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1
Martina, Cecily, and Bradley Jones. "Employing Evidence: Does it Have a Job in Vocational Libraries?" Evidence Based Library and Information Practice 1, no. 1 (March 15, 2006): 26. http://dx.doi.org/10.18438/b83w2d.
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Objective - Evidence based librarianship (EBL) springs from medical and academic origins. As librarians are tertiary educated (only occasionally with supplementary qualifications covering research and statistics) EBL has had an academic focus. The EBL literature has significant content from school and university perspectives, but has had little, if any, vocational content. This paper suggests a possible Evidence Based Librarianship context for vocational libraries.
Methods - A multidisciplinary scan of evidence based literature was undertaken, covering medicine and allied health, librarianship, law, science and education. National and international vocational education developments were examined. The concept and use of evidence in vocational libraries was considered.
Results - Library practice can generally benefit from generic empirical science methodologies used elsewhere. Different areas, however, may have different concepts of what constitutes evidence and appropriate methodologies. Libraries also need to reflect the evidence used in their host organisations. The Australian vocational librarian has been functioning in an evidence based educational sector: national, transportable, prescriptive, competency based and outcome driven Training Packages. These require a qualitatively different concept of evidence compared to other educational sectors as they reflect pragmatic, economic, employability outcomes.
Conclusions - Vocational and other librarians have been doing research but need to be more systematic about design and analysis. Librarians need to develop ‘evidence literacy’ as one of their professional evaluation skills. Libraries will need to utilise evidence relevant to their host organisations to establish and maintain credibility, and in the vocational sector this is set in a competency based framework. Competency based measures are becoming increasingly relevant in school and university (including medical) education.
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Kift, Sally. "Foreward." Journal of Teaching and Learning for Graduate Employability 12, no. 1 (February 5, 2021): i—v. http://dx.doi.org/10.21153/jtlge2021vol12no1art1015.
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This Special Issue, devoted to micro-credentials and qualifications for future work and learning in a disrupted world, is a welcome and critically timed contribution to educational theorising and practice internationally. COVID-19 has accelerated Industry 4.0’s pervasive labour market disruption. Digitisation’s efficiencies have been rapidly embraced and broadly up-scaled as a matter of necessity. Many industries and professions have fast tracked digitalisation to transform pre-pandemic business models for current and future sustainability. We have seen all education sectors – Kindergarten to Year 12 (K-12), vocational education and training/ further education (VET/FE) and higher education (HE) – digitise and digitalise to varying degrees in their rapid move to emergency remote teaching (Hodges et al., 2020). Robust evaluation will be needed to assess the efficacy of that pedagogical triaging – our well-intentioned ‘panic-gogy’ (Kamenetz, 2020) – to inform the quality and fitness-for-future-purpose of that online pivot. In the meantime, HE’s students and graduates emerge from 2020 wanting to support and apply their studies in a challenging job market that was already weakening pre-pandemic and has now worsened (for example in the Australian context, Social Research Centre, 2020), especially for young people. If that was not enough, significant and underlying issues of climate change, reconciliation with First Nations, demographic change and globalisation continue to have implications for equal and equitable participation in the full range of life opportunities, including in meaningful paid work. In brief, the context for this Special Issue is an international grand challenge writ very large.
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Lee, Marcia S. "Good, better, best? A model for Australian practitioners of forensic vocational assessment." Australian Journal of Rehabilitation Counselling 26, no. 1 (April 2, 2020): 43–47. http://dx.doi.org/10.1017/jrc.2020.8.
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AbstractVocational assessment is the foundation of future vocational choices available to a person with a disability. In a compensable environment with potential for litigation, the assessment process becomes more complex and challenging for claimant, practitioner, and other stakeholders. The purpose of forensic (medicolegal) vocational assessment in Australia is reviewed. Comparison of ethics, qualifications, and experience of Australian forensic assessors (practitioners) and their North American counterparts points to an urgent need for an accreditation framework. This paper discusses microaccreditation as an independent model of training and credentialing of Australian forensic vocational practitioners. Credentialing the forensic vocational practitioner serves to underpin the quality and rigor of vocational assessments undertaken in a highly scrutinized legal market.
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Murphy, Gregory, Douglas Brown, Peter Foreman, Amanda Young, and James Athanasou. "Paraplegia, Quadriplegia and Employment in Australia." Australian Journal of Career Development 5, no. 1 (April 1996): 26–31. http://dx.doi.org/10.1177/103841629600500107.
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The educational and vocational achievements of a sample of Australians with spinal cord injuries are described in this study. Of the 180 working-age people surveyed, 36% were holding full-time or part-time employment at the time of the survey and one-third had gone on to obtain further qualifications post-injury. The most frequent methods of finding a job post-injury were informal rather than formal, with only 5% of jobs gained through advertisements or employment services. Of those who gained work, 49% did so within 12 months of discharge, but another 14% obtained their job more than five years after initial hospital discharge. The results indicate that there is considerable scope for employment and education achievements following spinal cord injury.
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Humby, Lauren, and Elaine Barclay. "Pawsitive Solutions: An Overview of Prison Dog Programs in Australia." Prison Journal 98, no. 5 (August 21, 2018): 580–603. http://dx.doi.org/10.1177/0032885518793951.
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A survey of animal welfare agencies and corrections departments across Australia was conducted to compile a nationwide profile of prison dog programs, wherein inmates train dogs while learning skills to assist their rehabilitation. Most programs operating in 23 prisons in six Australian states were a community service design administered by animal welfare organizations. Inmates benefit through opportunities to train the dogs, give back to society, gain a sense of responsibility, improve self-confidence and social skills, and acquire vocational qualifications to improve job opportunities postrelease. Barriers identified included insufficient funding, limited training opportunities for the dogs, and some staff resistance.
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Taradejna-Nawrath, Beata. "The need for market qualifications in the evaluation of Regional OSH Centers." Occupational Safety – Science and Practice 579, no. 12 (December 18, 2019): 19–23. http://dx.doi.org/10.5604/01.3001.0013.6274.
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The act on the integrated system of qualifications has delivered a possibility to recognize qualifications acquired irrespective of the learning method. Competences gained outside the formal education system i.e. outside of school or university, more often than not have turned out to be valuable at the labour market, however they are not always precise and acknowledged. Turning them into professional qualifications (market and fragmentary) inceases market value of their holders, be them indiviuals or employees. Thus, the idea of learning throughout the whole life gains in importance. The aim of the article is to show an analysis of market experiences of Regional OSH Centers in the context of possibility and legitimacy of the implementation of market qualifications related to OSH. In the article interviewees have been given voice aplenty as their numerous quotations serve to illustrate the daily state of OSH and also tell a lot on the interviewees’ feelings and many years’ experience regarding the market. Quotations shown in the article deal with new possibilities of obtaining professional qualifications while simultaneously underline the existing, old issues in the field of OSH. The most important among them are: the need to improve the learning process of professionals, better practical vocational training and the increase in the employers awareness regarding OSH.
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Rutkowska-Sagata, Agnieszka Dominika. "Nauczyciel przedmiotów artystycznych w szkolnictwie zawodowym w świetle aktów prawnych." Kwartalnik Pedagogiczny 62, no. 4 (246) (February 7, 2018): 195–203. http://dx.doi.org/10.5604/01.3001.0010.8440.
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The paper analyses legislation concerning art education teachers in public vocational schools and focuses on the regulations on the required educational qualifications of the teaching staff members and currently available evaluation tools. Inaccuracies and lack of transparency are put into the limelight.
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Noviah, Ema, and Wardani Rahayu. "THE EVALUATION OF THE IMPLEMENTATION OF NATIONAL EDUCATION STANDARDS ON ANTECEDENT COMPONENTS IN SPECIAL OF VOCATIONAL HIGH SCHOOL." JISAE: Journal of Indonesian Student Assessment and Evaluation 6, no. 1 (February 20, 2020): 11–25. http://dx.doi.org/10.21009/jisae.v6i1.13602.
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The children's Special Correctional Institution (LPKA) on Tangerang City is one of the institutions that organizes the form of coaching Vocational High School (SMK). Implementation of education in Vocational High School must meet the minimum criteria in accordance with national education standards. Learning planning, educator qualifications and infrastructure is one of the components that exist in the national standard of education. This research aims to evaluate the quality of Lesson Plan (RPP) and assessment, educator qualifications, and infrastructure in the antecedent component of the Concatenate stake model in Special of Vocation High School. This research is an evaluative research with a qualitative approach. The method of data collection used in the form of interviews, documentation studies, and observations with the validity technique of data research results using the credibility by prologue engagement, persistent observation, and member checking. The results showed that educators first did not prioritize Learning Program Planning and its assessment, both lacking facilities of learning infrastructure, and all three educators who did not have a certificate of educators.
Keyword: Antecedent component, evaluation, the children's Special Correctional Institution (LPKA)
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Noviah, Ema, and Wardani Rahayu. "THE EVALUATION OF THE IMPLEMENTATION OF NATIONAL EDUCATION STANDARDS ON ANTECEDENT COMPONENTS IN SPECIAL OF VOCATIONAL HIGH SCHOOL." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 6, no. 1 (February 20, 2020): 11–25. http://dx.doi.org/10.21009/jisae.061.02.
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The children's Special Correctional Institution (LPKA) on Tangerang City is one of the institutions that organizes the form of coaching Vocational High School (SMK). Implementation of education in Vocational High School must meet the minimum criteria in accordance with national education standards. Learning planning, educator qualifications and infrastructure is one of the components that exist in the national standard of education. This research aims to evaluate the quality of Lesson Plan (RPP) and assessment, educator qualifications, and infrastructure in the antecedent component of the Concatenate stake model in Special of Vocation High School. This research is an evaluative research with a qualitative approach. The method of data collection used in the form of interviews, documentation studies, and observations with the validity technique of data research results using the credibility by prologue engagement, persistent observation, and member checking. The results showed that educators first did not prioritize Learning Program Planning and its assessment, both lacking facilities of learning infrastructure, and all three educators who did not have a certificate of educators.
Keyword: Antecedent component, evaluation, the children's Special Correctional Institution (LPKA)
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Athanasou, James A. "A preliminary examination of occupations and interests in Australia." Australian Journal of Career Development 26, no. 2 (July 2017): 81–88. http://dx.doi.org/10.1177/1038416217718364.
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This paper analyses the interest content of all 1016 Australian occupations. These were classified according to vocational interests (i.e. outdoor, practical, scientific, creative, business, office, people contact, health, community, and computing), educational qualifications, and skill level, as well as in terms of the six Holland (RIASEC) types. Just over half of all occupations in Australia involve a practical interest. Creative interest was the least common occupational interest (9.2% of occupations). Some 80% of occupations covered more than one interest content, and in four instances, as many as six interests. Practical and people contact interests were negatively correlated (r = −.50). Occupational interest categories were consistent with the Holland types except that outdoor and practical interests in Australia did not correlate meaningfully with realistic. Occupational interests were related to educational requirements and skill levels. Outdoor and practical occupations were focused at the lower skill levels. Scientific and computing included the highest skill levels.
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DÜNDAR, Ahmet İhsan, and Ahmed Hassan MOHAMED ALİ. "Vocational Education Requirements of Instructors Working in Arabic Preparatory Classes of Theology Faculties." İslami İlimler Dergisi 17, no. 1 (March 27, 2022): 89–120. http://dx.doi.org/10.34082/islamiilimler.1093920.
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This study aims to reflect the real situation of the Arabic language instructors working in theology faculties in Turkey and to determine the professional qualifications required of the instructors who teach this language to non-Arabic speaking students, as well as the educational needs within the framework of these qualifications.
The researchers conducting the study created a list of the required professional qualifications by scanning the education-related literature to achieve the aforementioned objectives. Then, they prepared survey questions and presented them to the experts for their evaluation, and they applied the survey after the changes made in the questions were in line with the answers received. As a sample, 70 people from Arab and Turkish nationals participated in the survey application. As a result of the study, some results, including the analysis of the real situation of the lecturers working in the faculties of theology in Turkey, were obtained and suggestions were made. In addition, a list of educational requirements that are deemed necessary for teaching staff and recommended to be included in education programs has been created.
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Leahy, Mary. "Person-centred qualifications: vocational education and training for the aged care and disability services sectors in Australia." Journal of Education and Work 35, no. 2 (January 1, 2022): 181–94. http://dx.doi.org/10.1080/13639080.2021.2018409.
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Budgell, Phil. "Alternative Approaches to Vocational Education and Training." Vocational Education 23, no. 1 (February 15, 2021): 9–29. http://dx.doi.org/10.53656/voc21.11alter.
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In this paper, the author uses the planning cycle developed by Cedefop to compare Vocational Education and Training in England and Bulgaria. In the initial phase he uses reports from the EU, OECD and Cedefop to define the issues being faced in both countries. For the conceptualisation phase, the author focuses on the development of the National Qualifications Framework. Formal adoption is represented by the classification of individual vocational courses. The operational phase is interpreted as: the structure and organisation of schools; the curriculum framework; examples of vocational courses in schools and colleges; and work-based learning. Finally, a range of analytical strategies at: student; school; municipality; and national level are used to illustrate the monitoring, evaluation and impact phase.
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Konovalov, Anton Andreevich, Airat Ildarovich Satdykov, and Ekaterina Yurievna Esenina. "Training, professional development and competence assessment of vocational and professional education teachers: An international review." Science for Education Today 12, no. 6 (December 30, 2022): 138–64. http://dx.doi.org/10.15293/2658-6762.2206.06.
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Introduction. Training, professional development and evaluation of professional competence of vocational education teachers is considered to be the basis of providing any national economy with qualified workers and specialists. It has been increasingly recognized that more attention needs to be paid to this area. The vocational training systems are currently undergoing significant changes worldwide and require new strategies for administrative decisions. The purpose of this article is to analyze and systematize the international experience of training, professional development and competence assessment of vocational education teachers with a focus on Germany, Finland, and China in order to take it into account in modern Russian education. Materials and Methods. The theoretical and methodological basis of the research includes theories of vocational training and vocational teacher education, theories focusing on the content of vocational and teacher education and professional development of teaching staff. The authors used the following research methods: reviewing and comparative analysis of scholarly literature, reports of state institutions, regulations, and websites of educational settings in Germany, Finland and China. Results. The authors have identified trends in the convergence of qualifications and positions of teachers of professional disciplines and industrial instructors. Significant differences in the qualifications and skills of teachers and instructors in the workplace have been identified. Among the forms of professional development for vocational teachers, the authors have highlighted in-service training and activities focused in teaching methods and curriculum development. It is emphasized that the development of teachers' competence is gradual and level-based, the set of skills being determined by vocational education positions, duties and responsibilities In the countries analyzed, internships and professional self-assessment play a particularly important role in the professional development of vocational school teachers. Conclusions. A comparative international analysis of training, professional development and competence assessment of vocational teachers has enabled the authors to determine the main vectors for updating the system of professional training and vocational teacher education in Russia.
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Papier, Joy. "Table of Contents." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 1. http://dx.doi.org/10.14426/jovacet.v3i1.114.
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page iv. Editorial team
page v. Acknowledgements
page vi. Editorial - Joy Papier
page 1. Incorporating principles of expansive learning and activity theory in curriculum design to bridge work and education contexts for vocational teachers - James Garraway and Christine Winberg
page 22. Developing a WIL curriculum for post-school lecturer qualifications - André van der Bijl and Vanessa Taylor
page 43. Teacher industry placement in Australia: Voices from vocational education and training managers - Annamarie Schüller and Roberto Bergami
page 67. Motivating styles in dual, initial vocational education and training: Apprentices’ perceptions of autonomy support and control - Valentin Gross, Jean-Louis Berger, Matilde Wenger and Florinda Sauli
page 89. Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa - Nduvazi Obert Mabunda and Liezel Frick
page 109. Experiences of women students in Engineering studies at a TVET college in South Africa - Sophia Matenda
page 126. Growing the TVET knowledge base in the south: South African postgraduate output, 2008–2018 - Joy Papier and Simon McGrath
page 143. Interview with Adrienne Bird - Johann Maree
page 153. Contributor biographies
page 156. Editorial policy
page 158. Call for papers: JOVACET 4(1), 2021
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van Rensburg, Estelle. "Evaluating Work-Based Learning." Industry and Higher Education 22, no. 4 (August 2008): 223–32. http://dx.doi.org/10.5367/000000008785201739.
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This article outlines an illuminative evaluation study of the work-based module in a vocational qualification in Animal Health offered for the paraveterinary industry by a distance education institution in South Africa. In illuminative evaluation, a programme is studied by qualitative methods to gain an in-depth understanding of its ‘instructional system’, its intended teaching arrangements, as well as its ‘learning milieu’, the actual sites of learning interaction. This results in a rich description of the programme that allows ‘matches’ and ‘mismatches’ between the instructional system and learning milieu to be uncovered. In this study, this approach provided useful information relevant to the quality assurance of the module, and also generated significant insights about the design and delivery of work-based learning in vocational qualifications in general.
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Nursetiawati, Sitti, Jenny Sista Siregar, and Dian Pertiwi Josua. "Evaluation of the Dual Professional Function Transfer Program of the Cosmetology Study Program Against the Implementation of the KKNI (Indonesian National Qualification Curriculum)." Teknologi dan Kejuruan: Jurnal Teknologi, Kejuruan, dan Pengajarannya 44, no. 1 (August 4, 2021): 57. http://dx.doi.org/10.17977/um031v44i12021p57-65.
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KKNI is one of the synergies in the fields of education, training and work experience that is feasible to apply in vocational education. This study aims to evaluate, map and find out equitable competency test and certification for vocational school teachers, indicators of the success of the teacher transfer function program integrated with competency tests and certifications, and the urgency of the KKNI in the cosmetology field. The research method uses a combination of quantitative and descriptive methods with library research, which involves 42 teachers transferring the function of the cosmetology study program. Data was collected by questionnaire and analyzed a descriptive technique. The results showed that equalization of national qualifications and certification is considered very important, the need for general skills-based on KKNI for vocational school teachers, competency expertise is one of the urgent things that need to be possessed by educators. In addition, based on the results of the evaluation, it was found that the need for an effort to disseminate and distribute information about KKNI in order to increase competency for 3T regional teachers. It is necessary to support more adequate facilities and infrastructure in the process of applying competency-based vocational education and certification.
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Jaccomard, Hélène. "Work Placements in Masters of Translation: Five Case Studies from the University of Western Australia." Meta 63, no. 2 (December 18, 2018): 532–47. http://dx.doi.org/10.7202/1055151ar.
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In Australia work placements are an essential part of most postgraduate qualifications in Translation Studies as a way to guarantee graduates’ job-readiness. Work placements, however, are not always run ethically and efficiently. This research paper analyzes the pragmatic and theoretical aspects of professional placements in Translation Studies, and reports on work placements of five Masters students at the University of Western Australia. The students’ experiences were diverse and proved that safeguards need to be put in place for work placements to be successful tripartite collaborations between universities, trainees and hosts. Flexibility and students’ autonomy seemed to play an important part in the success of work placement arrangements. Both work supervisor and subject coordinator must be properly prepared for their tasks, perhaps taking guidance from their counterparts in vocational studies. Nonetheless, all students in these cases studies were confronted with real-life issues that translators have to routinely solve and this rapidly increased their job-readiness.
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Storrie, Jamie, Mick Fleming, and Lynette McWilliam. "IMPLEMENTING A NATIONALLY ACCREDITED TRAINING SYSTEM FOR MARINE POLLUTION RESPONSE." International Oil Spill Conference Proceedings 2014, no. 1 (May 1, 2014): 1922–33. http://dx.doi.org/10.7901/2169-3358-2014.1.1922.
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ABSTRACT Australia's National Plan for Maritime Environmental Emergencies (‘the National Plan’) is the national strategy for preparing, responding and recovering from marine pollution incidents. A core activity of the National Plan arrangements is the training and ongoing development of marine pollution response personnel. The Australian Maritime Safety Authority (AMSA) has fundamentally restructured the way in which marine pollution training is developed and delivered within the National Plan. While remaining consistent with international frameworks, AMSA has integrated marine pollution training into Australia's vocational education system. Such an approach has enabled the alignment of training, particularly at the management level, with mainstream emergency services, a multi-disciplinary approach to the development and delivery of training courses, the formal and documented assessment of response personnel to confirm competence, the issuance of nationally recognised and transferable qualifications and the incorporation of a continual improvement as a fundamental principle of the national training program. This paper discusses the reasons for the restructure of the training program, the challenges and benefits of integrating marine pollution training into the vocational educational systems and the future opportunities for training within Australia.
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Grant, Anthony M., and Blythe O’Hara. "Key characteristics of the commercial Australian executive coach training industry." International Coaching Psychology Review 3, no. 1 (March 2008): 57–73. http://dx.doi.org/10.53841/bpsicpr.2008.3.1.57.
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Objectives:To identify organisations who offer executive coach training and business coach training in Australia; assessment processes, cost and duration of courses; the delineation between coaching and counselling; marketing claims made; and the qualifications of the owners and trainers.Design:A qualitative process of emergent thematic coding using information from the internet.Methods:Broad categories and themes related to the aims of the study were documented, leading to the identification of a group of core categories and a process of comparison between organisations.Results:More than half the 16 Australian executive coach-training organisations identified offered more than one type of coach training. Four offered a coach franchise. The most common accrediting bodies were the International Coach Federation or the Australian Government Vocational Training Framework. Costs of courses ranged from AUS$3245 to AUS$14,795. Marketing claims included having longevity, being the best school, setting the standard, or having global recognition. Some trainers had no qualifications at all, but the majority of trainers’ qualifications were directly relevant to the field of coaching. The majority of coaching organisations did not make a clear distinction between these two issues. Average longevity of these organisations was 6.75 years.Conclusion:The Australian executive coach and business coach training industry continues to develop. We recommend that, in order to further professionalise executive coach training, all coach trainers should be properly qualified, issues related to identification of mental illness be incorporated into executive coach training, and organisations offering coach franchising provide clear and unambiguous information to prospective clients.
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SARI, Sri Utami Purnama, and Linda SILVIANA. "EVALUATION OF TEACHING FACTORY PROGRAM IN SMK YP IPPI CAKUNG." JKP | Jurnal Kepemimpinan Pendidikan 3, no. 2 (December 4, 2020): 428–33. http://dx.doi.org/10.22236/jkpuhamka.v3i2.6774.
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The purpose of this study was to examine the implementation of a teaching factory, and the factors that inhibit its implementation at SMK YP IPPI Cakung. The results of the study noted that the implementation of the teaching factory begins with the establishment of a management structure and collaboration with industry and the related education office. The competency standard used is an application of the school curriculum that is Indonesian National Work Competency Standards (SKKNI) or industry curriculum standard involving students who master vocational competencies and have interests or talents. Thus, the learning media in the form of products have been adjusted to competence. The instructors involved in teaching factory are those who have academic qualifications, experience in industry, and commitment. The products are marketed to consumers and then an evaluation of the implementation of teaching factories are conducted by schools and companies. The inhibiting factors in this program are related to human resources, namely teachers and students. There is still lack of teachers for the department of Computer and Network Engineering but they have fulfilled academic qualifications according to their competencies. In terms of student issues, students' lack of interest and funding are the obstacle. For supporting factors of teaching factory, it includes superior products, which raw materials are easily obtained, and work strategies that can be adapted to conditions. In addition, supporting facilities, good infrastructure, good marketing, and sufficient location are some good things to carry out the production.
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Hwang, Jungyeon, and Jamyoung Yi. "Text Network Analysis of Requirements for Employment in Public Education: Focusing on the 2016-2018 Recruitment Notice." Korea Association of Yeolin Education 30, no. 5 (September 30, 2022): 239–68. http://dx.doi.org/10.18230/tjye.2022.30.5.239.
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This study analyzed the general requirements, academic background and qualifications required for recruitment by investigating institutions and job specifications that hire educational personnel in the public sector. It was intended to provide information on the actual demand and trends of the public education recruitment site by checking the basic information of the sites where public education is conducted and classifying the qualification requirements. Text analysis and word network analysis were conducted on 328 out of 17,000 cases posted on public institution recruitment information sites from 2016 to 2018. As results, various public institutions such as the Health and Family Promotion Agency, local governments, and the Culture and Arts Education Promotion Agency are conducting education, operation, promotion and evaluation. The requirement rate for majors and certificates was less than 30%, exceeding the compliance with education majors, but the rate of selecting major qualifications and certificates as basic conditions for recruitment was not high. It was analyzed that lifelong education, history education, art education, community development, teacher qualifications, vocational counselors and social survey analysts formed a close network centered on lifelong educators and youth instructors. Finally, conclusions, implications and limitations of the study were discussed.
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Tūtlys, Vidmantas, and Georg Spöttl. "From the analysis of work-processes to designing competence-based occupational standards and vocational curricula." European Journal of Training and Development 41, no. 1 (January 3, 2017): 50–66. http://dx.doi.org/10.1108/ejtd-10-2015-0078.
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Purpose This paper aims to explore methodological and institutional challenges on application of the work-process analysis approach in the design and development of competence-based occupational standards for Lithuania. Design/methodology/approach The theoretical analysis is based on the review of scientific literature and the analysis of documents and methodical instruments (curricula and occupational standards). Empirical research is based on the observation and analysis of the processes of designing work-process-based occupational standards for Lithuania, including the face-to-face interviews with involved work-process experts on the shop-floor and stakeholders. Findings The application of a work-process-based approach in designing sectoral occupational standards enhances comprehensive and systemic design of qualifications. Work-process analysis approach helps to focus on the holistic concept of competence by considering different dimensions of work-processes. However, design and implementation of work-process-based occupational standards for the transitional and predominantly school-based vocational education and training (VET) systems encounter multiple methodological and institutional challenges. Research limitations/implications The findings of research are based on the analysis and evaluation of the design of sectoral-occupational standards in the beginning and middle stages of this process. These findings can help to draw the assumptions about potential implications of implementation of these standards to the development of competence-based VET but are not sufficient to provide comprehensive and detailed forecasts. Originality/value The paper explores and evaluates an application of the innovative work process approach in the design and development of qualifications for the concrete country.
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Liu, Jianqing, and Yifei Wang. "Study on Academic Evaluation Practice of Theoretical Courses of Sports Basketball Education under the Concept of Quantitative Evaluation." Mathematical Problems in Engineering 2022 (August 20, 2022): 1–7. http://dx.doi.org/10.1155/2022/9151943.
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The report of the 20th National Congress of the Communist Party of my country clearly pointed out that it is necessary to cultivate high-quality teachers, which means improving the physical education ability of our country. The construction of physical education teachers in colleges and universities should not only have good professional skills but also have a profound theoretical foundation, which requires strengthening their teaching evaluation. Therefore, evaluating their teaching effects has become an important topic in the current teaching reform. For a long time, the theoretical teaching performance evaluation of domestic university sports majors mostly adopts quantitative methods such as paper and pen, pursuing precision, and quantification, thus greatly improving the comprehensive quality of students. This study is to analyze the academic performance of vocational basic courses of basketball in colleges and universities, using the quantitative evaluation method and developmental evaluation idea. The conclusion is that the teaching emphases of each discipline can be distinguished based on the evaluation criteria of teachers’ academic qualifications and quantitative evaluation so as to find the development direction of each discipline of sports basketball and the degree of goal completion.
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Федоров, В. А., Н. В. Третьякова, and Г. А. Тюрина. "Combining the procedures of the state final certification with independent assessment of qualifications in a secondary vocational education." Vocational education and labour market, no. 3(50) (October 21, 2022): 35–54. http://dx.doi.org/10.52944/port.2022.50.3.007.
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Введение. В рамках концепции объединения производственного и образовательного пространств в единое профессионально-образовательное пространство в системе отечественного и зарубежного профессионального образования возникла необходимость создания совместимых систем оценивания уровня профессиональной подготовленности выпускников профессиональных образовательных организаций среднего профессионального образования (СПО).Цель. Целостное научное обоснование системы оценки профессиональной подготовленности выпускников СПО, основанной на сопряжении процедур государственной итоговой аттестации и независимой оценки квалификации.Методы. Методологическую основу исследования составили системный, компетентностный и квалиметрический подходы, позволившие определить основные элементы системы оценивания и их взаимосвязи, выделить компоненты оценки, раскрывающие сущность профессиональной подготовки, а также определить технологические аспекты самой процедуры оценивания. Основные методы исследования: анализ научных публикаций и изучение опыта применения процедур оценивания уровня профессиональной подготовленности выпускников.Результаты. Анализ возможностей сопряжения процедур государственной итоговой аттестации и независимой оценки квалификаций позволил определить точки данного сопряжения в части объектов оценивания и оценочных процедур, а также предложить авторскую модель единой системы оценки профессиональной подготовленности квалифицированных рабочих – выпускников профессиональных образовательных организаций, что составляет научную новизну исследования. Структуру настоящей модели формируют связанные между собой методологический, организационно-процессуальный и оценочно-результативный блоки.Практическая значимость. Представленная в статье технология сопряжения процедур государственной итоговой аттестации и независимой оценки квалификаций позволяет использовать предложенную модель единой системы оценки профессиональной подготовленности в практике работы образовательных учреждений как среднего профессионального, так и высшего образования.Финансирование. Исследование выполнено при финансовой поддержке Минпросвещения России в рамках научного проекта «Теория и методология формирования системы обновления содержания в рамках подготовки педагогических кадров в условиях трансформации российской экономики». Introduction. With the idea of combining production and educational spaces into a single space came a need to create compatible systems for assessing the level of professional preparedness of graduates of secondary vocational education organisations both in the system of domestic and foreign vocational education. The pairing of official procedures for state final certification and independent assessment of qualifications is one of the solutions. Despite the fact that this conjugation has been tested many times, it lacks a coherent scientific justification.Aim. To provide a coherent scientific justification for combining the procedures of the state final certification with independent assessment of qualifications in a professional educational organisation.Methods. The methodological basis of the study was made up of systemic, competence and qualimetric approaches, which made it possible to determine the main elements of the assessment system and their interrelations, to identify the components of the assessment that reveal the essence of the professional training, as well as to determine the technological aspects of the assessment procedure itself. Among the main methods of research are bibliometric analysis of scientific publications and the study of the practice of applying procedures for assessing the level of professional preparedness of graduates of secondary vocational education organisations.Results. An analysis of the possibilities of combining the procedures of state final certification and independent assessment of qualifications made it possible to find points of interface of assessment objects and evaluation procedures. The data obtained allowed for the development of the author's model of a unified system for assessing the professional preparedness of skilled workers, graduates of professional educational organisations.Practical significance. The technology of combining the procedures of the state final certification with independent assessment of qualifications discussed in the article allows for the usage of the author’s model of a unified system for assessing the professional preparedness in the work of both secondary vocational education and higher education.Funding. The research was carried out with the financial support of the Ministry of Education of the Russian Federation as part of the scientific project "Theory and Methodology of the Formation of a Content Update System in the Framework of Teacher Training in the Conditions of the Russian Economy Transformation".
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Sharma, Tanka Nath. "An Integrated Quality Assurance System in Technical, Vocational Education and Training in Nepal." Journal of Technical and Vocational Education and Training 1, no. 15 (April 1, 2021): 14–29. http://dx.doi.org/10.3126/tvet.v1i15.45165.
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A quality assurance system in TVET provides the framework and processes for the consistent delivery of graduates with valid skills and competencies needed in the labor market. It also includes constant review and improvement cycles so the institutions become more efficient and effective in meeting the changing demand of the labour market. Setting and monitoring improvement targets within the system, and then evaluating the quality benefits of those improvements, are key elements of the overall management of the TVET system and as such need to include a variety of relevant measures that are polled consistently according to defined schedules. In this way, quality assuarance system in TVET ensures the effectiveness of system inputs (policy, management systems and processes, infrastructure, human resources, financial resources) to produce the desired outcomes that can be monitored and evaluated to examine if TVET institutions under evaluation responds to labor market, societal and individual needs; leads to nationally, or even internationally, recognized qualifications or credentials; provides access to decent jobs and sustainable employment; is attractive, inclusive and accessible, i.e. all citizens have access to TVET; and fosters capabilities that enable progression to further learning. In this paper, an integrated system of quality assurance is proposed to streamline Nepal's TVET and assure the quality of all institutions delivering TVET in Nepal.
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Stone, Cathy, Nicole Crawford, Chris Ronan, and Monica Davis. "Improving the Online Regional Student Experience: Findings from the Country Universities Centre (CUC) Student Evaluation." Student Success 13, no. 2 (July 6, 2022): 32–41. http://dx.doi.org/10.5204/ssj.2313.
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For Australian university students living out of reach of a campus and studying online, the growing presence of Regional University Centres (RUCs) is changing their student experience for the better. People from regional areas of Australia are historically under-represented at university. Those who begin university are at higher risk of not completing their qualifications than students from metropolitan areas. COVID-19 restrictions in the past two years have added to the continued growth in regional students studying their degrees online. A recent survey of students attending a Country Universities Centre (CUC) within their local community shows these centres to be highly effective in supporting regional students. The participants overwhelmingly reported improvements not only in their academic progress and results, but also in their motivation, confidence, and likelihood of completing their qualification.
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Aprianto, Anggi, Fahmi Rizal, Remon Lapisa, Ambiyar ., Wakhinuddin Wakhid, Sukardi ., and Afif Rahman Riyanda. "Curriculum Evaluation of Light Vehicle Engineering Department with Discrepancy Model as Per Industry Needs." Journal of Education Research and Evaluation 4, no. 4 (November 10, 2020): 387. http://dx.doi.org/10.23887/jere.v4i4.28978.
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The implementation of the curriculum as per industrial needs should be improved in terms of qualifications of teachers, tools, practicum materials, and the use of learning models as per industry needs. This study aims to evaluate the used curriculum of light vehicle engineering department as per industry needs. This study uses discrepancy evaluation model (design, installation, process, product and comparison) that describes the implementation of curriculum according to the industry needs from various aspects, namely: design, installation, process, product and comparison. The study results concluded that achievement level of curriculum implementation as needed in the design component obtained an average score of 4.28 (83.17%) classed in a good category; installation components get an average score of 3,502 (78.47%) classified in sufficient categories; process components get an average score of 4.05 (81.75%) classed in a good category; and product components that scored an average of 4.02 (81.26%) classified in a good category. As well as in the comparison component that obtained an average score of 3,324 (74.27%) classified in sufficient categories. The implementation of vocational school curriculum majoring in light vehicle engineering as a whole is categorized as sufficient. Therefore, it needs a follow-up from the relevant parties for a better implementation.; one of which is by revising the curriculum to fit the needs of the industry.
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Chikova, O. A., and A. V. Vasilyeva. "COGNITIVE MODELING OF THE QUALITY MANAGEMENT SYSTEM OF VOCATIONAL SECONDARY EDUCATION IN THE CONTEXT OF MODERNIZATION." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 3 (2021): 25–32. http://dx.doi.org/10.18323/2221-5662-2021-3-25-32.
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The paper describes the updated approach to quality management of vocational secondary education (VSE) in the context of its modernization involving cognitive modeling of the educational process in the college. The authors analyzed the impact of project initiatives in the national VSE system on the quality of education in the college: the spreading of the dual education system, evaluation of education results through the WorldSkills national system of qualifications and standards, digital transformation of education. Cognitive modeling allowed studying the quantity change in the quality of education in response to variations of managing variables – project initiatives in the national VSE system – and modeling the results of the application of various strategies of development of the VSE educational institution. Based on the processing of experts' opinions matrix, the authors formed the educational process cognitive map. The paper contains the description of the cognitive model of the educational process of the college and the results of scenario modeling of the project initiatives’ impact on the quality of education. Using PEST- and SWOT-analysis, the authors described the characteristics of the educational process cognitive model. PEST-analysis revealed ten various factors (concepts) influencing the educational process in the college: the quality of education, independent evaluation of qualification, digitalization of education, academic learning, practical education, attendance, students’ academic progress, material and technical support of educational process, dual education system, and teaching staff competence level. SWOT-analysis identified cause-effect relationships between factors, evaluated their power and focus. The presented technique of cognitive modeling of the college educational process allows implementing new possibilities of strategic planning of the VSE quality management system.
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Chikova, O. A., and A. V. Vasilyeva. "COGNITIVE MODELING OF THE QUALITY MANAGEMENT SYSTEM OF VOCATIONAL SECONDARY EDUCATION IN THE CONTEXT OF MODERNIZATION." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 3 (2021): 25–32. http://dx.doi.org/10.18323/2221-5662-2021-3-25-32.
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The paper describes the updated approach to quality management of vocational secondary education (VSE) in the context of its modernization involving cognitive modeling of the educational process in the college. The authors analyzed the impact of project initiatives in the national VSE system on the quality of education in the college: the spreading of the dual education system, evaluation of education results through the WorldSkills national system of qualifications and standards, digital transformation of education. Cognitive modeling allowed studying the quantity change in the quality of education in response to variations of managing variables – project initiatives in the national VSE system – and modeling the results of the application of various strategies of development of the VSE educational institution. Based on the processing of experts' opinions matrix, the authors formed the educational process cognitive map. The paper contains the description of the cognitive model of the educational process of the college and the results of scenario modeling of the project initiatives’ impact on the quality of education. Using PEST- and SWOT-analysis, the authors described the characteristics of the educational process cognitive model. PEST-analysis revealed ten various factors (concepts) influencing the educational process in the college: the quality of education, independent evaluation of qualification, digitalization of education, academic learning, practical education, attendance, students’ academic progress, material and technical support of educational process, dual education system, and teaching staff competence level. SWOT-analysis identified cause-effect relationships between factors, evaluated their power and focus. The presented technique of cognitive modeling of the college educational process allows implementing new possibilities of strategic planning of the VSE quality management system.
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Kellerer, Jan D., Matthias Rohringer, and Daniela Deufert. "Evaluation of Austrian nurses’ competence and factors related to it: An exploratory cross-sectional study." Journal of Nursing Education and Practice 13, no. 3 (November 15, 2022): 28. http://dx.doi.org/10.5430/jnep.v13n3p28.
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Background and objective: The continuous assessment of Registered Nurses' (RNs') competence is important at individual, organizational and systemic levels. Qualifications, the professional working environment as well as experience influence nursing competence. Nursing has significantly changed over the last 25 years in Austria, but RNs’ competence has not been evaluated so far. The aim of the study was to assess nursing competence of Austrian RNs, considering relevant influencing factors.Methods: An exploratory cross-sectional study was conducted. Between October 2021 and February 2022 a total of 841 RNs from 16 Austrian hospitals self-assessed their nursing competencies using the Austrian version of the Nurse Professional Competence Scale Short Form (NPC-SF-AUT). Multiple subgroup analyses with regard to theoretically reasonable influence factors on nursing competence were performed to explore differences in the extent of RNs’ competence.Results: Competencies in scale factors Multi-professional development and cooperation as well as in Health promotion and safeguarding were found as lowest. The overall work experience as well as further education and training had a significant influence on nursing competence, whereas the type of nursing education (vocational vs. higher education), the professional understanding of nursing care and the type of medical discipline did not.Conclusions: Appropriate structures must be implemented to ensure the development and application of Austrian RNs’ basically acquired competencies in practice.
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Achsani, Hamzah, Djoko Kustono, and Syarif Suhartadi. "Model Kelas Industri pada Mitsubishi School Program di Sekolah Menengah Kejuruan." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 5, no. 8 (August 30, 2020): 1078. http://dx.doi.org/10.17977/jptpp.v5i8.13878.
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<p><strong>Abstract:</strong> The focus of learning in Vocational High Schools needs to be emphasized on the mastery of skills, knowledge, attitudes and values needed by industry. This study aims to describe the industrial class model in the Mitsubishi School Program that has been carried out in Vocational High School. The research method this is a qualitative approach with type of descriptive research, object of research is Private Vocational High School Muhammadiyah 6 Rogojampi on MSP industrial grade automotive engineering expertise program. The results of this study are industrial class model begins planning by collaborating with the school and industry and continued with the collaboration of the preparation of the industrial class curriculum between the VHC curriculum and industrial qualifications. The implementation process is adjusted to the curriculum that has been prepared. The evaluation of the industrial class program is carried out after the process of implementing the industrial class by both parties.</p><strong>Abstrak:</strong> Fokus pembelajaran di SMK perlu menekankan penguasaan keterampilan, pengetahuan, sikap, dan nilai-nilai yang dibutuhkan industri. Tujuan dalam penelitian ini adalah mendeskripsikan model kelas industri pada <em>Mitsubishi School Program </em>yang telah dilakukan di SMK. Metode penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif, objek penelitiannya yaitu SMK Muhammadiyah 6 Rogojampi pada program keahlian teknik otomotif kelas industri M<em>itsubishi School Program</em>. Hasil penelitian didapatkan model kelas industri diawali perencanaan dengan melakukan kerjasama antara pihak sekolah dengan industri dan dilanjutkan dengan kolaborasi penyusunan kurikulum kelas industri antara kurikulum SMK dan kualifikasi industri. Proses pelaksanaan disesuaikan dengan kurikulum yang telah disusun. Evaluasi program kelas industri dilaksanakan setelah proses pelaksanaan kelas industri oleh kedua belah pihak.
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Syamsi, Ibnu. "Preparation for Vocational Life-Skills Education Model Implementation for School Dropouts." Integration of Education 23, no. 3 (September 30, 2019): 366–78. http://dx.doi.org/10.15507/1991-9468.096.023.201903.366-378.
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Introduction. In this article, social data on adolescent school dropouts are presented alongside a discussion of efforts to improve their life skills and employability. A focus on life-skills education for dropouts living in rural areas reveals how important business skills are for improving employability. The research context and efficient activities for coping with the addressed issues are com prehensively described. Materials and Methods. A previously developed Life-Skills Education model, involving field study, needs analysis, action research and evaluation, is elaborated to facilitate the collection of data related to the dropout rate and efforts to build soft skills to facilitate employability. Grounded theories on developing employability skills for dropouts are elucidated alongside real-world endeavours to provide a clear picture of what research objectives are achievable and how they can be achieved. Two districts – in Bantul Regency and Yogyakarta Special Province, Indonesia – were selected for the study, in which two sample groups of dropouts were involved in a set of planned activities. Observation, interview, survey and documentation were the main techniques employed. Results. The obtained results allow a fresh perspective to be obtained on the number and quality of school dropouts in the researched districts, as well as potential solutions for improving their life skills. Specifically, they include the following: (1) As many as 164 identified adolescent dropouts were found to live in the researched rural areas, of which 75% were unemployed, thus requiring appropriate life-skills education. (2) Twenty trainer-tutors were selected according to specific criteria and provided with a set of developed materials of respective knowledge and skills to be taught over the course of a one-month training programme. (3) In both districts, tutors accomplished the pedagogical content knowledge based training programme had improved their knowledge, attitudes, and motivation by the average gain score of 32.30, 3.15, and 5.55 respectively. Discussion and Conclusion. This paper suggests that the study has successfully prepared the implementation of Life-Skills Education model through its applied stages and recommends that (1) continuous Life-Skills Education programmes to improve the business skills of teenage dropouts should be carried out by managing and developing the qualifications of the tutors and by providing appropriate vocational skills suitable with their needs, and (2) that the contribution of educational interventions on pedagogical content knowledge in interdisciplinary domains might be further analysed.
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Venkatraman, Sitalakshmi, Tony de Souza-Daw, and Samuel Kaspi. "Improving employment outcomes of career and technical education students." Higher Education, Skills and Work-Based Learning 8, no. 4 (November 12, 2018): 469–83. http://dx.doi.org/10.1108/heswbl-01-2018-0003.
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Purpose In this rapidly changing world, we are experiencing the fourth industrial revolution, known as “Industry 4.0,” that requires education systems to redesign qualifications in order to meet the needs of an individual and the workplace of the digitized economy. The purpose of this paper is to provide an overview of the relatively new approaches being explored mainly in the UK and Australia within the higher education (HE) sector and to propose a framework with selected career training pathways for the tertiary education system within the Australian context. The implementation plan postulated from the reports of recent studies conducted in England’s apprenticeship system is intended as a guideline for facilitating a sustainable career and technical education (CTE) with three pillars of innovation, integration and collaboration in order to improve employment outcomes required for the digitized economy in Australia. Design/methodology/approach This study adopts a descriptive, pragmatic research methodology to review and analyze education methods found in contemporary degree and vocation programs, particularly the degree apprenticeships adopted in England. This approach is used to explore, explain and develop a framework for student-centric apprenticeship options in CTE with graduate outcomes in the re-designed HE programs to successfully meet the needs of Industry 4.0 workplaces in Australia. Findings A student-centric framework is designed for HE programs with a proposal to include practical variations in apprenticeships to embrace flexible structures and industry responsiveness. The paper develops tactical plans and implementation flowcharts for the proposed framework with four CTE pathways, such as degree apprenticeships, start-up focus degrees, tailored studies and multiple majors that are designed for tertiary education programs to meet the dynamically changing employment needs of industry. Originality/value This proposal is a relatively new approach to improve employment outcomes of students undergoing degrees and vocational education with a focus on apprenticeship in four different forms. The strength of this pragmatic approach is in providing an insight into “what works” through a set of flexible, sustainable and practical implementation plan for the proposed CTE pathway framework in order to meet the future need of re-skilling and training for the digital economy.
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Salam, Nur. "Investigating the Implementation of Block System Learning Model at Higher Education during the Covid-19 Pandemic." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (April 10, 2022): 505–18. http://dx.doi.org/10.35445/alishlah.v14i1.1009.
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This study aims to investigate the management and learning achievement in vocational higher education using the block system learning model. This study used the descriptive qualitative method. The subjects consisted of 150 students, 6 lecturers for courses, and 6 structural officials, while the object of the research is learning management using the block system learning model. The data was collected using observations, interviews, documentation, and questionnaires. The steps in analyzing data are processing, reducing, presenting, and drawing conclusions. The results of the study state that; 1) in the planning of the block system learning model, lecturer involvement is needed for curriculum design 2) the implementation of the block system learning model is prioritized to be implemented in one course; 3) the assessment system is in accordance with the provisions set out in the curriculum evaluation; 4) the institution provides flexibility in developing learning curriculum in accordance with the Indonesian Qualifications Framework and Indonesian National Work Competency Standards. The inhibiting factors with the block system learning model are the disruption of software and hardware facilities; 5) the achievement target of student competence is by what has been determined by the curriculum.
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Sysko, Nataliia. "EXPANDING THE PROFESSIONAL PEDAGOGICAL PROFILE OF TEACHER FROM PROFESSIONAL (VOCATIONAL) EDUCATION SCHOOL UNDER THE CONDITIONS OF INCLUSION." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (November 25, 2019): 11–17. http://dx.doi.org/10.32835/2223-5752.2019.19.11-17.
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Relevance: persons with special educational needs require professional qualifications. This leads to theactualization of the issue of expanding the professional and pedagogical profile of the teacher of the P (V) Eschool and the inclusive competence acquisition.Aim: to analyze the legal documents on the provision of inclusive education in the system of vocationaleducation and training and study the needs of teachers of P(V)E school in the formation of inclusive competence.Methods: theoretical (analysis, synthesis, generalization); empirical (interviewing methods, conversation).Results: it has been found out that the problem of expanding the professional and pedagogical profile of theteacher of the professional (vocational) education school in the direction of his inclusive competence development needs to be addressed. It has been established that the creation of the barrier-free educational environment and the architectural accessibility of facilities in educational institutions for education applicants with special educational needs is necessary. The vast majority of teachers require the specially organized training on issues of inclusion introduction. It has been defined that teachers identify such forms of increasing the inclusive competence as training, specialist counseling and full-time targeted courses. The experience of forming the inclusive competence of teachers through the introduction of formal, non-formal and informal education has been presented. It has been stated that it is important to establish cooperation between educational institutions and regional inclusive resource centers. It has been proved that teachers need assistance in developing an individual curriculum for the education applicants with special educational needs and evaluation of its implementation.Conclusions: the introduction of inclusive education in the system of vocational education and training willgive the opportunity to obtain the working
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Atorkey, Prince, Christine Paul, Billie Bonevski, John Wiggers, Aimee Mitchell, Emma Byrnes, Christophe Lecathelinais, and Flora Tzelepis. "Uptake of Proactively Offered Online and Telephone Support Services Targeting Multiple Health Risk Behaviors Among Vocational Education Students: Process Evaluation of a Cluster Randomized Controlled Trial." Journal of Medical Internet Research 23, no. 1 (January 6, 2021): e19737. http://dx.doi.org/10.2196/19737.
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Background A high proportion of vocational education students smoke tobacco, have inadequate nutrition (ie, low fruit and vegetable intake), drink alcohol at risky levels, or are physically inactive. The extent to which vocational education students will sign up for proactively offered online and telephone support services for multiple health risk behaviors is unknown. Objective The aim of this study is to examine the uptake of proactively offered online and telephone support services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors, individually and in combination, among vocational education students in the Technical and Further Education (TAFE) setting. The characteristics associated with the uptake of online or telephone services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors were also examined. Methods Vocational education students enrolled in a TAFE class in New South Wales, Australia, which ran for 6 months or more, were recruited to participate in a cluster randomized controlled trial from May 2018 to May 2019. In the intervention arm, participants who did not meet the Australian health guidelines for each of the smoking, nutrition, alcohol consumption, and physical activity risk behaviors were provided electronic feedback and proactively offered online and telephone support services. Uptake of support was measured by whether participants signed up for the online and telephone services they were offered. Results Vocational education students (N=551; mean age 25.7 years, SD 11.1; 310/551, 56.3% male) were recruited into the intervention arm. Uptake of the proactive offer of either online or telephone services was 14.5% (59/406) for fruit and vegetables, 12.7% (29/228) for physical activity, 6.8% (13/191) for smoking, and 5.5% (18/327) for alcohol use. Uptake of any online or telephone service for at least two health behaviors was 5.8% (22/377). Participants who were employed (odds ratio [OR] 0.10, 95% CI 0.01-0.72) and reported not being anxious (OR 0.11, 95% CI 0.02-0.71) had smaller odds of signing up for online or telephone services for smoking, whereas participants who reported not being depressed had greater odds (OR 10.25, 95% CI 1.30-80.67). Participants who intended to change their physical activity in the next 30 days had greater odds (OR 4.01, 95% CI 1.33-12.07) of signing up for online or telephone services for physical activity. Employed participants had smaller odds (OR 0.18, 95% CI 0.06-0.56) of signing up for support services for at least two behaviors. Conclusions Although the uptake of proactively offered online and telephone support services is low, these rates appear to be higher than the self-initiated use of some of these services in the general population. Scaling up the proactive offer of online and telephone services may produce beneficial health outcomes. Trial Registration Australian New Zealand Clinical Trials Registry: ACTRN12618000723280; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375001.
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Smirnova, M. E., A. O. Subocheva, and I. N. Belogrud. "INCREASING THE IMPORTANCE OF HR-CONSULTING IN THE CONDITIONS OF ECONOMIC UNCERTAINTY." Scientific Review: Theory and Practice 10, no. 6 (June 30, 2020): 1042–49. http://dx.doi.org/10.35679/2226-0226-2020-10-6-1042-1049.
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In the conditions of economic uncertainty, serious requirements are put forward for the personnel management system. Special skills and qualifications of personnel are increasingly prevailing as the main competitive companies’ advantage in the struggle for a leading position in the market. In the short term, highly dynamic employment processes are expected, as many organizations aim to significantly adjust existing labor relations. Personnel consulting reflect the activity to solve the tasks set for the top personnel management in order to increase the profitability of the organization. The object of the personnel audit is the internal labor market, that is, the available human resources are considered, in particular, the workforce, various aspects of the organization’s production activities. Effectiveness evaluation of the methods of vocational guidance and adaptation, identification and diagnosis of problems arising during the adaptation period is also one of the main parameters. Thus, the specific diversity of personnel audit is determined by the goals and objectives. The lack of personnel assessment and development systems in the company entails serious risks in forming and implementation of management decisions, which can also lead to serious costs for the organization. Personnel assessment using transparent and understandable criteria, organization of trainings and training for employees, formation of programs for the development of professional competencies are not only conditions for retaining employees, but also a tool for developing the organization’s HR brand.
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Rahayu, Widyanti, and Siti Rohmah Rohimah. "MENINGKATKAN KETERAMPILAN MENGGUNAKAN SOFTWARE R SEBAGAI SOLUSI UNTUK MENINGKATKAN INOVASI PEMBELAJARAN BAGI GURU-GURU MATEMATIKA SMA DAN SMK DI JAKARTA TIMUR." Sarwahita 12, no. 2 (October 31, 2015): 134–40. http://dx.doi.org/10.21009/sarwahita.122.10.
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ABSTRAKKondisi yang dialami oleh banyak guru matematika antara lain yaitu kurangnya inovasi dalam pembelajaran matematika. Guru wajib memiliki kualifikasi akademik, kompetensi, sertifikat pendidik, sehat jasmani, dan rohani, serta memiliki kemampuan untuk mewujudkan tujuan pendidikan nasional.untuk menjamin keterlaksanaan tugasnya secara professional. Untuk meningkatkan kompetensi guru-guru khususnya guru-guru di Sekolah Menengah Atas dan Sekolah Menengah Kejuruan perlu diberikan pelatihan-pelatihan software yang menunjang tugas utamanya sebagai pendidik. Salah satu software yang berguna untuk pembelajaran matematika diantaranya Software R. Software R dapat digunakan untuk menjelaskan banyak topik dalam matematika antara lain: masalah aritmatika, geometri, maupun aljabar. Sofware R juga dapat digunakan guru untuk membantu evaluasi pembelajaran maupun untuk mengolah data penelitian. Melalui pelatihan software R bertujuan agar guru mampu berinovasi untuk meningkatkan kemampuan dan kreativitas mengajar matematika guru- guru di Sekolah Menengah Atas dan Sekolah Menengah Kejuruan di Jakarta Timur. Feedback dari kegiatan pelatihan yang diselenggarakan, peserta memberikan respon positif terhadap pelatihan tentang Software R.
ABSTRACTConditions experienced by many teachers of mathematics, among others, the lack of innovation in learning mathematics. Teachers are required to have academic qualifications, competencies, certificates of educators, physically and mentally, and have the ability to realize the goals of national education. To ensure professional execution of their duties. To improve the competence of teachers, especially teachers in Senior High School and Vocational High School need to be given software training that support the main task as educator. One of the software that is useful for learning mathematics such as Software R. Software R can be used to explain many topics in mathematics, among others: the problem of arithmetic, geometry, and algebra. Software R also can be used by teacher to assist evaluation of learning and also to process research data. Through software training R aims to enable teachers to innovate to improve the skills and creativity of teaching mathematics teachers in High School and Vocational High School in East Jakarta. Feedback from the training activities held, the participants gave a positive response to the training on Software R.
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Tongpaeng, Yootthapong, Pradorn Sureephong, and Suepphong Chernbumroong. "The Vocational Knowledge Improvement Method for the Post-Modern Worker: A Case Study of the Tourism MRA Body of Knowledge Standards." ECTI Transactions on Computer and Information Technology (ECTI-CIT) 13, no. 1 (October 20, 2019): 94–104. http://dx.doi.org/10.37936/ecti-cit.2019131.138615.
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The ASEAN member countries are going to implement the Mutual Recognition Arrangement (MRA) of Qualifications of Tourism Professionals which is the framework of competency standards with the aim to promote the equality of human resources in the tourism industry and to facilitate the mobility of tourism professionals. However, vocational education and training don’t seem to provide knowledge improvement for the worker in the postmodern era since the completion rate of MOOCs is very low. Therefore, the aim of this paper is to propose a knowledge improvement method for knowledge workers who are working in the tourism industry. In this study, the cognitive load theory and interactive media were employed as methods which are able to improve the knowledge workers’ learning performance via mobile devices. Two experiments were performed in order to find the optimal length of video lectures and the effectiveness of interactive media in MOOCs. The first experiment was performed on sixty-two tourism industry knowledge workers who were divided into four groups randomly. Each group was loaded with different video lengths and different segmentations. The second experiment was done on the same focus group by separating them into control and experiment groups. The experiment group was assigned to use interactive media (2D learning game) right after the learning video. The results show that, by providing the same amount of learning time, the group who were using the smaller video lengths performed significantly better than the other due to lower load of information. Differences in knowledge tests were examined across different conditions of video lengths to measure the learning performance. As a result, the groups which were equipped with interactive media achieved higher test scores than those in non-interactive groups. The evaluation method for the performance test was the same as the first experiment. The results indicate that the interactive group with smaller size of video length performed significantly better than the other group exposed to traditional online learning (using long video in a non-interactive manner).
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Hanna, Amelie, Lindsey Conner, and Trudy-Ann Sweeney. "Enhancing Employability and e-Business Capacities for Arabic-Speaking Residents of Australia through START Online Training." Social Science Protocols 3 (September 13, 2020): 1–18. http://dx.doi.org/10.7565/ssp.2020.2816.
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Background: Arabic minority groups in Australia face language barriers and shortage of computer skills, which cause unemployment and/or an inability to establish their own businesses. The unemployment rate for this group is ~ 20.5%, which is 3-times higher than the average unemployment rate in Australia (~7%). The unemployment will get worse due to COVID-19 pandemic. The current provision of computer and language training in Australia is in English, which results in longer training times and higher chances of non-completion.
Objective: The Smart Training for Arabic Residents on Technology (START) is an interventional online bi-lingual training that assists Arabic-speaking residents of Australia to establish an online business with minimum resources (money, space, and infrastructure) or at least help them find suitable employment.
Methods: START uses Design-Based Research DBR, as it has its own progressive refinement approach. Both qualitative methods (skills assessment interviews, semi-guided observation, and final follow-up interviews) and quantitative methods (practical tests, log analysis/learning analytics, feedback surveys) contribute to evaluation and improvement cycles.
Discussion: DBR has not been applied to vocational immigrant education previously. This research project contributes to a better understanding of the relationships between educational theory, designed learning and outcomes, to help advance learning and teaching environments by refining critical factors that lead to success for trainees. Practically, Arabic residents are provided opportunities to master computer and English skills for establishing their own online businesses. This research, however, has some limitations. Usually a team of teacher, learning designer, and researcher is recommended for DBR, but that is not possible in this PhD study. It is also acknowledged that although this study aims for optimal refinement of the START program, through multiple cycles of improvement, realistically it will be difficult to “recreate” the exact learning environment in future programs.
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Walsh, Joe, Tom Walsh, Ian Timothy Heazlewood, and Mike Climtein. "Critical Reflections and Recommendations Derived from Providing Over 20,000 Hours of Practicum Industry Placements for Tertiary Students in Exercise Science, Sport and Fitness." Asian Journal of Contemporary Education 2, no. 2 (May 23, 2018): 53–59. http://dx.doi.org/10.18488/journal.137.2018.22.53.59.
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More than 30 of the 43 universities in Australia offer an exercise science and/or sport science degree programs. In the Vocational Education and Training (VET) sector, more than 160 Registered Training Organisations offer Australian Government approved fitness training courses. The paper is a self-reflective exercise based upon mentoring placement students from multiple registered course providers from the VET sector fitness strand. Combined with reflection on apparently healthy general population hours for placement students from six Sydney city and one regional New South Wales based universities this represented evaluation of more than 200 students and more than 20,000 placement supervision hours. This observation was based upon student placements conducted over the previous seven years, though a significant proportion of the students surveilled were from the previous 36 months. A number of recommendations were developed that may be relevant not just for health, fitness and exercise and sport science courses, but also may be relevant to industry mentorship across a range of fields.
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Santos, Mónica. "Tatuadores: principais Fatores de Risco e Riscos Laborais, Doenças Profissionais associadas e Medidas de Proteção recomendadas." Revista Portuguesa de Saúde Ocupacional 10 (December 31, 2020): 1–58. http://dx.doi.org/10.31252/rpso.22.08.2020.
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Introduction/ objectives Over the last few decades getting tattoos has been progressively better accepted by society in most countries; thus, the number of establishments and professionals in the area has also increased. However, since it is a recent activity and with heterogeneous norms/ licensing, these individuals often escape the evaluation by Occupational Health. The literature on this subject is scarce. This review was intended to characterize the profession of tattoo artist with regard to: vocational training; main risk factors/ occupational risks; more prevalent semiology and associated major diseases; work accidents; collective/ individual protection measures adopted and associated legislation. Methodology This is a Scoping Review, initiated through a survey conducted in April 2019 in the databases “CINALH plus with full text, Medline with full text, Database of Abstracts of Reviews of Effects, Cochrane Central Register of Controlled Trials, Cochrane Database of Systematic Reviews, Cochrane Methodology Register, Nursing and Allied Health Collection: Comprehensive, MedicLatina, Academic Search Ultimate, Science Direct, Web of Science, SCOPUS and RCAAP. Content In most countries, a person can work in the area without having specific qualifications; the products can be purchased via internet and the rules for opening the establishment vary locally. Given the absence of norms that parameterize the necessary qualifications to exercise, the same happens in the process of teaching in this sector. The main occupational risks/ risk factors are the quimical and biological agents, vibrations, noise, forced/ maintained postures, repetitive movements, visual effort, handling needles and sharps and prolonged shifts. Musculoskeletal semiology is very prevalent. Discussion / Conclusions / Limitations / Projects for the Future The risk factors are very similar to other professional sectors, such as dental medicine, which has already been studied in detail. Most of the few published documents on Tattoo Artists have a simplistic methodology and the samples are small. In addition, the absence of uniform labor standards and licensing undermines safe work. It would be very important that these arise and be progressively perfected. In a post-implementation phase, it would be desirable to have an institution with the capacity and authority to monitor compliance and to require the correction of identified problems. Similarly, it would also be interesting if the education process were also formalized and compulsory, perhaps starting at a technical level and evolving (if the progression of the sector allows or requires), to other degree.
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Considine, Julie, Tony Walker, and Debra Berry. "Development, implementation and evaluation of an interprofessional graduate program for nursing–paramedicine double-degree graduates." Australian Health Review 39, no. 5 (2015): 595. http://dx.doi.org/10.1071/ah14258.
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Over the past decade, several Australian universities have offered a double degree in nursing and paramedicine. Mainstream employment models that facilitate integrated graduate practice in both nursing and paramedicine are currently lacking. The aim of the present study was to detail the development of the Interprofessional Graduate Program (IPG), the industrial and professional issues that required solutions, outcomes from the first pilot IPG group and future directions. The IPG was an 18-month program during which participants rotated between graduate nursing experience in emergency nursing at Northern Health, Melbourne, Australia and graduate paramedic experience with Ambulance Victoria. The first IPG with 10 participants ran from January 2011 to August 2012. A survey completed by nine of the 10 participants in March 2014 showed that all nine participants nominated Ambulance Victoria as their main employer and five participants were working casual shifts in nursing. Alternative graduate programs that span two health disciplines are feasible but hampered by rigid industrial relations structures and professional ideologies. Despite a ‘purpose built’ graduate program that spanned two disciplines, traditional organisational structures still hamper double-degree graduates using all of skills to full capacity, and force the selection of one dominant profession. What is known about the topic? There are no employment models that facilitate integrated graduate practice in both nursing and paramedicine. The lack of innovative employment models for double-degree graduates means that current graduate program structures force double-degree graduates to practice in one discipline, negating the intent of a double degree. What does this paper add? This is the first time that a graduate program specifically designed for double-degree graduates with qualifications as Registered Nurses and Paramedics has been developed, delivered and evaluated. This paper confirms that graduate programs spanning two health disciplines are feasible. What are the implications for practitioners? Even with a graduate program specifically designed to span nursing and paramedicine, traditional organisational structures still hamper double-degree graduates using all their skills to full capacity, and force the selection of one dominant profession.
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Хайруллина, Л., L. Hayrullina, М. Чижова, M. Chizhova, В. Гасилов, V. Gasilov, Оксана Тучкова, and Oksana Tuchkova. "Labor Protection Specialist’s Role in Modern Management System of Occupational Safety." Safety in Technosphere 7, no. 5 (November 19, 2019): 9–18. http://dx.doi.org/10.12737/article_5d8b19e70bfae9.81257352.
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The necessity of professional standards application in the organization’s personnel policy formation and remuneration system setting is discussed. It is specified that the professional standard can be used during certification of the worker upon examination a level of his knowledge. Invaluable assistance of professional standards during preparation of employment contracts is also noted. There is an opinion that professional standards are an addition to the unified job evaluation catalog, and should replace it over the long term. In connection with the stated topic, the labor protection specialist’s professional standard is considered in detail in this paper. It has been noted that the main purpose of this employee is assessment, decrease and even elimination the impact of harmful and dangerous production factors on workers. The whole complex of the most important issues in the safety management system has been considered. It is subject to problems related to both personal protective equipment, and providing of investigation and recording for accidents and occupational diseases. The requirements to the labor protection specialist’s education and training, experience of his practical work are discussed, as well as special conditions for permit-to-work. The importance of a special assessment for labor conditions has been highlighted in this paper. It is noted that one of the latest trends in the safety management system is a behavioral audit, representing a system for assessment and analysis of personnel’s unsafe actions at work. It is concluded that the professional standard is a characteristic of the qualification required for an employee to perform a certain type of activity. This standard should serve as a valuable reference point for vocational education’s aims. It is pointed out that the role of labor protection services and specialists is constantly increasing and requires even some elements of independence directly from employers. Such a process is supposed to be carried out in the form of an industry council on professional qualifications and centers for their evaluation.
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Сахарчук, Елена, and Elena Sakharchuk. "Organizational and methodological development bases of national concept of Russian vocational tourism education drawing on international experience." Universities for Tourism and Service Association Bulletin 10, no. 4 (December 19, 2016): 4–14. http://dx.doi.org/10.12737/23570.
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This article outlines the main features of the study of organizational and methodological basis of the development of the national concept of vocational tourism education of Russia on international experience. The study was conducted from 2008 to the year 2016 and consisted of several stages. The first stage was characterized by the analysis of scientific literature on the problems of professional education in the field of tourism with the aim of defining paradigms of development, the specifics of the formation of the national industry model of education, the ratio of global and national interests in the simulation of the system of professional tourist education, methodology of pedagogical system study, conceptualization and modeling. During this period, was studied the world experi- ence of professional tourism education and identified 9 Western models of greatest interest in the context of the study: Australia, Austria, UK, Germany, Canada, Norway, Finland, France and Switzerland. The second stage was a program of experimental work and launched the preparatory phase of its implementation. Identified the characteristics of the actual public demand for specialists tourist profile; identified the dominant behavior patterns of graduates of tourism institutes; developed procedures and content of evaluation of professional competencies in tourism. The third stage was characterized by the generalization of theoretical and methodological approaches and of representations associated with the research and development of organizational-pedagogical conditions of implementation of the national system of professional tourism education. Was the experimental work with the aim of ascertaining the current status of personnel training for tourism in Russia, as well as testing a number of conceptual provisions of the theory of systemic organization of professional tourism education, concerning its structure (unity of subsystems: consumer, content, function and regulation), educational content and evaluation of its re- sults. During the fourth phase was analyzed organizational-pedagogical model of Western countries, summarized the results of their comparative analysis, which identified global trends and invariant constructs the international system of professional tourist education. At this stage, identified the essence and developed the conceptual basis of formation of national system of professional tourism education in the context of solving problems of modernization of the industry education and taking into account external trends and challenges. At the fifth stage was developed and piloted innovative courses, academic disciplines, and innovative training course of teachers training areas «Tourism» and «Hospitality»; the identified indicators of the level of satisfaction with the quality of the educational product consumers (employers of tourism and of graduates of educational institutions) on the effectiveness of technology praxiological learning in educational institutions in the field of tourism. This article describes the relevance of the main problem, object, subject, topic, hypothesis, aim, objectives and main results of the study.
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Зворыкина, Татьяна, Tatyana Zvorykina, Людмила Сильчева, Lyudmila Silcheva, Ольга Гогаева, and Olga Gogaeva. "ISSUE OF DEVELOPING NEW STANDARDS AS A MAIN CRITERION OF IMPROVING THE QUALITY OF EDUCATION." Universities for Tourism and Service Association Bulletin 10, no. 3 (September 15, 2016): 50–58. http://dx.doi.org/10.12737/21133.
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The article is devoted to the development of new professional standards aimed at improving the quality of vocational education. A new generation of standards professional education will develop and innovative educational programs. Uniform requirements to professional activity help to maintain the uniform quality of labour in all enterprises of the industry, conduct training needs and improving qualification of personnel and certification of personnel, to develop modular training programmes to introduce new technologies of training based on competencies, to conduct an independent assessment of learning outcomes, to create the new classifier of professions, and to form a coherent system of continuous professional education. Currently, due to the importance of activity of the enterprises of sphere of services to solve the problem of improving the quality of life of the population, Russia has adopted and is implementing various Federal programs, such as Federal target program «Development of domestic and outbound tourism in the Russian Federation for 2011–2018», «bases of state policy in the field of healthy nutrition of the population for the period till 2020», «Strategy of development of physical culture and sports in the Russian Federation for the period till 2020» and other documents. The experience of socio- economic development of leading countries shows that the transition to a qualitatively new level of economy associated with the intensive mobilization of sources of growth, especially with the growing importance of using highly qualified personnel and the introduction of the evaluation system of vocational qualifications. Currently there are many forms of support for professional level performers of services. A key instrument for the formation of professional requirements to the specialists, workers, artists, etc. are of professional standards. Developing market processes in the field of services for the modeling and design of apparel, fur, leather, knitwear for in- dividual orders and the impact of professional community allow us to state that due to competition the quality of services increases significantly, and a key criterion in assessing the quality is the qualification of executors. Foreign and domestic experience shows that in the current conditions of socioeconomic development, develop- ment of professional standards «Specialist in modeling and designing sewing, fur, leather, knitwear for individual orders» becomes extremely important. The development of professional standards will take into account the spe- cifics of the actual services for the modeling and design of apparel, fur, leather, knitwear for individual orders to reflect the contemporary activities of a specialist in the field of fashion and beauty. The professional standard will be fully and clearly describe the requirements for specialists, to give an indication of the set of normative documents, regulating this activity.
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Bond, Lyndal, Anne Giddens, Anne Cosentino, Margaret Cook, Paul Hoban, Ann Haynes, Louise Scaffidi, Mary Dimovski, Eileen Cini, and Sara Glover. "Changing Cultures: Enhancing Mental Health and Wellbeing of Refugee Young People through Education and Training." Promotion & Education 14, no. 3 (September 2007): 143–49. http://dx.doi.org/10.1177/175797590701400302.
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Many refugee people and others entering Australia under the Humanitarian Program, have experienced extremely stressful and disrupted lives prior to arrival. A major difficulty experienced by a significant number of refugee young people is their lack of formal education before arrival. It directly affects their ability to start connecting to their new society and constructing a new life. The level of ease with which young people can move into the education and training system and begin to establish a meaningful career pathway has a huge impact on their successful settlement and stable mental health. This paper describes the Changing Cultures Project, a three-year project, which explored models of appropriate and accessible education and training for refugee and newly arrived young people that would enhance their mental health. The Changing Cultures Project was a partnership between the education, health and settlement sectors. This paper describes the program and system response to the health, settlement, education and vocational issues facing refugee young people using a mental health promotion framework and reflective practice. We discuss how the refugee youth programs met a broad range of needs as well as providing language, literacy and basic education to newly arrived young people. While working in an environment of changing policy and public opinion regarding refugee issues, the Project delivered successful outcomes at the program and organisational levels for refugee young people by addressing issues of program development and delivery, organisational development and capacity building and community development and evaluation.
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Rickwood, Debra, Vanessa Kennedy, Koki Miyazaki, Nic Telford, Stephen Carbone, Ella Hewitt, and Carolyn Watts. "An Online Platform to Provide Work and Study Support for Young People With Mental Health Challenges: Observational and Survey Study." JMIR Mental Health 8, no. 2 (February 9, 2021): e21872. http://dx.doi.org/10.2196/21872.
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Background Young people, aged 15-25 years, are at a critical stage of life when they need to navigate vocational pathways and achieve work and study outcomes. Those with mental health problems are particularly at risk of disengagement with work and study and need effective support. The headspace Work and Study (hWS) service is an innovative online platform implemented in Australia to support young people aged 15-25 years with mental health problems to achieve work and study goals. Objective This study aims to determine whether the hWS service has been implemented as planned, provides appropriate support for young people, and achieves its main goals. Methods Data were collected via 2 methodologies: (1) the hWS Minimum Data Set, which includes data on all clients in the service (n=1139), services delivered, and service impact; and (2) a survey of hWS clients who volunteered to participate in an evaluation of the hWS service (n=137). Results The service was accessed by its defined target group, young people aged 15-25 years with mental health and work and study difficulties. Young people found the online platform to be acceptable, and the assistance provided and clinical integration useful; many young people achieved positive work and study outcomes, particularly those who engaged more times with the service. More assistance was sought for work than study goals, suggesting that the transition to work may be particularly challenging for young people. One-third (298/881, 33.8%) of the sample for the service impact analyses achieved at least 1 primary work or study outcome, and this increased to 44.5% (225/506) for those who engaged with 5 or more sessions, demonstrating that greater engagement with the service produced better outcomes. Conclusions Critical work and study support can be effectively delivered via an online modality to young people with common mental health problems. Digital services are scaleable to reach many young people and are of particular value for those with difficulty accessing in-person services.
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Litvinova, Maryna Borysivna, and Olexandr Dmytrovych Shtanko. "Using the L&D model in information support of educational process in Technical University." Engineering and Educational Technologies 8, no. 3 (September 30, 2020): 45–57. http://dx.doi.org/10.30929/2307-9770.2020.08.03.04.
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The paper considers the model "Learning & Development" (L&D), which during 2017-2020 was used and tested at the Energy Faculty of the Kherson Branch of the Admiral Makarov National University of Shipbuilding (KB NUS). An appropriate information environment has been created, in which six components of information support have been implemented. The practical tasks to be solved using the L&D model are considered, the scheme of subjective access to information environment resources at different levels is developed and implemented in practice. In the educational process, the use of the traditional model of learning using PowerPoint, tutorials and handouts has been significantly reduced. Instead, there was a predominant use of internal (university) and general Internet systems, podcasts, interactive web-conferences, etc. Thanks to the introduction of the L&D model, the problem of improving and optimizing information and analytical support for all specialties of the energy engineering faculty of KB NUS has been solved. The results of the application of the L&D model in the educational process were studied in two areas: by expert assessment of the effectiveness of its impact on students' learning activities and by the results of employment of graduates. Based on the results of the expert evaluation, a comparison of learning outcomes in the experimental (EG) and control (CG) groups was performed on seven indicators. According to these indicators, the criterion score of the L&D model was defined as "good" and "excellent". Comparative data on the success of training in the experimental and control groups show that the indicators of learning outcomes in the EG level of compliance with professional competencies is higher than in the CG. It was found that EG graduates are more in demand by employers than CG. The obtained positive result of the application of the L&D model in the educational environment of the Technical University in Ukraine fully corresponds to the data of the application of such a model in vocational and business programs in Europe, America, Australia and others. Its use allows to improve the general level of computer and information support of all disciplines, to expand the computer and information competence of students, to increase the economic demand for graduates and to improve their employment.