Relevant bibliographies by topics / WorldSkills (Competition)

Academic literature on the topic 'WorldSkills (Competition)'

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Published: 26 July 2024
Last updated: 28 July 2024

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Journal articles on the topic "WorldSkills (Competition)"

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Idris, Nadzimah, Abdul Rahim Razalli, and Mohd Ridhuan Mohd Jamil. "Challenges and Experience in Training Intellectually Disabled Students in the National Floristry Competition: Toward the WorldSkills Competitions." Jurnal Kejuruteraan si6, no. 2 (December 30, 2023): 21–30. http://dx.doi.org/10.17576/jkukm-2023-si6(2)-03.

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Malaysia is one of the 85 member nations competing in the WorldSkills Competition, which unites two-thirds of the world's population. The WorldSkills mission is to encourage and assist 100 million young people in advancing their skills by 2030. This study investigated how teacher (special education teacher), the community (instructor), and expert, train an intellectually disabled student for the National Floristry Competition. As a precursor for the WorldSkills Competition, this study examined their experiences and difficulties in training intellectually disabled student for this competition. This study uses a purposive sampling method with three participants rather than a random one. Based on a case study research design, it employs ethnographic participant observation and indepth interviews, among other techniques. The study determined that student with special needs should participate in international skill competitions as early as possible. The Malaysian floristry industry has significant untapped potential, and students with intellectual disabilities can access it if they receive ongoing guidance and training. To be successful in the WorldSkills Competition, Malaysia must overcome financial, time, and knowledge limitations. This study illustrates the difficulties and lessons learned in preparing an intellectually disabled student for the national floristry competition. These empirical investigations result in a deeper understanding and are crucial to academicians as the path for future planning and generating future young talents for the WorldSkills Competition.
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Tropnikova, Valeriya Valerievna. "The influence of Worldskills technologies on the formation of professional competence of college students." SHS Web of Conferences 121 (2021): 02013. http://dx.doi.org/10.1051/shsconf/202112102013.

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The international experience shows that the mechanism of the WorldSkills competitive movement contributes to the development of the vocational education system. The study aimed to consider the Russian competition movement Worldskills Russia (WSR), as part of the international movement in terms of research problems: what is the pedagogical potential of WSR technologies and how effectively it provides the formation of the necessary professional and general competencies of students of secondary vocational institutions in blended learning (for example, medical college). The subject of the analysis was Russian and foreign research related to the formation of the competition movement; special attention was paid on materials that reveal the use of WSR technologies in educational institutions of the secondary vocational education system. The questionnaire was used to get students’ vision of WSR, their motivation for participating in the WSR. It was determined that the development processes of WSR included: the formation of the legislative framework; the allocation and use of significant state budget funds for professional training of teachers with the receipt of certificates of WSR Experts; significant costs for conducting exams according to the WSR standard, aimed at increasing the competitiveness of specialists for the innovative economy of the Russian Federation. A survey of medical college students shows that the involvement of the student audience in professional competitions is not ubiquitous; only 24.6% of first-year students of the first-year vocational education system are informed about the WSR movement. Only 16.9% of students were motivated to participate in Worldskills competitions. The integration of Worldskills technologies into the educational process in the blended learning model, along with project activities, ensures the formation of the necessary professional and general competencies of students of secondary vocational institutions. Methodological guidelines for the practice of vocational education in preparation for Worldskills require the solution of a set of related pedagogical and didactic problems. The research results can be used in the educational process of the secondary vocational education system.
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Chankseliani, Maia, and Susan James Relly. "Three-Capital Approach to the Study of Young People who Excel in Vocational Occupations: A Case of WorldSkills Competitors and Entrepreneurship." International Journal for Research in Vocational Education and Training 3, no. 1 (April 30, 2016): 46–65. http://dx.doi.org/10.13152/ijrvet.3.1.4.

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This paper examines the entrepreneurial inclinations of young people who achieved excellence in vocational occupations. We propose a three-capital approach to the study of entrepreneurship. Relying on the existing theories and original qualitative and quantitative data analyses, findings from interviews with 30 entrepreneurial and 10 non-entrepreneurial WorldSkills competitors show that psychological capital, social capital and human capital can be combined to explore how young people who excel in vocational occupations develop entrepreneurial mindsets. We show that training for and participation in the largest vocational skills event globally - WorldSkills competition - develops selected aspects of three capitals. However, we also discover that the entrepreneurial motivation precedes competitors' involvement with WorldSkills.
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Shackleton, Jenny, and Sally Messenger. "WORLDSKILLS RESPONSE TO TRANSVERSAL SKILLS." Journal of Supranational Policies of Education (JoSPoE), no. 13 (July 16, 2021): 168–90. http://dx.doi.org/10.15366/jospoe2021.13.008.

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Developing and maintaining the skills of an increasingly global workforce is a challenge all governments face, particularly as the world emerges from the effects of the2020/21 pandemic. Coupled with the impact of the “Fourth Industrial Revolution” working lives are changing at an unprecedented rate. This article looks at the critical role of transversal skills in enabling ‘employability’, as traditional occupations reconfigure, shift and new roles rapidly appear. Whilst definitions and classifications vary it is agreed that transversal skills are those which an individual can apply across all work roles and life situations, - they are a platform for flexibility, adaptability, and progression. For over 70 years WorldSkills International (WSI) has been working with governments to raise the profile of technical and vocational education (TVET), principally through a biennial global skills competition focusing on excellence. In recent years WSI has been investing in a strong research base working with global partners such as the OECD, ILO and UNESCO. In 2012 it began a project to develop WorldSkills Occupational Standards (WSOS). This article plots the journey WSI has taken to strengthen and embed transversal skills within its standards to ensure the currency of the Competition and more widely drive global skills development forward.
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Tarasyan, Vladimir S., and Maria G. Tarasyan. "CDIO Standards and their development while preparing for WorldSkills competition." Innotrans, no. 2 (2020): 40–47. http://dx.doi.org/10.20291/2311-164x-2020-2-40-47.

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The article describes CDIO Initiative international educational project standards and their use within educational program framework “Mechatronics and robotics”. Most notably, application of these standards and contemplations of their development while preparing for WorldSkills competition are looked upon.
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Gruneva, Anna, and Denis Vladimirovich Nikolenko. "On the issue of the formation of professional competence of a teacher, taking into account the requirements of Worldskills standards." Social'naja politika i social'noe partnerstvo (Social Policy and Social Partnership), no. 12 (November 21, 2021): 907–16. http://dx.doi.org/10.33920/pol-01-2112-03.

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WorldSkills Championships set high standards of professional excellence, foster pride in their specialization, make them see the smallest details of problems, and optimize the student's path to a high level of professional activity. During the competition, it becomes possible to assess the level of formation of professional competencies of future graduates, to make suggestions and draw conclusions about the quality of professional and pedagogical training of students. The article presents the current trends in the development of secondary vocational education in the context of the transition to a new digital economy. International movement WorldSkills as a resource for the development of the teaching profession. The prospects and problems of training teachers in accordance with WorldSkills standards are described. Approaches to the assessment of professional pedagogical activity: the place of WorldSkills assessment tools and technology in the implementation of the educational process. The conclusion about the professional readiness of future IT specialists is a complex of personal skills, the development of which is the result of a targeted professional impact by means of specialized resources that allow for effective preparation for successful professional activity.
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Pylväs, Laura, and Petri Nokelainen. "Finnish WorldSkills Achievers’ Vocational Talent Development and School-to-Work Pathways." International Journal for Research in Vocational Education and Training 4, no. 2 (August 31, 2017): 95–116. http://dx.doi.org/10.13152/ijrvet.4.2.1.

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This paper examines the perceptions of vocational expertise and school-to-work pathways among WorldSkills Competition (WSC) achievers and their co-workers and employers within the Finnish context. At the biennial international WSC, young people (aged 18-to-23 years) from over 60 countries demonstrate their skills in more than 40 trades. Individualized training for this competition is provided through the cooperation of vocational institutions (e.g., expert coaches, team leaders and competition panellists) and industry (e.g., mentors, sponsors, materials, equipment). Semi-structured thematic interviews (N=51) were conducted in 2013 and 2014 with former Finnish WSC medal or diploma winners (n=18) who had since begun their working lives (1-to-15 years of work experience). Their employers (n=16) and colleagues (n=17) were also interviewed. Results showed that in addition to vocation-specific knowledge and skills, problem-solving skills, creativity, social skills and self-regulatory skills were acknowledged as the most significant elements of vocational expertise. The findings also indicated that formal vocational education combined with deliberate practice and training based on expert mentoring improved the long-term career progress and vocational expertise of the WSC achievers.
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Bagaev, K. A., D. I. Galkin, A. V. Puzanov, and A. O. Ustinov. "THE DIGITAL RADIOGRAPHY APPLICATION EXPERIENCE AT WORLDSKILLS KAZAN 2019 CHAMPIONSHIP." Kontrol'. Diagnostika, no. 258 (December 2019): 36–43. http://dx.doi.org/10.14489/td.2019.12.pp.036-043.

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The 45 World championship WORLDSKILLS KAZAN 2019 took place this summer in Kazan. The competition of welders was a part of the championship. The quality of welded joints produced by participants was inspected using digital and computed radiography. These technologies deeply reduced time of radiographic inspection. The quality of radiographs corresponded to improved techniques – class B according to ISO 17636-2 standard. Test arrangements used, resulted images and the role of digital radiography software were described inside the article. Several ways to improve productivity of testing were proposed. It was concluded that digital radiography is applicable for wide range of tasks; the preferred method is dependent on task and testing object.
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Ганичева, А. Н., И. В. Ильина, Т. К. Ким, Л. А. Метелькова, Д. М. Правдов, and Е. И. Сухова. "Issues of the educational institutions of the secondary vocational education system preparation to various competitions." Management of Education, no. 2 (June 7, 2021): 150–59. http://dx.doi.org/10.25726/i9251-7537-2765-w.

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В статье рассматриваются основные проблемы подготовки образовательных организаций среднего профессионального образования к конкурсам различной направленности. Основной целью исследования является анализ проблем подготовки общеобразовательных организаций среднего профессионального образования (СПО) к конкурсам различной. В соответствии с поставленной целью в статье решены следующие задачи, направленные на определение сути конкурсов профессионального мастерства, рассмотрение направлений конкурса профессионального мастерства WorldSkills, а также выявлены проблемы подготовки к конкурсам, при этом учтена категория участников (педагоги и студенты), предложены пути повышения мотивации педагогов и студентов для участия в конкурсных мероприятиях. В рамках исследования определена гипотеза: можно предположить, что основными проблемами, влияющими на подготовку образовательными организациями СПО к конкурсам, являются материально-техническое обеспечение и мотивация педагогов и обучающихся. Методологической и информационной основой статьи являются научные труды, периодические издания, ресурсы Интернет и нормативно-правовая база. При проведении исследования использовались методы анализа, синтеза, сравнения и обобщения литературных источников и Internet-ресурсов. В результате исследования были определены направления конкурсов в зависимости от категории участников, при этом выделены основные их цели и преимущества, подтверждена гипотеза исследования, раскрыты составляющие проблем подготовки организациями СПО к конкурсам различной направленности, а также определены главные составляющие успешного участия в конкурсах – мотивация и стремление самих обучающихся, что возникает в результате правильно организованного образовательного процесса и постоянной коммуникации с педагогами. The article addresses the main issues of the educational institutions of the secondary vocational education preparation to various competitions. The main purpose of the research is the analysis of education institutions of the secondary vocational education preparation to various competitions. In accordance with the purpose in view the article solves the following objects aimed to determine the essence of professional skill competitions, to consider the directions of WorldSkills professional skill competition, as well as it identifies the issues of preparation to the competitions, provided that the participants’ (teachers and students) category is taken into account, the means to increase the teachers and students’ motivation for participation in the competition events are proposed. Within the framework of the research, it was assumed that the main issues influencing the educational institutions of the secondary vocational education preparation to competitions were material and technical support and teachers’ and students’ motivation. The methodological and informational basis for the article forms scientific works, periodicals, Internet resources, and laws and regulations. Within the research the following methods were used: analysis, synthesis, comparison and generalization of literature sources and Internet-resources. The research results in definition of competition directions depending on the participants’ category, thereat their main purposes and advantages were distinguished, the research assumption was confirmed, the components of the preparation issues of the secondary vocational education institutions to the various competitions were discovered, and the main components of successful participation in competitions – motivation and intention of the students – were defined, the motivation and intention arising as a result of well-structured education process and continuous communication with the teachers.
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Thormann, Patricia, Fabio Gonçalves Teixeira, Régio Pierre Da Silva, and Tania Luisa Koltermann Da Silva. "DESIGN GRÁFICO” E A WORLDSKILLS COMPETITION: VERTICALIZAÇÃO DO ENSINO E O MERCADO DE TRABALHO." Revista Competência 8, no. 2 (December 15, 2015): 75–90. http://dx.doi.org/10.24936/2177-4986.v8n2.2015.289.

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O presente artigo investiga como está sistematizada a formação técnica em “design gráfico”, questões relacionadas ao currículo e às diretrizes estruturantes dos cursos técnicos de nível médio, assim como seu eixo tecnológico. Além disso, esclarece o uso de nomenclaturas específicas em cada modalidade de ensino, as relações da verticalização do ensino técnico de nível médio, segundo o Ministério da Educação e as considerações relacionadas às ocupações profissionais indicadas na Classificação Brasileira de Ocupações do Ministério do Trabalho e Emprego. O artigo também explora as competições científicas nacionais e internacionais, associadas à educação profissional de nível médio, muitas vezes intituladas Olimpíadas do Conhecimento ou Torneios de Formação Profissional. As informações apresentadas utilizam o Catálogo Nacional de Cursos Técnicos proposto em 2008, a Classificação Brasileira de Ocupações, as diretrizes da Olimpíada do Conhecimento desenvolvida e organizada pelo Serviço Nacional de Aprendizagem Industrial e as normas e orientações do Torneio Internacional de Formação Profissional - WorldSkills Competition, como base de verificação. Ademais, o estudo busca uma reflexão sobre a contribuição para o mercado de trabalho, bem como para o desenvolvimento tecnológico, científico e cultural da sociedade por meio da verticalização da formação técnica, apoiada pelas competições científicas na área de design gráfico.
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Dissertations / Theses on the topic "WorldSkills (Competition)"

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Wang, Huei-Mei, and 王惠美. "A Technical Report on English Communication Skills Training Program Targeted to Automobile Technology of WorldSkills Competition – A Case Report of Taiwan Participant in 2015." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/f2f4yw.

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碩士
國立臺灣師範大學
工業教育學系
104
The main purpose of this paper is to contrive a language communication skills training program to promote Taiwan participants’ English competence targeted to WorldSkills Competition (WSC). English, the official language of WSC, is not the mother tongue of students in Taiwan. This paper illustrates an example to help Taiwan participants learn how to utilize English to get better two-way understanding throughout the competition process. It is hoped that with adequate communication skills, participants will be more focused on showing their professional talents and increase the chance of winning in WSC. The training program in Appendix 2 is targeted to WSC environment, expected to formulate a constructive and organized English communication skills teaching texture to Automobile Technology professional skill in WSC. The teaching concept is mainly based on 2 teaching methods: Teaching and Metacognition & Strategies in Interlanguage Communication. With the application of technology integration as instrumental media, the implementation follows two principles: English Teaching and Skills Competition Oriented Communication Training. By means of effective teaching materials selection, drilling in emulated competition environment, and interactive role-playing with International Juries, it is hoped the participant can be acquainted with cross-language interchange during the competitions. In order to keep track of the participant’s learning development, his English learning log is included in Appendix 3. Later in Appendix 4, as a quality control and exit program review, follow-up personal interviews were carried out and recorded to gather data: learning about specific events in WSC, gaining insight into the participant’s interior experiences, and how events affected the participant’s thoughts and feelings.
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Su, Yen-Ju, and 蘇妍如. "The self-efficacy, career development and influencing factors of worldSkills competitions contestants." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5p7497.

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博士
國立彰化師範大學
工業教育與技術學系
106
The purpose of this study was to explore the influence of skills competition experience, career self-efficacy, and career barriers on career development of WorldSkills competitions contestants for assisting career development of them in the future. Both qualitative and quantitative strategies were adopted to observe the career development of WorldSkills competitions contestants after their entry. The qualitative method was in-depth interview, 3 coaches and 5 contestants were chosen as interviewees. Through describing the process of selection, training, and post-game career development, the interview data was analyzed by the themes extraction to discuss the impact of competition experience on the career development of skills. The quantification method was questionnaire survey. The participants included 120 skills from the 33rd to the 43th session. The data were analyzed by SPSS 22.0 for descriptive statistics, t-test, one-way variate analysis of variance (ANOVA), correlation, multiple regressions by stepwise and other statistical methods. The conclusion in this study is that WorldSkills competitions contestants would be recommended or promoted to national universities or universities of science and technology directly with the results of the competition after participation. Most of their careers after graduating were related to their skills, but their expertise was not fully used. Half of incumbent skills were engaged in teaching. Winning prices or not had no significantly difference in career development and career self-efficacy, but the career barrier suffered by the winners were significantly less than the non-winners. Self-awareness in career self-efficacy, collection of occupational data, decision of target selection, and preparation of future plans could predict the career development situation after participation positively, while dissatisfaction with current conditions and lack of self-understanding in career obstacles could predict negatively. Winners’ career development was significantly better than non-winners. According to these results, relevant units of international skill competition should pay attention on skills’ career planning. Although the experience of competition had positive impact on the subsequent career development of the skills, they must provide appropriate career guidance at various stages such as excavation, training, and after the competition so that skills could get their careers options, and exert their own expertise. For the contestants, the skills they learn might be helpful for employment, but they needed to know themselves first, enhancing and developing their expertise and interests would be good with career development.
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Books on the topic "WorldSkills (Competition)"

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Uri to Taehan Min'guk ŭi kukka taep'yo ta: We are also a member of the Korean national team. Sŏul-si: Ilchinsa, 2020.

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Book chapters on the topic "WorldSkills (Competition)"

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Alla, A. Kaybiyaynen, Svetlana Matveeva, and Pavlova Irina Viktorovna. "WorldSkills Competition as an Efficient Engineer Training Technology." In Educating Engineers for Future Industrial Revolutions, 727–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68201-9_71.

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Hoey, David. "How Do We Measure Up? Benchmarking the WorldSkills Competition." In International Handbook of Education for the Changing World of Work, 2827–39. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_185.

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Conference papers on the topic "WorldSkills (Competition)"

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Sulistijono, Indra Adji, Andreas Dani Nata, Anhar Risnumawan, and Novian Fajar Satria. "Designing a Transporter Mobile Robot for the WorldSkills Competition 2022 Using a Finite-State Machine Approach." In 2023 8th International Conference on Electrical, Electronics and Information Engineering (ICEEIE). IEEE, 2023. http://dx.doi.org/10.1109/iceeie59078.2023.10334711.

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Петрова, Е. В. "FORMATION OF STUDENTS FLEXIBLE SKILLS IN THE SYSTEM OF SKILL COMPETITIONS AT PROFESSIONAL EDUCATIONAL ORGANIZATIONS." In «ОБРАЗОВАНИЕ БУДУЩЕГО» Материалы III Всероссийской научно-практической конференции с международным участием. Crossref, 2022. http://dx.doi.org/10.34708/gstou.2022.99.11.031.

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В настоящей статье рассматривается проблема формирования гибких навыков студентов профессиональных образовательных организаций во взаимосвязи с конкурсами профессионального мастерства. Цель статьи: описать основополагающие понятия темы с опорой на источники научной литературы различных ученых, в том числе выявить взаимосвязь гибких навыков и их компонентов, входящих в процесс формирования студентов в результате их участия в чемпионате «WorldSkills Russia» по компетенции «Поварское дело». This article deals with the problem of the formation of flexible skills of students of professional educational organizations in connection with professional skill competitions. The purpose of the article: to describe the fundamental concepts of the topic based on the sources of scientific literature of various scientists, including to identify the relationship of flexible skills and their components included in the process of formation of students as a result of their participation in the WorldSkills Russia championship on the competence of "Cooking".
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Tarasyan, V., and M. Tarasyan. "Using of WorldSkills competitions for CDIO standards development in USURT." In PROCEEDINGS OF THE SCIENTIFIC CONFERENCE ON RAILWAY TRANSPORT AND ENGINEERING (RTE 2021). AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0063481.

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Vorobeva, Natalia Aleksandrovna. "The improved quality of teachers training through the competitions of WorldSkills professional excellence." In IX International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-116721.

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