curriculum design to bridge work and education contexts for vocational teachers - James Garraway and Christine Winberg
page 22. Developing a WIL curriculum for post-school lecturer qualifications - André van der Bijl and Vanessa Taylor
page 43. Teacher industry placement in Australia: Voices from vocational education and training managers - Annamarie Schüller and Roberto Bergami
page 67. Motivating styles in dual, initial vocational education and training: Apprentices’ perceptions of autonomy support and control - Valentin Gross, Jean-Louis Berger, Matilde Wenger and Florinda Sauli
page 89. Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa - Nduvazi Obert Mabunda and Liezel Frick
page 109. Experiences of women students in Engineering studies at a TVET college in South Africa - Sophia Matenda
page 126. Growing the TVET knowledge base in the south: South African postgraduate output, 2008–2018 - Joy Papier and Simon McGrath
page 143. Interview with Adrienne Bird - Johann Maree
page 153. Contributor biographies
page 156. Editorial policy
page 158. Call for papers: JOVACET 4(1), 2021
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Boyd, Thomas F., and Chuan Lee. "The Changing Face of Technological and Vocational Education in the Republic of China on Taiwan." Industry and Higher Education 8, no. 3 (September 1994): 152–59. http://dx.doi.org/10.1177/095042229400800305.
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Taiwan is now one of the world's largest trading economies. The country has made a smooth transition from a labour-intensive economy to a high-technology, service-industry base. The predominantly private post-secondary vocational system, write the authors of this paper, was the main mechanism for the implementation of this successful development. However, success brings problems and challenges, and the Ministry of Education in Taiwan continues to strive to direct the national curriculum to meet the projected manpower requirements to fuel the country's economic growth. The authors assess the rapidly evolving technological and vocational education system and review the Ministry of Education's plans to make substantial changes to the system, and to the way in which Taiwanese society perceives academic as against technical and vocational education.
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Mayne, Hope, and Raymond A. Dixon. "The Epistemological Dilemma: Student Teachers Shared Experiences of Jamaica’s National Standards Curriculum (NSC)." Journal of Curriculum and Teaching 9, no. 4 (November 12, 2020): 29. http://dx.doi.org/10.5430/jct.v9n4p29.
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In this paper, we examined the epistemological dilemma embedded in Jamaica’s new National Standards Curriculum (NSC), as seen through student teachers' experience. A basic qualitative research design was used with a purposive sample of ten student teachers, eight females and two males. They were all in the final semester of their four-year teacher education program for a Bachelor of Education in Technical Vocational Education and Training (TVET). Findings indicated student teachers perceived the 5 E-Design process in the new National Standards Curriculum allows knowledge to be constructed through facilitation, conducting research in class, problem-solving, exploration, questioning, real-life experiences, and using active learning strategies. They also reported that resources were lacking in classrooms, some cooperating teachers were resistant to the 5E Methodology, readiness of students were lacking but over time students adopted to strategies used in the 5E approach and began to participate actively in class.
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Bijl, Andre J. Van der. "Integrating the World of Work Into Initial TVET Teacher Education in South Africa." Journal of Education and Research 11, no. 1 (May 18, 2021): 13–28. http://dx.doi.org/10.51474/jer.v11i1.496.
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South African Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (2013) provides a framework of professional qualifications for lecturers in the TVET system, which requires work-integrated learning placements in both education and industry settings. South Africa, however, does not have a convention of industry placement for vocational lecturers. This absence led the Department of Higher Education and Training, with the European Union, to co-fund a research and development project, the ‘effective delivery of the work-integrated learning (WIL) component of TVET and adult and community education and training lecturer qualification programmes’. The key output of this project was the development of a comprehensive curriculum framework for the industry-WIL component of the qualifications. This paper provides a reflective analysis of the multiple institutions, the national process through which the curriculum framework was developed and the knowledge generated through it.
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Muslim, Supari. "THE IMPLEMENTATION TEACHING FACTORY AND IMPLICATIONS ON THE PREPARATION OF CANDIDATES FOR VOCATIONAL HIGH SCHOOL TEACHERS." Humanities & Social Sciences Reviews 7, no. 3 (April 28, 2019): 323–30. http://dx.doi.org/10.18510/hssr.2019.7348.
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Purpose of Study: Along with the development of science and technology, significant Become preparing qualified gradu- ates in the working world, Including for the graduates of vocational senior high school. In accordance with the Law of the Republic of Indonesia No.20 / 2003 on National Education System, the purpose of vocational education is to prepare stu- dents to be ready to work in Certain fields. Meanwhile, According to Regulation 32/2013 National Standard of Education, the vocational education intended to increase of the intelligence, knowledge, personality, moral, as well as the skills to live independently and to have further education in parallel with previous education.
Based on the direction of vocational education policy as described, Several questions were drawn as follows: 1. What is meant by teaching factory ?; 2. What is the teaching-learning purpose of teaching factory ?; 3.What benefits will be gained by implementing a teaching factory ?; 4.What do the strengths and weaknesses of the teaching factory?; and 5.What are the implications of the Institute of Education and the Workforce, especially in the preparing of vocational senior high school teachers?
Methodology: From the study to the related literature and relevant researches, it can be concluded that: 1The basic principle of teaching factory is the experience integration of working in the school curriculum, where all the equipment, materials and education subjects were designed in order to carry out the production process. This process Aimed to produce the goods/services, and reliable and competent graduates. 2 Though there were thirteen performance indicators, many Efforts were needed in order to fully implement the teaching factory in Senior Vocational High School environment, According to concepts, objectives and benefits, Including pre14 paring qualified senior vocational high school teachers; 3. In the evaluation of teaching factory activity in Surakarta, Fajaryati in 2012 found that in terms of learning activities, the implementation of teaching factory was well-run, whereas the aspect of the production process, did not run as expected; and 4. Reorientation and revitalization of the Education and Workforce Education curriculum roommates were in line with the demands of users graduates, especially in the faculty of engineering were required.
Results: Benefits of teaching factory, in principle, is aware of the students, that in the mastery of skills, not enough to just practice soft skills in learning, work in teams, and training interpersonal communication skills, but also have to realize the knowledge directly and exercise work to enter the working world significantly.
Implications/Applications: The basic principle learning factory is the integration experience of working in the school curriculum, where all the equipment, materials and education actors, designed to make the production process in order to produce goods/services, as well as Vocational High School graduates who are competent/reliable.
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Trant, Mary‐Liz. "The quest for an inclusive curriculum and assessment culture: The national council for vocational awards 1991–2001." Irish Educational Studies 21, no. 1 (March 2002): 19–32. http://dx.doi.org/10.1080/0332331020210105.
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Hyechong Han and Kyeongsun Baek. "Curriculum Organization and Implementation for Enhancing the Vocational Education of General High Schools and the Strategic Policies for the 2015 National Curriculum Reform." Journal of Curriculum Studies 32, no. 4 (December 2014): 137–61. http://dx.doi.org/10.15708/kscs.32.4.201412.006.
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Widiaty, Isma. "Relevance of Vocational High School Curriculum with the Industrial Needs of Making Batik Competences." Innovation of Vocational Technology Education 15, no. 2 (September 4, 2019): 76. http://dx.doi.org/10.17509/invotec.v15i2.19635.
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This study aimed to identify the relevance of vocational high school curriculum with the industrial needs particularly related to batik making competences. The data collection was carried out through a survey to 35 batik industries within Priangan area, West Java province, Indonesia. The instrument employed was a questionnaire consisting of batik making competence units based on Standar Kompetensi Kerja Nasional Indonesia (SKKNI), Indonesia National Performance Competence Standards. The respondents of the study were owners of the batik industries requested to measure competence standards on SKKNI in relation to the competences needed within batik industry. The results of the study showed that in general, the competences on the SKKNI taught in vocational high schools were relevant to the competences needed in the industry. There were a few competences classified irrelevant which were Canting and stamping tools. The findings indicated that the competences taught in the schools are in accordance with the standards set in the SKKNI. It is expected that teachers are able to strengthen the competences taught in schools and regularly coordinate with the industry to keep the curriculum updated.
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Kreija - Gaikšte, Sandra, and Irēna Katane. "IMPLEMENTATION OF THE NATIONAL DEFENSE TRAINING IN LATVIAN SCHOOLS AS THE TOPICALITY OF NOWADAYS EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 304–17. http://dx.doi.org/10.17770/sie2021vol2.6436.
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Continuous changes in the global geopolitical space are highlighting our national interests in security matters, when thinking about the sustainability of our society and country. Both civic readiness to act in crisis situations and civic participation in strengthening national security are important. Therefore, following the introduction of a comprehensive National defense conception in Latvia, the acquisition of the subject of National defence training in secondary education programs will be compulsory from the academic year 2024/2025. The aim of the research was to substantiate the implementation of National defense traning in Latvian schools as a topicality of modern education. The new curriculum is included in the following areas of study: Health, Safety and Physical Activity and Social and Civic Learning. Nowadays, in the framework of pilot project, the new curriculum in the field of national defense is already being experimentally tested in 69 educational institutions: secondary schools, gymnasiums, vocational schools, colleges. The results of the research allow to conclude that: 1) the concept of comprehensive national defense has four dimensions (military, informative, psychological and civic dimensions); 2) all these dimensions were respected in the development of the National Defense Training curriculum. The content of education in the field of national defense will serve as a means of patriotic upbringing, but the training process itself will have an upbringing function. The implementation of National defense training must also be based on an ecological approach in providing an appropriate educational environment, paying attention to the contexts of indoor and outdoor environments.
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Gregson, Maggie. "In Practice: The Importance of Practitioner Research in Vocational Education." Education Sciences 10, no. 3 (March 20, 2020): 79. http://dx.doi.org/10.3390/educsci10030079.
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This article presents the background to and rationale for a practice-focused model of educational change and improvement. In contrast to autocratic top-down models, this democratic and pragmatic approach begins with the educational concerns of teachers. In this model, responsibility and accountability for educational improvement is shared between policy professionals, the university team and sector practitioners. Contributions from the literature explore the question of the nature and purpose of educational practice; how concepts of educational practice influence curriculum design and content in programmes for the initial and continuing professional development for teachers of vocational education; and how these can enhance or inhibit the improvement of educational practice. Drawing upon case study examples from a national programme of university-supported practitioner research in England, results illustrate how this model offers insights into ways of increasing research capacity and achieving sustainable improvements in educational practice. It concludes that programmes of university-supported practitioner research, which encourage and enable teachers to engage in the systematic investigation of educational practice, can realize educational improvements which other approaches to educational evaluation and improvement (including external inspection regimes) struggle to do. It invites politicians and policy professionals to consider potential applications of this approach in other national systems of vocational education.
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Chen, Pujun, Anastasia Goncharova, Matthias Pilz, Dietmar Frommberger, Junmin Li, Olga Romanova, and Yueru Lin. "International Curriculum Comparison in Vocational Education and Training: A Collaborative Development of an Analysis Instrument." International Journal for Research in Vocational Education and Training 8, no. 4 (August 14, 2021): 16–43. http://dx.doi.org/10.13152/ijrvet.8.4.2.
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Context: International comparative research on Vocational Education and Training (VET) is gaining importance, as global cooperation and mutual learning in VET grows. However, it is characterized by a high degree of complexity, due on one hand, to the heterogeneity of the VET sector, and on the other hand to the unique challenges of international comparisons. In addition, comparative research projects are increasingly conducted in the form of cross-border collaborations, which have their own particular organizational and methodological considerations, opportunities, and challenges. This paper presents an example of a cooperative research process, aimed at investigating the complex phenomenon of the competence-based approach in Russian and Chinese VET. In providing an example of developing an instrument for curriculum analysis and comparison, we discuss and reflect on the methodological and organizational peculiarities and challenges of the research process conducted collaboratively by an international team. Method: The instrument for analysis and comparison of curricular documents, was developed in an iterative multi-stage process, combining deductive and inductive steps. The embeddedness of the elements of a competence-based approach in curricular documents is investigated, using qualitative content analysis. To develop a coding frame, we started with a comprehensive partially systematic literature review of international, Russian and Chinese discourses on competence-based curricula. The frame was built on the selected model of competence-based education, and on accumulated results of the literature analysis of national discourses. Furthermore, during the first coding process, an iterative adaptation of the developed instrument took place. Results: The result of this process was the development of an analysis instrument which, on the one hand, is well-adapted to each national context and, on the other hand, allows a comparison of results along the same dimensions of analysis, in our case, elements of the competence-based approach in curriculum. Conclusion: Developing an analysis framework for a cross-cultural comparative investigation of such a diffuse and heterogeneous construct as the competence-based approach, can pose a methodological challenge for an international team of researchers. However, an effective application of own team resources such as proficiency in different languages, insider and outsider perspectives, along with continuous intensive communication and a flexible, iterative research process, allows development of a well-adapted analysis instrument for international comparison.
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Chakraborty, Mahima, and Madhuparna Chakraborty. "Learning by Doing: A Comparative Study of the New Education Policy, 2020." International Journal of English Learning & Teaching Skills 3, no. 3 (April 5, 2021): 2181–99. http://dx.doi.org/10.15864/ijelts.3302.
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American philosopher John Dewey worked on the educational theory of “Learning by Doing” in which he formulated the idea that a child should be taught with practical experiences. Every school should focus on teaching a child through activity-based curriculum so that a child can experience an over-all development by dint of his experiential education.The Indian National Educational Policy, 2020 can be associated with this educational principle of “Learning by Doing”, especially in case of Foundational, Preparatory and Middle school education. The Foundational education (3-8 years) or Early Childhood Care and Education (ECCE) is designed to be focused more on play-based, activity-based curriculum. ECCE will be based mostly on story-telling method and several indoor and outdoor activities.In the Preparatory stage (from 8 to 10 years and Classes 3 to 5) also, children will be taught primarily on play-based method which will ensure the cognitive, behavioral, moral, emotional and psychomotor development of them.In the Middle School (from 11 to 13 years and Classes 6 to 8), children will be encouraged to continue their education in a newly-developed multidisciplinary curriculum with at least a mandatory vocational skill training. The aim of “Learning by Doing” will also be accomplished in the middle school level by special attention to Vocational Education. This policy, in fact, aims to prepare at least 50% students who are proficient in any kind of vocational skill by 2025. New Education Policy 2020 even focuses to reduce the academic or performance pressure among students and lead them to take up education not as a burden but as a boon.
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Mondok, Anita. "comparative study of tourism Education on vocational level in Hungary and Finland." Economica 10, no. 2 (August 21, 2020): 1–7. http://dx.doi.org/10.47282/economica/2019/10/2/3716.
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The rapid growth of tourism in Hungary and the labour migration to abroad resulted in a serious labour shortage in the industry. One of the sources of skilled and motivated workforce is the system of tourism vocational education and training, which can just slowly react to market changes due to its inertness. In addition, the highly centralized system provides low-level of freedom to respond to regional differences, as the National Core Curriculum and its related regulatory documents are compulsory for the institutions and maintainers implementing them.
This paper seeks for possible solutions to the prevailing challenges by a comparative examination of the tourism VET system in Finland and Hungary. As a result the author propounds possible alternatives to develop secondary tourism education.
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Mondok, Anita. "comparative study of tourism Education on vocational level in Hungary and Finland." Economica 10, no. 2 (August 21, 2020): 1–7. http://dx.doi.org/10.47282/economica/2019/10/2/3716.
Full textAbstract:
The rapid growth of tourism in Hungary and the labour migration to abroad resulted in a serious labour shortage in the industry. One of the sources of skilled and motivated workforce is the system of tourism vocational education and training, which can just slowly react to market changes due to its inertness. In addition, the highly centralized system provides low-level of freedom to respond to regional differences, as the National Core Curriculum and its related regulatory documents are compulsory for the institutions and maintainers implementing them.
This paper seeks for possible solutions to the prevailing challenges by a comparative examination of the tourism VET system in Finland and Hungary. As a result the author propounds possible alternatives to develop secondary tourism education.
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Marhuenda-Fluixá, Fernando, María José Chisvert-Tarazona, and Alicia Alicia Ros-Garrido. "Initial VET in Spain." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 16 (December 7, 2018): 169–74. http://dx.doi.org/10.32835/2223-5752.2018.16.169-174.
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Initial vocational education in Spain was created within the formal education system in 1970. During the reform process, in 1990, it has been acquired modern architecture. During the period from 1990 to 2002, a series of reforms took place in the country, the most important of which was the adoption in 2002 of the national law on education, the main provisions of which were agreed upon with all stakeholders - the main political parties, social agents, employers and trade unions. The law introduced the following key features of the vocational education system in Spain: a mandatory curriculum module for all students of vocational education institutions that is implemented directly at the workplace; the same requirements for entry into higher education institutions for all searchers; active involvement of employers, representatives of trade unions, administrations in the process of developing of professional qualifications and vocational education curricula. The article provides a general overview of Spain’s vocational education system in social and historical contexts. The institutional and legislative mechanisms, which ensure functioning of the corresponding system (functions of which are, in particular, the legislation of the management of the system of vocational education and training) are described. A general overview of the major reforms in the VET system in Spain is presented, which gives the reader a certain idea of the trends that have taken place over the years and indicate an increase in the prestige of vocational education and training.
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OVIAWE, JANE ITOHAN, and Agnes Omokhekpe Anetekhai. "Reinventing Appropriate Strategies for Curriculum Development and Implementation in Technical Vocational Education and Training in Nigeria for Global Competitiveness." Journal of Education and Vocational Research 10, no. 2(V) (May 23, 2020): 31–40. http://dx.doi.org/10.22610/jevr.v10i2(v).3002.
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Technical Vocational education and Training (TVET) has been accepted the world over as a vital tool for achieving sustainable development and global competitiveness. However, TVET in Nigeria are faced with enormous issues such as inadequate funding, inadequate human resources, poor infrastructural facilities, among others which are militating against TVET as a means of achieving sustainable development and global competitiveness. Towards addressing these issues, there is need to embrace global partnership for quality TVET. Hence, this paper examines the concept of TVET, the teaching structure of TVET under the Nigerian Education system with a view to reinventing appropriate strategies for development and implementation of an effective curriculum that will bring about qualified and well trained professionals of for sustainable national development and global competitiveness.
Keywords: TVET, Curriculum Development, Public-Private Partnership, Global Competitiveness
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Duse, Carmen-Sonia, and Dan-Maniu Duse. "Teaching and Training Values in Vocational Education. Retrospective View." Balkan Region Conference on Engineering and Business Education 1, no. 1 (November 1, 2015): 73–80. http://dx.doi.org/10.1515/cplbu-2015-0009.
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AbstractThe Leonardo da Vinci project entitled EViVE - European Values Vocational Education-LLP-LDV / PAR / 2013 / RO / 032), took place between September 2013 and July 2015. In this a project, professors from the Educational Sciences Department of the Lucian Blaga University of Sibiu along with partners from Germany, France, Great Britain, Bulgaria and Turkey were involved. The project stages started with the detection of existing values in vocational education in each country. These values were compared afterwards with the values promoted by the European Union as a standard and in case they did not coincident, the common values in accordance with European values were transmitted. In order to ensure the teaching and learning framework of these values, there had to be accomplished a common curriculum, in which specific national features were inserted, exemplifying how these values can and must be taught. The taught lesson showed the importance of awareness of the teachers in teaching these values during the didactic process, as well as the importance that students, through means of education, have to internalize these values, in order to become fully trained Citizens of the United Europe.
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Sukmayanthi, Ni Made Ika, Dewa Komang Tantra, and Made Hery Santosa. "AN ANALYSIS OF SPEECH ACTS IN THE STUDENT’S TEXTBOOK AT THE SENIOR VOCATIONAL HIGH SCHOOL." International Journal of Language and Literature 5, no. 2 (July 12, 2021): 72. http://dx.doi.org/10.23887/ijll.v5i2.27657.
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The current research objectives were to analyse the eleventh grade students’ textbook in the Senior Vocational High School publishes by the Indonesian Ministry of National Education based on the 2013 Curriculum. The research problems were focused on the speech acts’ social functions, linguistic features, and language elements. The research was designed in a qualitative approach. Data were collected through document analysis method. Data were analysed descriptively by classifying the speech acts’ social functions, linguistic features, and language elements. The research was delimited on the verbal acts or speech acts, focusing on their social functions, linguistic structures, and language features as outlined in the 2013 Curriculum (Kemdikbud 2016). The three verbal learning focus assisted students in improving their communicative competence in English. The research findings are, firstly, there were four speech act types found, namely directive, assertive, expressive, and commissive acts. The speech acts’ social functions were ordering, asking, telling, advising, praying, stating, explaining, welcoming, thanking, apologizing, offering and refusing. Secondly, the speech acts’ linguistic features designed were imperative, interrogative, and declarative sentences. Thirdly, the speech acts’ language elements specifically grammatical rules used were simple present tense, simple past tense, present continuous tense, present perfect tense, and past continuous tense.
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McIlwain, James, Owen McIIwain, and Stanislaw Paul Maj. "Facilitating Network Technology Training in the Australian Vocational Education Sector." Modern Applied Science 11, no. 1 (November 24, 2016): 242. http://dx.doi.org/10.5539/mas.v11n1p242.
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Within the Australian Further Education sector for lecturers in the IT field it is not uncommon to use vendor based curriculum. The advantages to this approach are that students can graduate not only with a national award (Certificate or Diploma) and also an internationally recognized vendor qualification. Furthermore, the larger vendors supply comprehensive course materials, resources and assessment tools all of which have been extensively tested. In effect lecturers do not have to write their own course materials. Whilst it is recognized that lecturers may well facilitate student learning the quality of the educational outcomes is highly dependent on the quality of the vendor based materials. In the case of the Cisco Network Academy Program (CNAP) course materials did not provide a consistent diagrammatic representation of networking devices and protocols. Educational theory strongly suggests that such a model is the basis of quality teaching and learning. In this study student learning was evaluated using the State Model Diagram (SMD) method and the interpreted using the SOLO taxonomy. The results clearly demonstrate that there are considerable advantages to using the SMD method.
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Jiang, Lianjiang, and Jinyuan Gao. "Fostering EFL Learners’ Digital Empathy through Multimodal Composing." RELC Journal 51, no. 1 (April 2020): 70–85. http://dx.doi.org/10.1177/0033688219898565.
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The emergent cyber-violence along with the omnipresence of digital media has made the development of English as a Foreign Language (EFL) learners’ digital empathy a shared concern among contemporary language educators. Yet how this could be done in EFL/ second language (L2) pedagogies remains underexplored. Informed by a conceptualization of digital empathy as ‘cognitive and emotional ability to be reflective and socially responsible while strategically using digital media’, this study reports on a study that explores whether and how digital empathy can be fostered through a pedagogic innovation that engages students with digital multimodal composing (DMC) of videos in their conventional English curriculum. Aligning with a DMC approach to literacy through which learners were encouraged to construct meanings by drawing on multiple modes from their everyday media experiences, this study took place in a secondary English classroom at a vocational school in China. Data from interviews, observations and student-authored videos and documents showed that the DMC process enhanced students’ awareness of having more empathy when engaging with online activities. The findings also show that with such enhanced awareness, students learned to use digital technologies for resolving important social issues and then became more active and responsible participants online. Implications about using DMC as an approach to develop students’ digital empathy in the mainstream English curriculum are also discussed.
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Syamsinar, Syamsinar, and Baso Jabu. "The Problems in Professional Competence of Teachers in Teaching English Subject at Vocational High Schools." ELT Worldwide: Journal of English Language Teaching 2, no. 2 (January 10, 2016): 95. http://dx.doi.org/10.26858/eltww.v2i2.1690.
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This research was intended to investigate the problems in professional competence faced by the English teachers of vocational high schools in Gowa, South Sulawesi, Indonesia. This research applied descriptive qualitative method. The data were collected by using three instruments: questionnaire, interview and observation checklist. The participants were two experienced English teachers, two inexperienced English teachers, and eight students. The professional competence indicators are adapted from the Regulation of the Minister of National Education of the Republic of Indonesia No. 16/2007. The results of this research reveal that the teachers' problems dealing with professional competence in teaching English at vocational high schools include (a) problem in mastering the materials, (b) problems in mastering the curriculum, (c) problem in developing materials creatively, (d) difficulties in developing the teacher professionalism continuously, (e) problems in using the information technology and (f) problems of classroom management. Keywords: professional competence, experienced English teachers, inexperiencedEnglish teacher.
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Lucas, Carmen. "The Reading and Writing Connections in Developing Overall L2 Literacy: A Case Study." Languages 5, no. 4 (December 11, 2020): 69. http://dx.doi.org/10.3390/languages5040069.
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This study focused on the characteristics of an action-research study concerning an English language reading and writing intervention program in a primary state school, located in northeast Portugal (low-Socio Economic Status setting), where four groups of children (n = 92) participated in the academic year 2019–2020, after the National strategy for foreign languages was launched. The longitudinal study carried out in the action-research methodology, where the teacher, syllabus designer and researcher was the main author, was set out with two main aims. The first was to tackle and to overcome the lack of teacher training for teaching English to young learners in Portuguese primary schools. The second was to prompt intervention, through the design and implementation of a suitable pedagogic approach for teaching English to young learners, in line with Content for Language and Integrated Learning (CLIL) principles, namely English Across the Curriculum, thus fostering the interrelationships between English language reading and writing skills. The findings of the action-research reading intervention program demonstrate that it is possible to overcome such barriers as pupils’ negative attitudes and counteract the damaging effects of poverty in foreign language literacy development by exposing them to children’s picturebooks/storybooks, thus fostering the overall literacy development. The key concepts explored in these books, being associated with primary key curriculum themes are an effective way to establish clear positive connections among English language reading and writing relationships. In addition, the current study also sheds light on how primary English language school teachers can design suitable pedagogic approaches to foster overall literacy development, thus advancing innovative teacher training opportunities.
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Supriatna, Ece, Ending Bahruddin, Didin Hafidhuddin, and Didin Saefuddin. "Konsep dan Implementasi Pendidikan Karakter di Sekolah Menengah Kejuruan (SMK) Berbasis Pondok Pesantren." Ta'dibuna: Jurnal Pendidikan Islam 3, no. 2 (September 5, 2014): 100. http://dx.doi.org/10.32832/tadibuna.v3i2.564.
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<p>Vocational School (SMK; Sekolah Menengah Kejuruan) is an educational unit that aims to generate graduates all set to the workforce. Thus, the success of learning process in the School will affect the success in the future workforce. One of the problems facing on education field is the poor quality of the student's character, since the character education is a major task on education at the same time is the mandate of the National Education System. SMK Plus Bina Teknologi Ibadurrahman YLPI Sukabumi (Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi) is one of many schools that cares about the character education boarding-school-based. This study aims to determine the goals, curriculum, programs, methods and evaluation tools on character education and its implications for the students of Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi. The study also aims to formulate the concept of character education boarding-school-based which can be implemented in the other Vocational School. The approach used is qualitative by using the students of Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi as respondents. The main data collection techniques are questionnaires to students and observation and in-depth interviews with school administrators. The analysis technique is qualitative analysis which is the sensitivity of researcher becomes the most dominant element. The results of study in the field showed that the goal of character education in Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi is to foster students to be virtuous human (<em>Muttaqien</em>) intelligent, noble and have the skills and interests for the benefit of mankind, by having ten characters. In addition, they are also required to achieve a goal that is both social and spiritual. The curriculum that is used, not only containing of the field of exacts, social, personality, and religion, but also integrated with the curriculum of boarding school. So that the program which organized by boarding school activities can be adjusted in line with the main goals of Vocational School system in general. The method used consists of a variety of methods with emphasis on methods of habituation. The evaluation tools used are in writing and not writing. At the side of the implications of the character education boarding-school-based is still weak, this shows by the evident from the number of students who have not yet established character which means they are lacking consistency. Based on these findings, the managers of the institutions should be aware of the decline in the character of their student. Therefore, it is recommended to organize a design of planning for character education in the future, since the vocational students will be in going to the workforce. On the other hand, the concept of character education should be emphasized to honesty, trust, self-awareness, love, affection, courteous, polite, patient, disciplined, independent, humble, and hard working.</p>
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Läänemets, Urve, Katrin Kalamees-Ruubel, Kristi Kiilu, and Anu Sepp. "CURRICULUM DEVELOPMENT CONSIDERING FORMAL, NON-FORMAL AND INFORMAL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 286–95. http://dx.doi.org/10.17770/sie2018vol1.3182.
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Curriculum development for general comprehensive and also vocational schools needs consideration of the context, in which availability of non-formal and informal education (extracurricular activities=EA) plays an important role forming a meaningful whole with formal education. This pilot study attempted to find out what motivates students (aged 13–15) for participation and teachers organizing/supervising these activities. The methods used for data collection were questionnaires for students (n=258), focus groups of students (n=4), and interviews with teachers (n=8) which provided preliminary data for comprehension of the meaning of EA. The data were processed statistically and by content analysis. The results highlighted several important issues which should be considered when selecting and organizing the content for designing subject syllabi for formal learning specified in national curricula (NC) under changed learning environments, especially considering those created by ICT. Students mentioned the following factors: development of students’ self-awareness about ones abilities, acquisition of new knowledge a and skills, but also new friends and wider social contacts, new experience and satisfaction with creative work. The teachers mentioned students’ additional knowledge and skills they can use in their formal studies at school and engagement in activities widening their cultural horizons. EA can also provide material for decision-making for students’ potential choices for future education.
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Lima, Sandra Costa, José Araújo Amaral, and Samuel De Carvalho Lima. "Uma proposta de ensino interdisciplinar: a resenha de obras audiovisuais sobre o tema Ecologia e Problemas Ambientais." Revista Principia - Divulgação Científica e Tecnológica do IFPB 1, no. 47 (December 26, 2019): 48. http://dx.doi.org/10.18265/1517-03062015v1n47p48-55.
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This article aims to present an interdisciplinary teaching proposal of the textual genre review to be developed in the subject of Biology in the vocational technical courses of the National Program for the Integration of Vocational Education with Basic Education in Youth and Adult Education (PROEJA). The theoretical-methodological bases dialogue with Portuguese and Science teaching guidelines in Youth and Adult Education in a qualitative and exploratory research. The analysis of the Pedagogical Course Project (PPC), the curriculum and the syllabus programs lead to the design of a complementary teaching proposal to the subject of Biology with reading and writing activities of the review of videos about ecology and environmental problems, assisting students’ training in professional and technological education. We can conclude that the textual genre review should be the object of explicit teaching-learning, for, in addition to summarizing contents of the science subjects, it also promotes critical reflection and the practice of writing.
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Hahm, Seung-Yeon. "The School Curriculum Organization and Teacher’s Perceptions about Test Subjects in Vocational Education Division of the College Scholastic Ability Test Based in the 2015 Revised National Curriculum." Korean Society for the Study of Vocational Education 37, no. 4 (August 31, 2018): 1–22. http://dx.doi.org/10.37210/jver.2018.37.4.1.
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Rebryna, Anatoliy. "Analysis of national and foreign specialized sport education for senior pupils." Comparative Professional Pedagogy 4, no. 1 (March 1, 2014): 57–65. http://dx.doi.org/10.2478/rpp-2014-0009.
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ABSTRACT There has been theoretically substantiated the topicality of the specialized learning of the senior pupils of secondary educational institutions. There has been revealed the essence of specialized learning as of one of the leading forms of educational process organization in a modern school, which in its goal remains between a secondary and vocational education, providing a functional interrelation and succession between them. There has been presented a substantial analysis of state documents and curricula in physical training for senior pupils of national and foreign sports oriented secondary schools. A retrospective analysis of pedagogical literature and Internet resources in the issues of incepting ideas of pupils’ specialized differentiation of learning has been conducted. It has been found out that personal direction of the sports oriented educational process envisages the wholesome system approach to each pupil’s choice of a sports specialization profile, its content, means and forms of educational and extracurricular physical culture and health-improving activity, taking into account the age and individual peculiarities, locomotive and creative aptitudes to the chosen specialization profile. The work of physical training teachers of sports oriented specialized grades has been analyzed. The importance of taking into account the level of knowledge, pupils’ physical fitness, their interests, aptitudes and skills for defining and studying the components of the elective module has been stressed. It has been found out that a physical education curriculum for the 10-11th grades’ pupils of sports oriented secondary educational establishments can’t approve a strictly defined number of hours for the determination of these or other constituent modules. Each school in accordance with the chosen learning specialization profile may create its own applied physical training curriculum for senior pupils.