Relevant bibliographies by topics / TECHNICAL EDUCATION SYSTEM

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'TECHNICAL EDUCATION SYSTEM'

Author: Grafiati
Published: 11 September 2023

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Journal articles on the topic "TECHNICAL EDUCATION SYSTEM"

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NAKAZAWA, Tsuneo. "IHI Official Technical Education System." Journal of Jsee 35, no. 1 (1987): 27–30. http://dx.doi.org/10.4307/jsee1953.35.27.

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Andriichuk, Natalia, and Anna Dynovych. "Higher Technical Education System in Germany." Journal of Vasyl Stefanyk Precarpathian National University 9, no. 1 (April 27, 2022): 112–22. http://dx.doi.org/10.15330/jpnu.9.1.112-122.

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The article offers a description of the system of higher technical education in Germany. Being a leading country, it has been implementing new stages, schemes and plans of the education development for many centuries; its learning technologies are borrowed from other countries, and students from all over the world dream of getting into one of the higher education institutions. This country is one of the leading countries in the technical specialists training, and therefore it is analyzed and systematized the system of higher technical education in Germany in the article. The higher technical institutions are divided into universities and higher applied professional schools and the curriculum examples are provided. There are different study areas in German technical universities and they are represented and compared. Different education programs at various faculties of educational institution are described in the article. The learning hours are defined, the practical and theoretical percentage of studying is illustrated. It is discussed that professional higher technical education in higher applied professional schools in Germany is based on the dual training of workers in various specialties. The dual training system is defined. The number of international students, the countries where they come from are shown. It is stated that Germany is an open country for international students and study here is widely oriented on new comers. It is actualized the education payment ways and described the possibilities of free learning. The authors conclude that universities represent a general model of learning while a student may combine learning with work in higher applied schools. A student can choose between full-time and part-time forms of studying.
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Gaffarov, Yarash. "Technical approach in the education system." International Journal on Integrated Education 2, no. 6 (December 9, 2019): 40–41. http://dx.doi.org/10.31149/ijie.v2i6.195.

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At present, as in all areas in the educational system, peculiar innovations are applied. In particular, to find a technological approach in the education system, to increase the effectiveness of training, and also to use new pedagogical technologies, the learning process become our main tasks. For the use of new pedagogical and information technologies, their analysis and theoretical generalization, to present to students becomes one of the important problems.
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Adamboeva, Gulsara. "IMPORTANCE OF STUDENT EDUCATION IN EDUCATIONAL PROCESSES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 09 (September 1, 2022): 1–2. http://dx.doi.org/10.37547/pedagogics-crjp-03-09-01.

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The educational reforms being carried out in our country, the achievements in the fields of science, technical production and technology require the creation of new generation training manuals for educational institutions operating at all stages of the continuous education system. Information is given about the importance of student education in educational processes.
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Buranská, Eva, and Ivan Buranský. "Dynamic Education as a Modern Education System of University." Research Papers Faculty of Materials Science and Technology Slovak University of Technology 22, no. 34 (June 1, 2014): 29–34. http://dx.doi.org/10.2478/rput-2014-0024.

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Abstract The contribution discusses the issue of modern education system of university. This method of education was designed within the KEGA project. Implementation of on-line classroom for dynamic education of the secondary technical school and university students focused on the design and manufacturing of freeform surfaces. The main objective of this teaching method of is improving the parent faculty cooperation with training centres and increasing the interest of secondary school students in the university studies of technical orientation.
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Duffy, Edward F. "THE SOUTH CAROLINA TECHNICAL COLLEGE SYSTEM." Community College Journal of Research and Practice 21, no. 4 (June 1997): 431–43. http://dx.doi.org/10.1080/1066892970210409.

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Upadhayay, Lalit, and Prem Vrat. "Policy boomerang in technical education: a system dynamics perspective." Journal of Advances in Management Research 14, no. 2 (May 8, 2017): 143–61. http://dx.doi.org/10.1108/jamr-08-2016-0065.

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Purpose The Indian technical education has experienced an exponential growth since 1995. However, the technical education system was not able to sustain it and the enrollments, particularly in engineering, fell down considerably. The purpose of this paper is to analyze the growth of Indian technical education from system dynamics (SD) perspective. Design/methodology/approach Technical education is a complex system in which the outcome of a decision comes with a third order delay. SD is an appropriate tool to analyze the causal structure and behavior of complex systems. This study developed an analogy from the physics of a boomerang to do the comparative assessment of “sudden overshoot and collapse” phase in the growth of Indian technical education. Further, it compared the technical education growth with the Gartner hype cycle. The growth model of Indian technical education was developed using SD software STELLA (version 10.0). Findings The model was simulated for five different policy scenarios. The outcome of the SD analysis shows that the “goal-seeking behaviour,” which produces stable growth without hampering quality, is the best proposition amongst all scenarios considered in the study. It identifies policies which will enable long-term stability in the Indian technical education system as well as policies which will lead to perpetual instability in the system. Research limitations/implications The study conducted will encourage researchers to use SD in analyzing complex systems for sustainability and in the selection of appropriate policies. Originality/value The paper uses boomerang analogy for analyzing the growth in engineering enrollments and highlights the presence of “the boomerang effect,” a term coined by the authors for sudden overshoot and collapse behavior, in the causal structure which is injurious to the education system.
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Mongkhonvanit, Jomphong. "Thailand’s dual education system: a way forward." Higher Education, Skills and Work-Based Learning 7, no. 2 (May 8, 2017): 155–67. http://dx.doi.org/10.1108/heswbl-09-2016-0067.

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Purpose The purpose of this paper is to discuss the status, values, and attributes of dual education. It investigates key elements of the dual education system in four selected countries while examining and recommending dynamics and roles for governmental policy, technical and vocational institutes, and employers in developing a dual education system in Thailand to generate a competitive workforce. The tripartite system of technical and vocational institutes, employers, and government in Thailand’s dual education is central to this study. Design/methodology/approach This study employs a documentary study, a survey, in-depth interviews, and responses from a focus group from technical and vocational institutes, employers, and the government. Findings This study found growing interest among technical and vocational institutes, employers, parents, and students in dual education. Within the tripartite system framework, the nine essential factors to improve the capacity of Thailand’s dual education system are: the technical and vocational institutes, curriculum, in-school teachers, accredited qualification, students, employers, in-company trainers, government policy, and government and related agencies. The government, companies, and technical and vocational institutes must collaborate for mutual trust and benefit while ensuring the quality of dual education programs. Originality/value This study is the first to examine the status and development of dual education in Thailand through the collaboration of key players. This study reflects the challenges of a major developing country in developing a dual education system, which other countries might face.
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Soni, Sanjay, and B. K. Chorasia. "Policy Planning in Higher Technical Education." International Journal of System Dynamics Applications 6, no. 3 (July 2017): 87–110. http://dx.doi.org/10.4018/ijsda.2017070105.

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In the present Research work an attempt has been made to compute quality of higher technical Institute by incorporating various important parameters such as faculty strength, Placement of students, faculty satisfaction, student's satisfaction etc. The impact of these factors on quality of higher technical education is studied by constructing a system dynamic model for policy planning for optimum quality in higher technical education system.
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Mishra, R. S., and Ashok Kumar Madan. "Total Quality Management in Technical Educational System." International Journal of Advance Research and Innovation 2, no. 4 (2014): 93–103. http://dx.doi.org/10.51976/ijari.241414.

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The Government of India is utilizing huge amount on the improvement in quality of technical education in the country. The various modeling techniques are available in the literature to evaluate the quality in technical education system are described . The best criteria for judging for best institution in the university system have also been suggested in this paper.
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Dissertations / Theses on the topic "TECHNICAL EDUCATION SYSTEM"

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Al-Shanbari, Humod Ahmed. "The scientific and technical information system in Saudi higher education : a systems approach." Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/32368.

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Continuing change in the provision of, and access to, scientific and technical information has stimulated the interest of researchers to study current information provision and usage in different work environments. The aim of this thesis is to study the current operation of the STI system in the Saudi higher education environment. A systems approach was adopted in order to have a holistic view of the requirements of this study. Since the systems approach is a concept, rather than a specific methodology, a number of framework research models that take the systems approach into consideration were developed to guide the investigation of both the information systems and the users.
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Firehammer, Robert L. "Analysis of the attrition reporting system in Navy technical training." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA238275.

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Thesis (M.S. in Management)--Naval Postgraduate School, June 1990.
Thesis Advisor(s): Crawford, Alice M. Second Reader: Roberts, Benjamin J. "June 1990." Description based on signature page. DTIC Identifiers: Attrition, Naval training, reporting, A school, decision making, training, academic review boards, theses. Author(s) subject terms: Attrition reporting, "A" school, decision making, "C" school, training, academic review boards. Includes bibliographical references (p. 63-64). Also available in print.
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Hodges, Richard Allen. "Emerging from Resistance: The Origins of the Virginia Technical College System." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1463428492.

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The purpose of this study was to explore factors leading to the founding of the Virginia Technical College System (VTCS). These factors are observed primarily within the timeframe of 1954-1966. The Virginia Community College System (VCCS) evolved from the Technical College System, and began in 1964. Classes started at the first technical colleges in September 1965. Despite the writings of two previous histories concerning the founding of the VCCS, one in 1977 and another in 1987, the events that led to the creation of the technical college system have never been documented, nor have the linkages between the technical college system and the Virginia’s business and industry community been investigated. Pointedly, the influence of the series of events, beginning with the Brown v. Board of Education ruling in 1954 and the subsequent Massive Resistance movement in Virginia, created a particular climate for the founding of the Department of Technical Education 10 years later. The research questions at the heart of this study sought to understand better the social, political, and economic circumstances under which the colleges were formed. This research used oral history methods and documentary research methods to create a historiographic overview of the founding of the VTCS. This research determined that the contested environment of Massive Resistance contributed to the founding of the VTCS.
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Knue, John Raymond. "The Awareness and Perception of Distance Education by the Leadership in the Texas State Technical College System." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278282/.

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The purpose of this study was to determine whether there were differences in the levels of awareness and perception concerning distance education among the leadership at the seven campuses of the Texas State Technical College (TSTC) System.
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Busalacchi, Richard A. "Appraisal of the interactive television system at Milwaukee Area Technical College Spring 1999." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999busalacchi.pdf.

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Griggs, Jacob S. "Industry perceptions of an academic program name visual communications in the Wisconsin Technical College System /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006griggsj.pdf.

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Akintonde, George Olaleye Odewale. "Attitudes of secondary school students toward vocational and technical education in Lagos State, Nigeria (The 6-3-3-4 system) /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596307357157.

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Dryden, Tracy L. "A Phenomenological Study of the Cessation of Collective Bargaining as Experienced by Academic Deans in the Wisconsin Technical College System." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284617.

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This phenomenological study focused on the lived experiences of 17 deans in the Wisconsin Technical College System as they dealt with the end of collective bargaining. The interviews explored how the phenomenon impacted the professional role of the dean, how it changed key responsibilities, and the anticipated and unanticipated changes experienced as a result of this change. Four major themes emerged including: (1) change evoked a range of emotions and feelings in faculty that deans needed to address; (2) collective bargaining defined how deans did their work and shaped relationships; (3) the collective bargaining contract was a rule book that both complicated and simplified; and (4) collective bargaining locked what is known as golden handcuffs. The findings of this research contribute to the body of knowledge related to the deanship and organizational change in the presence of formal labor-management structures and relationships.

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Uysal, Yesim Yuksel. "A Survey On The System Of Education At The Middle East Technical University Department Of Architecture, 1956-1980." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1223866/index.pdf.

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This thesis explores the system of architectural education in the Middle East Technical University Department of Architecture between 1956 and 1980. The formation and the transformation of the system of architectural education in the school are investigated with references to the evolution of the social, political, economic and architectural context of Turkey in the period and the systems of architectural education applied in the country. The education in the Department of Architecture not only formed its system according to the Bauhaus program as applied in the postwar American context, but also transformed it with changing architectural theory and the design methodology. Both the school'
s system of architectural education and the institutional identity established by the school provided significant contributions to the institutionalization of architectural education in Turkey. Besides, in the following decades, the school'
s system of education became basic model for other institutions in the country in re-structuring their systems. In this respect, by focusing on the M.E.T.U. Department of Architecture'
s system of architectural education, this study aims to be a history of the Middle East Technical University and the social, political, economic and architectural context of the period as well.
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Eldridge, Brent A. "EXPLORING FACULTY ADOPTION AND UTILIZATION OF BLACKBOARD AT A COMMUNITY COLLEGE IN THE KENTUCKY COMMUNITY AND TECHNICAL COLLEGE SYSTEM." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/24.

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The study explored the faculty adoption and use of a Blackboard at a community college in the Kentucky Community and Technical College System. A cross-sectional survey design was constructed through the lens of Rogers’s Perceived Attributes of Innovations and Chickering and Ehrman’s Implementing Seven Principles: Technology as a Lever to investigate perceptions and opinions on faculty members’ use of Blackboard in their courses. The survey was piloted, modified and deployed to a population of 932 central Kentucky community college faculty who were recruited to participate in the online survey. Descriptive demographic items (gender, age, highest degree attained, years of teaching experience, employment status, and category of instruction) were cross-tabulated with users and nonusers of Blackboard. An additional cross-tabulation was performed on faculty who did and did not teach online. A Rasch analysis with Differential Item Functioning (DIF) was used to evaluate responses to the perceived attributes and opinions about the use of Blackboard. The Rasch model was employed since the model assumes that each person is characterized by ability, that each item of the survey is characterized by difficulty and that the results of differences in the probabilities of items and responses follow along a line. Misfit of items and faculty did occur and quality control measures were applied to the collected data. A Z-Residual table for the dichotomous items was applied to remove responses that were extreme or greater than 2 ZSTD. An Outfit plot for polytomous items was utilized to remove faculty responses above 3 ZSTD. Some items were determined to be redundant according to the Wright maps and Infit/Outfit tables. The results indicated 2 or 3 levels of discrimination in person reliability and an item separation that allowed an analysis of groups. Rogers’s perceived characteristics that persuade people to adopt a new innovation were indicated as differences between users and nonusers of Blackboard. In contrast to a previous study, those faculty who responded to the survey with 0-1 years of teaching experience had the greatest ratio of nonusers to users. Those respondents who associated their teaching to categories of pre-college and language had more nonusers than users of Blackboard. An overall theme where nonusers agreed more than users was the lack of seeing Blackboard, observing how to use Blackboard and not being able to properly try Blackboard. But users should also be encouraged to expand their use of Blackboard. The majority of users employed: syllabus, announcements, full grade center, course copy, and test and survey pool, but less than half who responded as users employed: discussion board, course calendar, and performance dashboard which may lead to increased communication between the faculty and students. The information obtained from the survey should be utilized when developing professional development activities to encourage Blackboard adoption and use. By studying the adoption and utilization of Blackboard by faculty through the lens of Rogers, the study highlighted differences in the characteristics that persuade faculty to use Blackboard. Through consistent utilization of course management systems, such as Blackboard, the hope is that communication between students and faculty will be enhanced which will ultimately help students to grow, develop and learn.
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Books on the topic "TECHNICAL EDUCATION SYSTEM"

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Committee, Connecticut General Assembly Legislative Program Review and Investigations. Regional Vocational-Technical School System. Hartford, CT: The Assembly, 2000.

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Bolina, P. Vocational education in India: Experience in the school system. New Delhi: Sterling Publishers, 1995.

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South Carolina Council on Vocational and Technical Education. The student data system in vocational education: Capabilities and recommended improvements. Columbia, S.C. (2221 Devine St., Suite 420, Columbia 29205): The Council, 1986.

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Türk Sanayicileri ve İş Adamları Derneği. Restructuring of the vocational and technical education system in Turkey: Executive summary. Tepebaşı, İstanbul: Turkish Industrialists' and Businessmen's Association, 2001.

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Ryan, R. J. Building a national vocational education and training system. Adelaide: Flinders University Institute of International Education, 2002.

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50 years of technical education in Singapore: How to build a world class education system from scratch. New Jersey: World Scientific, 2015.

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United States. National Council on Vocational Education., ed. The Urgent need to recognize and promote the nation's vocational-technical education system: A report to the American people. [Washington, D.C.?]: National Council on Vocational Education, 1989.

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Stephen, Lamb, and SpringerLink (Online service), eds. International Comparisons of China’s Technical and Vocational Education and Training System. Dordrecht: Springer Science+Business Media B.V., 2010.

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Education, Oklahoma Dept of Vocational and Technical. Oklahoma system of vocational and technical education: Business plan, November 1995 : jobs for Oklahoma. Stillwater, OK (1500 W. Seventh Ave., Stillwater 74074-4364): Oklahoma Dept. of Vocational and Technical Education, 1995.

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Guo, Zhenyi, and Stephen Lamb. International Comparisons of China’s Technical and Vocational Education and Training System. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8743-0.

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Book chapters on the topic "TECHNICAL EDUCATION SYSTEM"

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Galbaatar, Sara. "TVET Teacher Education System in Mongolia." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 215–29. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_13.

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Xue, Eryong, and Jian Li. "Improving the Quality of Vocational and Technical Education in China." In Creating a High-Quality Education Policy System, 121–36. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3276-1_9.

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Shpotya, Denis, and Alexey Romanov. "Systems Engineering Approaches and Tools for Redesigning the Higher Technical Education System." In Lecture Notes in Networks and Systems, 253–62. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08195-8_24.

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Kirkpatrick, Cho Tin Tun. "Myanmar Technical and Vocational Education Training System and Policy Reform." In Myanmar’s Integration with the World, 149–72. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5134-0_8.

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Guo, Zhenyi, and Stephen Lamb. "Framework for Comparing China’s TVET System." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 75–88. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8743-0_5.

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Lapshova, Anna V., Julia A. Kulagina, Daria G. Sidorova, Olga V. Golubeva, and Irina M. Morozova. "Experience of Experimental Area Development in the System of Professional Education." In Scientific and Technical Revolution: Yesterday, Today and Tomorrow, 808–15. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47945-9_86.

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Olmos-Rueda, Patricia, and Óscar Mas-Torelló. "Building Up a VET System: Formal VET." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 21–39. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8475-2_2.

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Prokopovic, Pavel. "Building of a Technical Educational System of a Non-University Type in Slovakia." In Technology Education, Innovation, and Management, 272–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79875-7_35.

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Jae-Cheol, Lee. "Past, Present, and Future of Vocational Training Teacher System." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 357–77. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_22.

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Ray, Anup Kumar. "Imperatives of Access, Equity and Quality in Indian Technical Education System: Role of ICT." In ICT in Education in Global Context, 143–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-43927-2_9.

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Conference papers on the topic "TECHNICAL EDUCATION SYSTEM"

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ACHARYA, DAMODAR. "TECHNICAL EDUCATION SYSTEM IN INDIA - CHALLENGES AND PROSPECTS." In Proceedings of the INAE-CAETS-IITM Conference. WORLD SCIENTIFIC, 2009. http://dx.doi.org/10.1142/9789814261784_0009.

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Oksyuta, O., and D. Nesterova. "QUALITY OF EDUCATION OF STUDENTS IN SECONDARY TECHNICAL EDUCATIONAL INSTITUTIONS." In Modern aspects of modeling systems and processes. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2021. http://dx.doi.org/10.34220/mamsp_83-88.

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The article discusses the approaches to assessing the quality of education in the systems of secondary technical education, the main components in the assessment of professional competen-cies of students, the regulatory requirements for the assessment system.
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Yurtseven, M., and Walter Buchanan. "Socio-technical system design: a general systems theory perspective." In VIII International Conference on Engineering and Computer Education. Science and Education Research Council (COPEC), 2013. http://dx.doi.org/10.14684/icece.08.2013.15-21.

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Deraman, Aziz, Syahrul Fahmi, Mohamad Naim Yaakub, and Abdul Aziz Jemain. "Benefit, Monitoring & Evaluation System: A Case Study of Malaysian Technical Education System." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2465.

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This paper presents a case study of the Malaysian technical education system. The Technical and Vocational Department (TVED) is designated to prepare skilled technical and intelligent workforce to Malaysia in order to meet the goals of Vision 2020. For that reason, a web-based management support system is proposed to TVED for its planning, management and decision-making activities. e-BME is a system for education monitoring and evaluation by means of establishing internal and external efficiency indicators. e-BME would receive input mainly from Technical and Vocational Education (TVE) schools and graduates. There are four types of reports that are generated by the system: Management, Financial, Research and Planning. TVED could use these reports in its policy and decisionmaking activities. This system promotes faster data collection, higher integrity of generated information and a systematic channel for distribution of reports.
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Semenets, Valerii, Iryna Svyd, Oleksandr Vorgul, Valeriia Chumak, Olha Myttseva, and Natalia Boiko. "ASPECTS OF QUALITY ASSURANCE OF THE EDUCATIONAL PROCESS OF HIGHER TECHNICAL EDUCATION." In 2021 III International Scientific and Practical Conference Theoretical and Applied Aspects of Device Development on Microcontrollers and FPGAs. MC-ampFPGA-2021, 2021. http://dx.doi.org/10.35598/mcfpga.2021.017.

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Abstract The principles of quality assurance of higher education are considered in the work. The analysis of aspects of quality assurance of the educational process of higher technical education on the example of Kharkiv National University of Radio Electronics is given. Measures to develop a quality system of higher education at the university level are proposed as well. Keywords: thigher education, technical education, quality of education, educational process, microcontroller, FPGA, educational laboratory, remote laboratory.
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Yang, Xirui, and Xiuli Zhang. "Research on NCO vocational and technical education curriculum system." In 2013 6th International Conference on Information Management, Innovation Management and Industrial Engineering (ICIII). IEEE, 2013. http://dx.doi.org/10.1109/iciii.2013.6703160.

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Rathidevi, G., and Dr G. Brindha. "Contemporary Concerns Impacting Higher Technical Education." In Proceedings of the First International Conference on Computing, Communication and Control System, I3CAC 2021, 7-8 June 2021, Bharath University, Chennai, India. EAI, 2021. http://dx.doi.org/10.4108/eai.7-6-2021.2308615.

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Depesova, Jana, and Patrik Janíček. "LIFELONG LEARNING SYSTEM IN PROFESSIONAL TECHNICAL PRACTICE." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.2157.

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M. Abu-Samaha, Ala, and Rima Shishakly. "Assessment of School Information System Utilization in the UAE Primary Schools." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3260.

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This paper presents an assessment of School Information Systems (SIS) Utilization in the United Arab Emirates’ (UAE) primary schools through a holistic descriptive approach that involves explaining, studying and analyzing the current technical status of the schools’ SIS. To do so, the researchers used a series of case studies (documents analysis, questionnaires and interviews) of a number of primary schools representing the educational zones of the UAE to acquire an understanding of SIS level of utilization. According to the research results, the majority of primary schools have computerized their administrative activities at different levels via the Ministry of Education’s suggested system or individually procured systems. Though, the use of Information and Communication Technologies, including SIS, is in its initial stage despite the adopted strategy by the UAE government to accelerate the effective utilization of educational management and automation technologies in the educational institutions and the Ministry of Education itself.
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Yanagibashi, Hideyuki, Nobuyuki Naoe, Bolaji Oguntoyinbo, and Junji Hirama. "SPA plant factory system construction for Technical College's engineering education." In 2015 IEEE 7th International Conference on Engineering Education (ICEED). IEEE, 2015. http://dx.doi.org/10.1109/iceed.2015.7451495.

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Reports on the topic "TECHNICAL EDUCATION SYSTEM"

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Snel, Herman, and Herman Brouwer. Strengthening Myanmar’s agricultural technical and vocational education and training system. Wageningen: Wageningen Centre for Development Innovation, 2021. http://dx.doi.org/10.18174/543718.

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Brunner, Eric, Shaun Dougherty, and Stephen Ross. The Effects of Career and Technical Education: Evidence from the Connecticut Technical High School System. Cambridge, MA: National Bureau of Economic Research, May 2021. http://dx.doi.org/10.3386/w28790.

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Aiyar, Yamini, Vincy Davis, Gokulnath Govindan, and Taanya Kapoor. Rewriting the Grammar of the Education System: Delhi’s Education Reform (A Tale of Creative Resistance and Creative Disruption). Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/01.

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The study was not designed to undertake an evaluation of the success or failure of reform. Nor was it specifically about the desirability or defects of the policy reform choices. It took these reform choices and the policy context as a given. It is important to note that the Delhi reforms had its share of criticisms (Kumar, 2016; Rampal, 2016). However, our goal was not to comment on whether these were the “right” reforms or have their appropriateness measured in terms of their technical capability. This study sought to understand the pathways through which policy formulations, designed and promoted by committed leaders (the sound and functional head of the flailing state), transmit their ideas and how these are understood, resisted, and adopted on the ground. In essence, this is a study that sought to illuminate the multifaceted challenges of introducing change and transition in low-capacity settings. Its focus was on documenting the process of implementing reforms and the dynamics of resistance, distortion, and acceptance of reform efforts on the ground. The provocative claim that this report makes is that the success and failure, and eventual institutionalisation, of reforms depend fundamentally on how the frontline of the system understands, interprets, and adapts to reform efforts. This, we shall argue, holds the key to upending the status quo of “pilot” burial grounds that characterise many education reform efforts in India. Reforms are never implemented in a vacuum. They inevitably intersect with the belief systems, cultures, values, and norms that shape the education ecosystem. The dynamics of this interaction, the frictions it creates, and reformers’ ability to negotiate these frictions are what ultimately shape outcomes. In the ultimate analysis, we argue that reforming deeply entrenched education systems (and, more broadly, public service delivery systems) is not merely a matter of political will and technical solutions (although both are critical). It is about identifying the points of reform friction in the ecosystem and experimenting with different ways of negotiating these. The narrative presented here does not have any clear answers for what needs to be done right. Instead, it seeks to make visible the intricacies and potential levers of change that tend to be ignored in the rush to “evaluate” reforms and declare success and failure. Moving beyond success to understand the dynamics of change and resistance is the primary contribution of this study.
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Lysokon, Ilia. Analysis of the Definition "Management of Education" in the Ukrainian Pedagogical Discourse. Тернопіль, 2022. http://dx.doi.org/10.31812/123456789/6472.

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The national system of education has always been a subject of scientific discussions in the pedagogical paradigm. It should be noted that this system is multi-vector special processes and factors created by the state to implement the social mission of education in the society. Education as a constituent phenomenon includes many areas of work: educational process, scientific and scientific-technical activities, psychological and psychological-pedagogical counselling, financial and economic work and more. All these processes are united not only by the attitude to education as a system, but also to the process of governance in general. Therefore, the definition of "management of education" in various processes plays a particularly important role.
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Gehlhaus, Diana, Luke Koslosky, Kayla Goode, and Claire Perkins. U.S. AI Workforce: Policy Recommendations. Center for Security and Emerging Technology, October 2021. http://dx.doi.org/10.51593/20200087.

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This policy brief addresses the need for a clearly defined artificial intelligence education and workforce policy by providing recommendations designed to grow, sustain, and diversify the U.S. AI workforce. The authors employ a comprehensive definition of the AI workforce—technical and nontechnical occupations—and provide data-driven policy goals. Their recommendations are designed to leverage opportunities within the U.S. education and training system while mitigating its challenges, and prioritize equity in access and opportunity to AI education and AI careers.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Rashevska, Natalya V., and Vladimir N. Soloviev. Augmented Reality and the Prospects for Applying Its in the Training of Future Engineers. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2671.

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The education system of Ukraine is closely linked with the world education trends, therefore it requires constant renewal and expansion. One of the progressive areas of organizing studying process is creating the studying environment which will allow students to reveal their intellectual potential while searching for the necessary knowledge. That’s why the purpose of the article is analysis of the concept of augmented reality and prospects of its application in the process of training future engineers. The object of study is the system of training future engineers and the subject is using of augmented reality technologies in the process of training future engineers. The research method is analyzing the impact of the augmented reality technologies on the training future engineers. During the research, we have identified positive aspects of the augmented reality technologies in the process of training future engineers. We have defined the stages of creating some methodical system components of teaching fundamental disciplines in the higher technical school through interdisciplinary integration and technologies of augmented reality.
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