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Academic literature on the topic 'Vocational Education Act'

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Published: 29 July 2024

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Journal articles on the topic "Vocational Education Act"

Guo, Yuqi. "Carl D. Perkins Vocational Education Act and American Vocational Education." Journal of Education and Development 6, no. 3 (July 6, 2022): 12. http://dx.doi.org/10.20849/jed.v6i3.1219.

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The vocational education has a long history and has developed into a relatively complete legal protection system. In particular, since 1984, the United States has adopted the vocational education act as the basis, after a series of reforms in vocational education, the Perkins Act is typical in the history of American vocational education, and it is the epitome of the development of vocational education. This paper begins with the Carl D Perkins Act of 1984, analyzes the background of the act, probes into the many forces and organizations promoting the Act, and analyzes the main contents and purposes of the act, further discussion on the impact of the Perkins Act on American vocational education will provide some reference for better understanding the vocational education.

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Martin, Michael, and Tracy Kitchel. "The Development of Vocational Agriculture before the Vocational Education Act 1963." Journal of Research in Technical Careers 4, no. 1 (January 1, 2020): 24. http://dx.doi.org/10.9741/2578-2118.1076.

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Sharov, A. S. "VOCATIONAL EDUCATION AS GAINING EXPERIENCE." Review of Omsk State Pedagogical University. Humanitarian research, no. 29 (2020): 133–36. http://dx.doi.org/10.36809/2309-9380-2020-29-133-136.

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The article explores the importance of gaining experience in vocational education. The problem of transformation of the knowledge component in the traditional and competence-based approaches is outlined. The level model of the student’s movement in the subject is described, which unites the above-mentioned approaches, in which the logic of the formation and development of experience will act as an onto-reflexive mechanism of self-organization and transformation of the knowledge component. Whereas intelligence is a form of organizing mental experience.

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Zhou, Fang, Jingjing Sun, and Qianxiu Zou. "Exploration of Work Manual Teaching Materials in Higher Vocational Education." Journal of Contemporary Educational Research 7, no. 4 (April 25, 2023): 30–33. http://dx.doi.org/10.26689/jcer.v7i4.4870.

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In order to thoroughly implement the national vocational education reform plan, vocational colleges and universities have vigorously promoted the reform of teaching materials. As a new form of teaching material, work manual teaching materials highlight the characteristics of vocational education, provide the direction of vocational education textbook reform, and act as the foundation of the “three education” reform in vocational colleges. Based on the analysis of the current situation of the construction of teaching materials for higher vocational education, we explore the ideas for the development of work manual teaching materials, aiming to provide some reference for the development of teaching materials for vocational education in the new era.

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Yang, Xuan. "Research on improving English application ability of higher vocational students by board role-playing games." Lifelong Education 8, no. 1 (February 4, 2019): 1. http://dx.doi.org/10.18282/le.v8i1.757.

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<p>Since 1980s, higher vocational education has always been influenced by general higher education mode in teaching. The English teaching mode of higher vocational education also follows English teaching mode of ordinary higher education. According to students' actual situation of higher vocational colleges, English teaching mode suitable for students in higher vocational colleges has not been summarized. As a whole, vocational English teaching still adopts traditional "cramming education" teaching mode. Most English teachers use PPT to give a lecture, while students listen lectures passively, with little classroom interaction between teachers and students. It cannot carry out the teaching model that students act as main body and teachers act as the supplement. There are many students in higher vocational English class, and these students have different English levels. Most higher vocational students have weak English foundation and have not a correct learning method. Many students have less vocabulary accumulation, and their pronunciation is not standard, so they dare not communicate with others in English. Thus, higher vocational English teaching must change traditional teaching mode, change teachers' role in class, improve students' enthusiasm for learning English, and meet educational reforms that focus on cultivation of innovative spirit and practical ability.</p>

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Ulitko, V. "Primary School Teacher Vocational Education: Model Building." Primary Education 7, no. 6 (December 25, 2019): 12–16. http://dx.doi.org/10.12737/1998-0728-2019-12-16.

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The subject of consideration of the author of the article is the problem of creating conditions for the formation of readiness of primary school teachers to act effectively in changing educational situations, to solve new professional tasks for the implementation of a new educational standard. The feasibility of leaving additional education in the field of informal, involving significant academic freedom, an active subjective position of the participants, their reflexive partnership, is substantiated.

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Simon, Marlene, and William Halloran. "Community-Based Vocational Education: Guidelines for Complying with the Fair Labor Standards Act." Journal of the Association for Persons with Severe Handicaps 19, no. 1 (March 1994): 52–60. http://dx.doi.org/10.1177/154079699401900106.

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Community-based vocational education programs come under the jurisdiction of the Fair Labor Standards Act (FLSA) administered through the U.S. Department of Labor. This paper describes guidelines issued by the U.S. Department of Education and the U.S. Department of Labor that detail criteria to be met by education agencies to ensure that educational programs operate in compliance with the FLSA. The paper also describes a process used by the authors to generate questions and answers intended to provide further guidance to education personnel responsible for implementing community-based vocational programs.

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Lewis, Morgan V. "Co-ordination of public vocational education with theJob Training Partnership Act." Economics of Education Review 8, no. 1 (January 1989): 75–81. http://dx.doi.org/10.1016/0272-7757(89)90037-x.

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Kapes, Jerome T. "Implementation of the Carl D. Perkins Vocational Education Act in Texas." Economics of Education Review 8, no. 1 (January 1989): 93–105. http://dx.doi.org/10.1016/0272-7757(89)90039-3.

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Yoon, Young-Gwan. "Legal Tasks for Establishment of Lifelong Vocational Training System - Focusing on Preparation of Integrated Vocational Education and Vocational Training Act -." Jeonbuk Law Review 70 (December 31, 2022): 301–20. http://dx.doi.org/10.56544/jblr.2022.12.70.301.

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Dissertations / Theses on the topic "Vocational Education Act"

Woodley, Cynthia D. "An historical analysis of the philosophies of the vocational education leaders in relation to the 1990 Carl D. Perkins vocational and applied technology education act amendments." Doctoral diss., University of Central Florida, 1992. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/21557.

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University of Central Florida College of Education Thesis
Federal vocational education legislation has undergone drastic changes in recent years. This study was designed to determine the educational philosophies of the leaders who pushed for the 1990 Carl D. Perkins Vocational and Applied Technology Education Act Amendments and the degree to which the amendments reflected the philosophies of those leaders. Data were collected on testimonies given before the United State[s] Congress during hearings related to the act, to identify who the leaders were. Once the leaders were identified, the pulbished literature and testimony of each leaders was analyzed using a m odel developed by Lloyd Duck and the educational philosophy for each leader was identified. Finally, provisions of the act were compared to the philosophies and testimonies of the leaders to identify if the act parallelled the philosophical rationale of the leaders. This researcher found that of the leaders who pushed for the act, the majority, though not all, were of an experimentalist educational philosophy. Further analysis revealed that while the act appeared on the surface to match well with several different educational philosophies, it actually did not match the philosophies of all of the leaders. Because of this, this researcher concluded that implementation of the act may not be successful unless a new educational philosophy is established.
Ed.D.;
Curriculum and Instruction
Education;
258 p.
xiii, 258 leaves, bound : ill. ; 28 cm.

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Unger, Paul V. "A national follow-up study of doctoral graduates who participated in the Vocational Education Leadership Development Program under the Education Professions Development Act Part F, Section 552, (1970-1981) /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021745916.

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Manley, Robert Adam. "The intended and unintended consequences of the 1990 Carl D. Perkins Vocational and Applied Technology Act Within-state Funding Formula Change: A Modified Policy Delphi Study." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26730.

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The purpose of this study was to identify the impact the 1990 amendments to Carl D. Perkins Career and Applied Technology Act within-state allocation of federal funds had on the operational infrastructure of career and technical education (CTE) in Virginia as specifically related to the overall quality of secondary CTE programs. In the 1990 Perkins Act, Section 102 mandated that 75% of the within-state allotment go directly to local secondary and postsecondary institutions that offered CTE programs. The remaining 25% of funding was divided among the following state-administered programs and agencies: (a) state administration (5%), (b) state leadership (8.5%), (c) corrections (1%), and (d) equity programs (10%) (AVA, 1992; U.S. Congress, 1984). This change to the within-state allocation formula was significantly different from previous Perkins Acts as well as the trends in educational policy at that time (NCRVE, 1991). In the 1998 reauthorization of Perkins, the localities allotment increased to 85% of within-state funding. A three round modified Policy Delphi technique was used to identify and rate the consequences of the within-state allocation amendments from a panel of CTE local administrators, state administrators, and university researchers and/or teacher educators. These participants worked within their CTE positions in Virginia before and after the enactment of 1990 Perkins Act. A total of 54 participants began Round 1 and 30 completed Round 3 for a 56% participation rate. A total of 223 unique consequences were identified and rated for relevancy to the within-state funding formula change and effect on the operation of CTE in Virginia. One hundred sixty-one consequences were deemed relevant within and/or between all position levels (local, state, and university). All position levels deemed 42 consequences as relevant to the within-state funding formula change. Of those 42 consequences, 35 received the same effect (positive or negative) among all position levels. The findings of this study suggest that the changes to the within-state funding formula and its accompanying amendments did have a negative effect on the operation of secondary CTE in Virginia. More specifically, the changes to the Perkins Act this study examined seemed to adversely effect CTE teacher education, state-level CTE research initiatives, and state-level CTEâ s ability to provide localities with hands-on technical assistance, professional and leadership development, and coordination. The findings also suggest the legislative changes negatively altered the manner in which program evaluation occurred within the state by decreasing the state-level assistance for developing methods of program evaluation. In other words, the findings of this study seem to suggest there is a lack of leadership, development, and direction within Virginiaâ s CTE program. The researcher recommends that members of Congress charged with reauthorizing the Perkins legislation should review the current within-state funding formula to determine if it is the most effective funding formula for helping local and state-level CTE carry out the purpose of the legislation.
Ph. D.

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Garcia, Rosangela Lourenço. "Análise das pesquisas produzidas no Estado do Paraná a respeito da educação profissional entre os anos 2004 a 2013." Universidade Estadual do Oeste do Paraná, 2015. http://tede.unioeste.br/handle/tede/3296.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The research in matter has as its object the analysis of the production about Vocational Education, which was carried out by researchers in Paraná State, considering the configuration of this modality of teaching, occurred from 2004, when the Act n. 5.154/2004 was implemented in Luis Inácio Lula da Silva‘s government. This Act regulates the Vocational Education in Brazil indicating the integration of Vocational Education to High School. With theActn. 5.154/2004 implementation, it has been repealed the Act that previously used to regulate the Vocational Education.2.208/1997, which established that the offer of the Vocational Education in the technical level would occur concomitant or sequential to High School, and could be offered basic level courses irrespective of the education level. Our aim is to make recognition of the theoretical production in the State, concerning the analysis of the politics for Vocational Education, trying to identify the central point‘s analyzed for researchers, especially in the context of the Act n. 5.154/2004.In order to develop this, we‘ve investigated how are examined in the group of analyzed researches, the following categories: integration; polytechnic; professional qualification and professional education; and work as an education principle. We had in mind to identify the relations between the theoretical productions in the state, concerning the analysis of the politics for Vocational Education with the capitalist society. Our study is organized as follows, in the introduction, which constitutes the first chapter of this job, we present the definition of the aims and the considerations about the State actuation in classless society, and we still talk in the introduction, about the Vocational Education reform in Brazil during the 1990s, legitimized by Act n.2.208/1997.In the second chapter we present an analysis of researchers about the categories, integration; polytechnic; professional qualification and professional education; and work as an education principle. In the third chapter, we indicate the considerations that the analyzed researchers draw up about the economic and ideological political context which Vocational Education politics in Brazil are produced, during 2004 to 2013. In the fourth chapter, we present the limit and possibility of the integrated Vocational Education proposal, enabled by the Act n. 5.154/2004, indicated by the researchers who we have studied. Finally, we present our considerations about the research carried out, trying to indicate the central points that mark the analysis, and which interests move them. In other words, we reflect about how the researchers understand the framework of politics for Vocational Education as constituents of social relations in the capitalist society
A pesquisa em questão tem como objeto a análise da produção a respeito da Educação Profissional, realizada por pesquisadores no estado do Paraná, considerando as configurações para esta modalidade de ensino, ocorridas a partir do ano de 2004, quando foi implementado o Decreto nº 5.154/2004 no governo de Luis Inácio Lula da Silva. Esse Decreto regulamenta a Educação Profissional no Brasil indicando a integração da Educação Profissional ao Ensino Médio. Com a implementação do Decreto nº 5.154/2004, revogou-se o Decreto que, anteriormente, regulamentava a Educação Profissional, de nº 2.208/1997, o qual estabelecia que a oferta da Educação Profissional de nível técnico se daria de forma concomitante ou sequencial ao Ensino Médio, podendo ser ofertados cursos de nível básico independentemente do nível de escolaridade. Nosso objetivo é fazer um mapeamento da produção teórica no estado, no que diz respeito à análise da política para a Educação Profissional tendo em vista identificar os pontos centrais analisados pelos pesquisadores, sobretudo no contexto do Decreto nº 5.154/2004. Para tanto, investigamos como são tratadas no conjunto de pesquisas analisadas, as seguintes categorias: integração; politecnia; formação profissional e qualificação profissional; e trabalho como princípio educativo. Tivemos em vista identificar as relações entre a produção teórica no estado, no que diz respeito à análise da política para a Educação Profissional com a sociedade capitalista. Nosso estudo está organizado do seguinte modo: na introdução, que se constitui como o primeiro capítulo desse trabalho, apresentamos a definição dos objetivos e as considerações a respeito da atuação do Estado na sociedade de classes, tratamos, ainda na introdução, da reforma da Educação Profissional no Brasil na década de 1990, legitimada pelo Decreto nº 2.208/1997. No segundo capítulo, apresentamos a análise dos pesquisadores a respeito das categorias, integração; politecnia; qualificação profissional e formação profissional; e trabalho como princípio educativo. No terceiro capítulo, indicamos as considerações que os pesquisadores analisados tecem a respeito do contexto político econômico e ideológico em que são produzidas as políticas de Educação Profissional no Brasil, no período de 2004 a 2013. No quarto capítulo, apresentamos os limites e as possibilidades da proposta de Educação Profissional Integrada, viabilizada pelo Decreto nº 5.154/2004, indicados pelos pesquisadores por nós estudados. Finalmente, apresentamos nossas considerações a respeito da pesquisa realizada, procurando indicar os pontos centrais que marcam as análises, e que interesses as movem. Ou seja, refletimos sobre como os pesquisadores compreendem o quadro das políticas para a Educação Profissional enquanto constituintes das relações sociais estabelecidas na sociedade capitalista.

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Mathe, Muziwakhe. "Using fixed-term contracts of employment subsequent to the introduction of section 198 in the labour relations act 66 of 1995: A study of the technical and vocational education and training sector in South Africa." University of the Western Cape, 2020. http://hdl.handle.net/11394/8141.

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Magister Legum - LLM
This study is encouraged by the fact that the field of labour law has drastically changed after enactment of amendments in various labour legislation such as Employment Equity Act, Basic Conditions of Employment Act and Labour Relations Act during 2013 and 2014. These changes have compelled employers to review their policies in line with the amendments of these Acts. This study will however focus on the impact of the newly introduced section 198 to the Labour Relations Act 66 of 1995. The study will specifically focus on the continued use of fixed-term contracts of employment within the Technical and Vocational Education and Training (TVET) Sector of South Africa.

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Meredyth, Denise Lee, and n/a. "Education and its Critics: Principles and Programmes in Australian Education Policy." Griffith University. School of Curriculum, Teaching and Learning, 1994. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050901.095322.

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This thesis is concerned with the relationship between the education system and its critics - with the terms in which programmes of educational reform are viewed by critical intellectuals, and with the claims and limitations of a particular mode of 'principled' critique. It explores this concern in relation to a number of recent developments in Australian education policy, describing the debates that they have engendered and identifying the political ambiguities that attend them. Three case studies are developed. The first is drawn from reactions to the recent bureaucratic reorganisation of higher education, especially those responses concentrated on the defence of the humanities. The second concerns developments in post-compulsory education, especially the construction of the new national credentialling system based on the assessment of 'Key Competencies'. The third addresses the endemic problem of educational assessment and equity. While each of these case studies is discussed in its own right, the three areas of discussion supplement one another within an overall argument concerning the relationship between the education system and a particular mode of 'principledt critique. In exploring this relationship, the thesis puts the case that we require a more historically-informed understanding of current problems in Australian education and a more pragmatic appreciation of the achievements of the existing education system. The issues raised are timely ones. Matters of educational policy have become particularly pressing over the past decade, as Australian education has undergone significant changes. In recent years, we have seen the effects of the drive towards a national education system, of the reorganisation of higher education, of the development of schemes for national credentialling and of the reconstruction of links between schooling, training and industry. These reforms have been driven by some pressing imperatives: to produce a trained and flexible workforce; to monitor levels of literacy and numeracy at a national level; and to satisfy the 'unmet demand' for increased educational places, while managing a limited educational budget.

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Grace, Lauri Joy, and lswan@deakin edu au. "Language, power and ruling relations in vocational education and training." Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060927.134645.

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This thesis uses institutional ethnography to explore the text-based regulatory framework of the Australian Vocational Education and Training (VET) sector. Training Packages are national competency standards used to assess local workplace practice. The Australian Quality Training Framework (AQTF) is a national compliance framework used to audit local learning and assessment practice. These texts operate in a symbiotic relationship to achieve a policy goal of national consistency. The researcher explicates the social relations of VET starting from her disquiet as a practitioner. The thesis argues that Training Packages and the AQTF socially organise the content and delivery of local learning and assessment activities. VET practitioners struggle to use these texts to support good practice, and their hidden work maintains an unstable VET system. Yet the extralocal mode of ruling offers no room to challenge VET policy. The thesis explicates three themes. Interview data is used to explore the contrast between the institutional language of Training Packages and the vernacular of workplaces in which these texts are activated. Many practitioners and participants simply do not understand Training Package competency standards. Using these texts to judge employee performance shifts the policing of workplace practice from local sites to external VET authorities. A second theme emerges as the analysis explores why VET practitioners use this excluding language in their work with participants. Interview data reveals that local training organisations achieve different readings as they engage with ruling VET texts. Some organisations use the national texts as broad frameworks, allowing practitioners to create spaces for meaningful learning. Other organisations adopt a narrow and rule-bound reading of national texts, displacing practitioners authority over their own practice. A third theme is explored through examination of a sequence of VET texts. The review and redevelopment of the mandatory qualifications for VET practitioners identified the language of the competency standards as a significant accessibility issue. These concerns were reshaped and subsumed in an official response that established the use of this language as a compulsory assessable requirement and a language and literacy benchmark. The thesis presents a new understanding of VET as a regulatory framework established through multiple levels of ruling texts that connect local sites to national government agendas. While some individual practitioners are able to navigate through this system, there is an urgent need for practitioners as a profession to challenge national hegemony.

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com, ashri_ha@hotmail, and Ashri Haji Ahmad. "Quality Assurance of the Assessment Process in Brunei Darussalam Vocational and Technical Education: Stakeholders' Perceptions and Future Challenges." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070917.103229.

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Quality and quality assurance in education have become global issues in the last decade. Educational institutions around the world are focusing on designing and implementing quality assurance systems to ensure students a high quality of education. In many countries, including Brunei Darussalam, the development of a national system of quality assurance in education has sometimes brought confusion and controversy. The main reason for this stems from the conflicting perspectives of different interest groups: mainly governments, administrators and academic staff, but students, employers and the general public also have significant voices. All, of course, are committed to quality but each regards quality in a slightly different way. This study set out to explore the perceptions of two groups of stakeholders, administrators and teachers, about the quality assurance system and in particular, the quality assurance of the assessment process in vocational and technical education (VTE) in Brunei Darussalam. The study examined the stakeholders understanding of the term quality and the significance of quality assurance measures. It assessed the extent to which these measures have been utilised by the Department of Technical Education (DTE) and its Vocational and Technical Education Institutions (VTEIs) and it also examined the challenges facing DTE and its VTEIs in ensuring quality VTE. A mixed-method research approach was used in this investigation, including document analysis, semi-structured interviews and questionnaires. The results provide insights into stakeholders perceptions of quality and a range of purposes for quality assurance system implementation. The effectiveness of the current system based on an external moderation system generated mixed views. The study identified the lack of a structured comprehensive quality assurance system for the assessment process in the DTE and VTEIs and highlighted ways in which quality assurance of the assessment process measures are currently formulated. Both groups of stakeholders agreed that there are challenges confronting the DTE and its VTEIs. Several recommendations were made to improve the current quality assurance measures. The study was timely in light of the increased interest in shaping quality assurance mechanisms in VTE in Brunei Darussalam. Overall this study carries implications for a better understanding of quality in VTE and issues related to the implementation of a quality assurance system.

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Rahimi, Mohammad Ali, and ma rahimi@gmail com. "Transfer of Australian Vocational Education and Training knowledge and practice in a global context." RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091218.144230.

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Educational services have become Australia's third largest export industry. Onshore delivery of higher education has been a major export for many years, and in recent years offshore delivery of vocational education and training has grown to become a major part of this industry. Different Australian educational institutions are involved in delivery of Australian VET programs in a wide range of cultural and socioeconomic contexts. Because of the strong demand for skills in an increasingly interconnected world, this growing industry, which at an international level encompasses a diverse range of institutions, training delivery methods and management and administrative arrangements, is increasingly directing its attention towards globalising its regulatory and training approaches. The aim of this research is to investigate the process of adapting Training Packages and the Australian Quality Training Framework, the two main instruments of regulation in the Australian skill formation system, for an international audience. This thesis will examine what process of adaptation is involved when the Australian VET approaches are used as a model to develop skills formation overseas. Factors influencing the forms taken by this regulatory system in a global context will be studied through investigating the international activities of various Australian sectors in implementation of VET approaches in non-Australian systems. Two propositions underpin this key question. First is that the Australian VET system is primarily a regulatory system, which means that the export of these regulations needs to be accounted for. Secondly, the Australian VET system has been designed for Australian industrial and cultural conditions and adjustments are necessary in the regulations themselves, host country regulat ory practice, or both for Training Packages to work in these non-Australian cultural contexts.

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Auburn, Stephen Donald, and sauburn@optusnet com au. "Trust the process: stakeholder management using a transparent, evidence-based policy approach." RMIT University. Education, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060515.113429.

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In Australia, the development and implementation of National Training Packages has been a major tool in the drive to reform of the vocational education and training system. The main aim of the reform is to establish a national vocational and education system within a federal political system and to make vocational educations and training providers more responsive to the needs of industry, by industry specifying its skill needs through the mechanism of national Training Packages. The background to this workplace project, the Review of the Community Services Training Package, and this study, is established by a review of policy and literature in relation to national training reform issues and stakeholder management within a public policy context. This review established some principles of good practice in relation to stakeholder management. The industry context of the workplace project is discussed. The workplace project is then unpacked in some detail with specific reference to stakeholder management strategies and issues and some specific stakeholder groups. This exegesis goes on to explore stakeholder behaviour in this particular workplace project in its historical context of the introduction of Training Packages to the vocational education and training system. It explores the perspectives of teachers and industry on the implementation of Training Packages and in particular the gap between educational technologies and industry expectations of standards of work performance. The exegesis concludes with some suggestions of opportunities for enhanced workplace practice in stakeholder management and for further research. It also suggests a job of work for industry and teachers to develop new communities of practice around Training Packages as a means of bringing together their sometimes divergent interests.

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Books on the topic "Vocational Education Act"

Maryland State Council on Vocational-Technical Education. Evaluation of vocational education delivery systems: Assisted under the Job Training Partnership Act and Carl D. Perkins Vocational Education Act. [Annapolis, MD]: The Council, 1987.

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Apling, Richard N. Vocational education: The basic state grant formula of the Carl D. Perkins vocational education act. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1989.

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M, Irwin Paul, and Library of Congress. Congressional Research Service, eds. Carl D. Perkins vocational education act: Issues for reauthorization. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1989.

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Education, New Jersey Division of Vocational. State plan for vocational education, FY 1989-FY 1990: Carl D. Perkins Vocational Education Act (P.L. 98-524). Trenton, N.J: New Jersey State Dept. of Education, 1988.

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Farris, Carol J. Montana Carl D. Perkins Vocational Education Act: 1990 gender equity report. Helena, Mont: Human Resources Development Office, Office of the Commissioner of Higher Education, 1990.

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Farris, Carol J. Montana Carl D. Perkins Vocational Education Act: 1990 gender equity report. Helena, Mont: Human Resources Development Office, Office of the Commissioner of Higher Education, 1990.

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Education, South Carolina Council on Vocational and Technical. The special needs populations in vocational education: In compliance with the Carl D. Perkins Vocational education act of 1984. Columbia, S.C. (2221 Devine St., Ste. 420, Columbia 29205): The Council, 1990.

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Education, Illinois Council on Vocational. Coordination of vocational education program delivery system: Assisted under the Carl D. Perkins Vocational Education Act of 1984 and the Job Training Partnership Act. Springfield, Ill.]: Illinois Council on Vocational Education, 1987.

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Montana. Office of the Commissioner of Higher Education. Montana state plan for vocational education under Public Law 98-524, Carl D. Perkins Vocational Education Act of 1984, fiscal years ... Helena, Mont. (33 South Last Chance Gulch 59620): Commissioner of Higher Education, 1990.

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Saskatchewan. Chapter P-26.2, An Act Respecting Private Vocational Schools. [Regina, Sask: Government of Saskatchewan], 1995.

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Book chapters on the topic "Vocational Education Act"

Rauner, Felix. "Vocational Education and Training—A European Perspective." In Identities at Work, 115–44. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-4989-7_5.

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Tian, Yixuan. "The Development of Vocational Education in China." In Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022), 219–26. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-05-3_28.

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Guo, Zijing. "The Challenges and Dilemmas of Vocational Education in China." In Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022), 364–70. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-05-3_45.

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Singelmann, Joachim, and Roger A. Wojtkiewicz. "The Effects of Household Structure on Educational Attainment and Vocational Training in West Germany." In Acta Demographica, 219–27. Heidelberg: Physica-Verlag HD, 1994. http://dx.doi.org/10.1007/978-3-642-47687-7_13.

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Li, Jianmei, and Wu Zhang. "Construction of Modern Apprenticeship System from the Perspective of Vocational Undergraduate Education." In Proceedings of the 2nd International Conference on Education, Language and Art (ICELA 2022), 1054–63. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-004-6_126.

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Xie, Hua. "Artificial Intelligence Literacy Education for Vocational Colleges: A Blended Teaching Case Study." In Proceedings of the 3rd International Conference on Education, Language and Art (ICELA 2023), 93–101. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-214-9_13.

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Ling, Lijun, Mingmei Pang, Kunling Jiang, Shufang Pei, and Xinrui Zhao. "Inquiry Teaching Design of Plant Tissue Culture Experiments in Secondary Vocational Education." In Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022), 426–32. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-05-3_53.

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Liu, Jiacheng. "The Analysis of Path-End or Potential-Buried Vocational Education in China." In Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022), 385–91. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-05-3_48.

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Han, Yijiu, Yueying Hu, and Yusi Huang. "Development of Vocational Education in Contemporary China: New Trends and New Dilemmas." In Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022), 515–25. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-05-3_64.

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Xie, Hua, Li Tao, and Liang Xie. "Research on prospective scope and approaches of artificial intelligence education in vocational college of China." In Proceedings of the 3rd International Conference on Education, Language and Art (ICELA 2023), 484–92. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-214-9_59.

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Conference papers on the topic "Vocational Education Act"

Nemejc, Karel, Radmila Dytrtova, Katerina Tomsikova, and Jiri Sedivy. "Didactic Approaches to the Application of Cross- Curricular Topics in Secondary Vocational Education." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.039.

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Modern society is often referred to as a society of knowledge and information. In this context, activating methods are experiencing a renaissance. Such methods offer students the opportunity to progress to perceive more accurately and comprehensively, recognize and experience stimuli, develop their perception and thinking, effectively solve problems, communicate and act objectively and successfully. It can be an active teaching and learning that is the way that can contribute to such a goal in the era of systematic cognition and differentiation of information, raising living standards, changing lifestyles, and globalizing the world. The question is how to bridge this epoch in the sense of preparing students for their active roles as inhabitants of the planet, accepting a responsible way of life in line with sustainable development. It is especially important for environmental education to understand the context and learn interdisciplinary, comprehensively, to be able to distinguish values, to take interest in and get to know one's surroundings, to discover, to take the initiative and to be sensitive and receptive as well. Therefore, it is necessary to think about the didactic methods that teachers use in their lessons and focus on activating methods and forms of teaching, leading to the fulfilment of such sub-objectives. In this context, the aim of the paper is to introduce and analyse new activating didactic approaches to the implementation of the cross-curricular topic “Man and the environment” as designed by graduate students of the Institute of Education and Communication at the Czech University of Life Sciences Prague between the academic years 2019 and 2020. Didactic approaches (such as project-based learning, field learning with the support of worksheets, and the use of nature educational trails) applicable in practice were designed for selected localities, focusing on increasing the interest and awareness of secondary and secondary vocational school students about their surrounding natural environment.

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Aalto-Korte, Kristiina, Ritva Kurimo, Jaana Laitinen, Maria Pesonen, Esa-Pekka Takala, and Marjo Anneli Poutanen. "CONTINUING VOCATIONAL TRAINING FOR TEACHERS IN BEAUTY AND HAIR CARE – TEACHERS ACT AS ACTIVE DEVELOPERS OF THEIR WORK AND ENGAGE IN TRANSFERRING GOOD PRACTICES TO THEIR STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0152.

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Rahman, Haji, and Mehtab Hameed. "Teaching and Learning with Smartphone: Qualitative Explorative Study from Pakistan." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8015.

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This paper investigates the perceptions of teachers and students about using smartphone for teaching and learning practices in private sector universities of Islamabad through cross-sectional based qualitative explorative study. Focus group interviews were conducted from teachers and students through self-selection sampling technique. Current study is guided by Grounded Theory for which semi-structured questionnaire was adopted and modified. The results suggested two categories of teachers, Realistic and Idealistic. Realist teachers believe that they have to follow and act according to principles of reality that prevailes on ground. Idealist teachers believe that their job is to enlarge the intellectual capacity of students with focus on cognitive development rather vocational training. To sum up, integration of modern technologies like smartphone in higher education stimulates to adopt creative and innovative ways for teaching and learning practices because of its bilateral, media-rich and knowledge sharing nature thus necessary for gaining competitive advantage. Few restrictions were faced by researchers. The study is limited to city of Islamabad only. A practical implication of this study along with few recommendations for future research is also given. Keywords:Teaching; learning; smartphone; perceptions; private universities.

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Vakhmanova, Olga, and Elena Bychkova. "VET EDUCATIONAL PROGRAMS IN THE SPHERE OF TOURISM AND HOSPITALITY IN RUSSIA." In International Conference on Political Theory: The International Conference on Human Resources for Sustainable Development. Bach Khoa Publishing House, 2023. http://dx.doi.org/10.51316/icpt.hust.2023.90.

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Vocational Education and Training programs in the sphere of tourism and hospitality play an important role in shaping human capital, fostering sustainability, and nurturing workforce in these crucial sectors. Modern human capital is an intensive and productive factor, a subject of development and life, which is linked with a person, his intellect and mentality. Education is the basic unit for the formation of human capital, when a person acquires basic skills that will determine his future life. Petrovskiy college is one of the largest VET institutions in Russia. Petrovskiy college strives to embody the model of Open College 4.0, trying to become an open social and educational open space for all stakeholders and community. The development of open source and digital learning environments can make education for sustainable development more accessible both in and outside of education and training settings, whether in schools, companies or at home. Speaking about sustainability, educational programs in tourism and hospitality act as catalysts. They instill a sense of environmental consciousness, teaching the importance of responsible tourism practices, preservation of cultural heritage, and ethical business operations. In the tourism and hospitality industry, the essence of human interaction, service excellence, and cultural appreciation are imperative. One of the defining characteristics of VET programs is their emphasis on practical training. We focus our attention on such technologies as context education, education in cooperation, gaming simulation technologies, problem-based learning technology and case study. VET programs instill a culture of continuous learning, encouraging professionals to adapt, upskill, and stay abreast of industry trends throughout their careers. Lifelong learning ensures that professionals remain relevant and adaptable to the demands of the industry, fostering a culture of growth and development.

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Ihuoma, Chinwe. "Achieving Sustainable Development Goal (SDG) 4 among Female Nomadic Children in Nigeria using Open and Distance Learning Strategies." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5898.

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Education is a basic human right that every child ought to enjoy. Sustainable Development Goal 4 is also to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all by year 2030. Nigeria recognizes education as a fundamental human right and is signatory to the Convention on the Rights of the Child (CRC). In 2003, the Government of Nigeria passed into Law the Child Rights Act aimed at facilitating the realization and protection of the rights of all children. Nigeria also enacted the Universal Basic Education (UBE) law, which provides for a 9-year free and compulsory basic education to fast-track education interventions at the primary and junior secondary school levels. Nomads have been defined as people; who mainly live and derive most of their food and income from raising domestic livestock. // They move from place to place with their livestock in search of pasture and water. Because of this, sending their children to school becomes a big issue for them and the girl child is the worst affected. Girl-child education is the education geared towards the development of the total personality of the female gender to make them active participating members of economic development of their nation. Education also helps girls to realize their potentials, thus enabling them to elevate their social status. This paper which adopts descriptive research design examined the factors hindering adequate participation of the nomadic girl child in formal Education. Religious factors and beliefs, poverty ,Parents’ attitude, underdevelopment and insecurity, Educational policy and home-based factors, were some of the hindering factors identified, among others. Ways of enhancing their participation were suggested and recommended, such as training in literacy and vocational skills, mobile education and improved political will. These will make the girl child become functional in the society.

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Dorneanu, Alexandra, Cristian-Valentin Hapenciuc, and Daniela Neamtu. "Education for sustainable development at the level of technological colleges during the pandemic period." In 4th Economic International Conference "Competitiveness and Sustainable Development". Technical University of Moldova, 2022. http://dx.doi.org/10.52326/csd2022.09.

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Education in the field of community life and the mechanism under the auspices of society can register significant progress. A high-quality and high-performance education system, adapted to contemporary standards of social inclusion and sustainable development, the guarantee of a sustainable, harmonious and favorable future for each individual. Currently, human society is challenged to respond to all problems, both on a global and national, regional or even local level. These problems endanger the future of humanity, the importance of the present education, being considered to be the basis of solving the problems of the contemporary world. Education for sustainable development develops and improves the capacity of individuals, groups, communities, organizations and countries to think and act in favor of sustainable development. Access to quality education is essential for the proper functioning of a sustainable society. In general, education is wrongly considered to be only a process that precedes entering the labor market. From the 2030 Agenda, education is a fundamental theme. The Sustainable Development Goal deals with the theme of education and is called "Guarantee a quality education and promote life-long learning opportunities for all", One of the targets of this SDG is to present. in 2030, substantially increasing the number of young people and adults who have relevant skills, including technical and vocational skills, to facilitate employment, decent job creation and entrepreneurship. During the pandemic, conducting practical training courses was a challenge for technological high schools. From the spring of 2021, while the classes were each held online or hybrid, it was decided that the training internships would take place physically. We propose to carry out an analysis of the challenges of the teachers who had practical training internships and the economic agents involved in the level of pre-university education in Suceava.

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ZHANG, YUN-RUI, and KAI-LAI SUN. "THE CONSTRUCTION OF TALENT CULTIVATION MODE OF THE INTEGRATION BETWEEN INDUSTRY AND EDUCATION IN HIGHER VOCATIONAL EDUCATION FROM THE PERSPECTIVE OF “THREE EDUCATIONS” REFORM." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35669.

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With the ever-accelerated updating of higher vocational education reform, it is becoming more and more important to improve the system of vocational education and training, and promote integration between industry and education and cooperation between enterprises and colleges. And we must move faster to bring out the full potential of higher vocational education, and build higher vocational colleges into world-class colleges. In this new era, “Three Educations” reform has become the necessity for the higher vocational colleges to improve the quality of college management and talent cultivation. Aiming to provide a reference for the talent cultivation mode of the integration between industry and education, this article first analyzes the necessity of constructing such mode from the perspective of “Three Educations” reform, and then explores the existing problems, and finally put forwards the possible solutions.

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Bhavani, B., Srividya Sheshadri, and R. Unnikrishnan. "Vocational education technology." In the 1st Amrita ACM-W Celebration. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1858378.1858399.

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Shang, Nana. "Research on Coherence between Secondary and Higher Vocational Educations Based on Vocational Education Group." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.20.

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Esser, Ilona, Kristina Hochreuther, Amelie Reichwald, Katja Sanen, Bjoern Paape, Iwona Kiereta, and Christoph Maus. "An Analysis of Learners’ Self-Assessments in Comparison With Their Actual Performances in the Subject of Economics." In Organizations at Innovation and Digital Transformation Roundabout: Conference Proceedings. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.13.

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This study compares vocational college learners’ selfassessments of their abilities and their performances with their actual examination results. Until now, the ability to self-assess has principally only been addressed in the primary school sector. However, it is of central importance specifically in the vocational college sector, where the focus is on career choice. We hypothesize that 1. Students with a lower level of education self-assess themselves more incorrectly or they overestimate their abili-ties and that 2. Female students self-assess themselves more realistically than male students do. Our hypotheses are tested and confirmed in different vocational colleges and classes. This study, then, is an important first contribution to indicating the risk of an inappropriate career choice particularly for weaker students. Furthermore, our study can provide a starting point for examining whether the focus on support and assistance for female students in their career choices mean that appropriate measures in the planning of school and educational careers for male students have been neglected.

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Reports on the topic "Vocational Education Act"

Ryu, Kirak, and Hanna Moon. Skills for Work: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean. Inter-American Development Bank, June 2015. http://dx.doi.org/10.18235/0007000.

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This study investigates Korea's success in the area of skills development and what role the Korean government played during the stages of Korean economic development since the 1960s. Major achievements connected with the Korean skills development system over the last few decades are described and evaluated. However, it is worth noting that the Korean system has confronted challenges, arising from rapid changes in the economic and social environment that have put the sustainability of its current skills development system into question. In this regard, this study also analyzes the direction the Korean skills development system is moving toward and makes policy recommendations concerning how current challenges may be better handled.In doing so, the notion of lifelong skills development is derived. This notion signals a shift away from a government-led, supply driven model towards a locally based, demand-driven model, in order to align the supply of education and training programs with the needs of local business, and the improved effectiveness of Korea's skills development system over the coming years. The Korean government has played a key role in establishing the skills development system over the last few decades. Government intervention in skills development has addressed both the public and private sector. In the public sector, government initiatives established vocational education and training institutions in response to rising demand for skills, and according to economic development strategy. In the private sector, government legislation established regulations and institutions that incentivized private employer investment in in-plant training by providing financial support (e.g., levy-exemption) until the late 1990s, with the levygrant system under the Employment Insurance Act effective since 1995. These measures helped employers to bear costs related to training prospective and existing employees. Additionally, national qualification systems helped job seekers to undertake vocational training, which was in high demand throughout the labor market. This paper briefly describes challenges and concerns connected with establishing a lifelong skills development system in Korea. The analysis will focus on how the existing government-led VET system may be transformed into a public-private partnership based model that provides better VET programs. Additionally, the VET system needs to foster lifelong employment or employability rather than lifelong jobs, which was previously the cornerstone of the Korean employment system. Regarding career development, policy intervention needs to disestablish the "monorail" career trajectory of school-work-retirement, in favor of diversified careers by establishing flexible and competency-based qualification systems. This paper also describes some examples of instances of application of the lifelong skills development system in Korea. In-depth case studies are carried out regarding the development and application of National Competency Standards, the local-industry tailored skills development system, and reform of secondary vocational education focused on specialized vocational and Meister Schools in Korea. However, the Korean central government must still perform a significant role in managing and monitoring skills development. It should continue to use policy to foster public-private partnership in skills development, as local municipalities and sectoral stakeholders are yet to develop their own capabilities in this area. In addition, National Competency Standards (NCS) and regional Human Resources Development (HRD) committees need to further develop their roles and functions in order to better meet the diversified demands of business and employees and adapt to rapid technological and organizational changes. To further expedite the fine-tuning of skill policy in rapidly changing markets, forecasting skill demand and supply requires further attention, although it is becoming incr

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Torina, V., and S. Filatov. History of vocational education in Ukraine: analysis of origins and problems. JSC-Konf.com, 2021. http://dx.doi.org/10.31812/123456789/4536.

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The work is devoted to the history of professional education in Ukraine, which is at the stage of progressive reform and bringing it to international standards on the basis of using the experience of formation of vocational education will help to preserve the best national traditions and avoid mistakes.

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Paranjape, Ujjwala, and Shivali Tukdeo. Learning, Livelihood and Possibilities of Socially Just Pedagogy. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1907.2024.

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This report reflects our ongoing collaborative research and action engagements in education. Three overlapping interests are at the centre of our inquiry: (a) the relationship between education and work; (b) the transformation of small towns in Maharashtra and the changing role of education therein; and (c) vocational and skill-based programmes in small towns. Anchored in the south-western town of Sangli, Maharashtra, our work focuses on various institutional arrangements in vocational and skill-based education. By mapping the educational landscape, the report also highlights the experiences of students who traverse the domains of work and education. Scholars of diverse disciplinary persuasions have pointed out the intensification of economic and social changes that have occurred since the late 1980s in India. Driven by the imperatives of the global economy, economic liberalisation severely affected a number of domestic sectors. Agriculture and related sectors saw large-scale movement of labour towards non-agrarian livelihoods that also resulted in a consistent increase in short-term, circuitous and at times long-term migration to urban and semi-urban locales. Similarly, there have also been significant shifts that have occurred in education over the course of the past three decades, propelling a change in the social, cultural and economic realms. The desire and demand for quality education has become apparent, while state provisioning of education has gone down and privatisation has occurred at a fast pace.

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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.

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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.

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Kipp, Scott, Jessica Cruz, Gita Steiner-Khamsi, Pablo Ibarrarán, and Emma Näslund-Hadley. OLPC Pre-Pilot Evaluation Report (Haiti). Inter-American Development Bank, June 2009. http://dx.doi.org/10.18235/0011127.

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This working paper discusses the One Laptop Per Child (OLPC) pilot program carried out by the Haitian Ministry of Education and Vocational Training (MENFP) conducted in collaboration with the IDB. The OLPC pre-pilot project was implemented at the Ecole Nationale Republique du Chili (ENRC), an all-female public school located in Port-au-Prince. Because the school year had ended before the OLPC pre-pilot began, the project was conducted as a summer camp entitled "XO Camp," held on June 30th-July 18th, 2008. The camp enrolled 116 student participants and the XO laptop, an educational tool designed by One Laptop Per Child (OLPC), a nonprofit organization headquartered at the Massachusetts Institute of Technology, was selected as the educational device for the initial implementation. Although the original intention was to create a context of one-to-one computing, the XO Camp operated primarily with one-to-two computing owing to an unexpected shortage of XO laptops.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.

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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.

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Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2668.

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Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.

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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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