Gotowe bibliografie tematyczne / Central Vocational High School

Gotowa bibliografia na temat „Central Vocational High School”

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Data publikacji: 25 lipca 2024

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Artykuły w czasopismach na temat "Central Vocational High School"

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Akmaludin, Lalu, Sudirman Wilian i Sukardi Sukardi. "Study of the Competitiveness of Vocational High School Graduates towards Learning Outcome in Central Lombok Regency". International Journal of Multicultural and Multireligious Understanding 6, nr 3 (11.07.2019): 652. http://dx.doi.org/10.18415/ijmmu.v6i3.790.

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The purpose of this study was to determine of the competitiveness of vocational high school graduates towards learning outcome in Central Lombok Regency. This study uses a quantitative research approach with a research model that has been implemented by Bikse. The method used in this study is a survey. The population in this study were graduates from four Vocational Schools in Central Lombok Regency consisting of 2 State Vocational Schools namely: Vocational High School 1 of Praya Barat and Vocational High School 1 of Central Praya and 2 private Vocational Schools namely Tastura AZ-zikro Mangkung Vocational School and Al-Makrif Islamic Vocational School totaling 430 person. The study sample was 207 as obtained by using the proportional stratifaid random sampling technique. The instrument used in this study was adapted from a questionnaire developed by Bikse. Data analysis techniques in this study used inferential statistics. The results showed that vocational school graduates in Central Lombok Regency had competitiveness and competitiveness of Vocational High School graduates in Central Lombok Regency had been quite good even though the expectations of graduates were greater than the reality faced today:Key Words: Competitiveness; vocational high school graduates
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Abubakar, Muhammad Alfazrin, i Semlinda Juszandri Bulan. "Sistem Pendukung Keputusan Pemilihan SMA/SMK Terbaik di Kabupaten Malaka dengan Metode COPRAS". Jurnal Indonesia : Manajemen Informatika dan Komunikasi 5, nr 2 (20.05.2024): 2106–17. http://dx.doi.org/10.35870/jimik.v5i2.833.

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In the current era of globalization, the process of choosing a high school/vocational school has become a complex decision for prospective students who are trying to determine where to pursue their studies. This research explores the implementation of the Complex Proportional Assessment (COPRAS) method to aid in decision-making regarding the selection of Senior High School/Vocational School in Malacca Regency. With 35 high schools and 7 vocational schools in competition, Malacca Regency strives to produce the best graduates. This study specifically focuses on Senior High School/Vocational School in Central Malaka District as a viable alternative. The objective is to assist and simplify the decision-making process for students and parents when selecting the high school/ vocational school for prospective students. Data collection involved observation, interviews, and literature review, with criteria such as accreditation, number of students, SPP and the number of teachers considered, and Senior High School/Vocational School in Central Malaka District as the alternative. The data obtained will be implemented in a Decision Support System (DSS) based on the Complex Proportional Assessment (COPRAS) method to produce the relative value of each alternative and utility value for ranking. The results of this research are that the system provides information on selecting the best high school/vocational school based on COPRAS analysis and helps prospective students make more rational and data-based decisions.
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Kisno, Sherly, Edy Dharma, Humiras Betty Sihombing i Nathanael Sitanggang. "Vocational High School Prospective Graduates' Employability via Dual Vocational Certification (DVC)". 14th GCBSS Proceeding 2022 14, nr 2 (28.12.2022): 1. http://dx.doi.org/10.35609/gcbssproceeding.2022.2(57).

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Vocational High Schools are educational institution aiming to prepare the ready-to-employ graduates by prioritizing their skill and expertise according to their areas of expertise (Azri, Irwan, & Nurul, 2020; Mukhlason, Winanti, & Yundra, 2020). Vocational High School is expected to play an important role in holistic human development and community development Indonesia entirely and reduce the number of early school leaver (Slamet, 2016; Diwangkoro & Soenarto, 2020; Farrugia & Martina, 2021). While the growth of employment in the industrial sector is growing slowly, the graduates of Vocational High Schools are increasing but the rate of joblessness of the Vocational Highs Schools graduates has become a critical issue in Indonesia (Erlinawati, 2020; Wijaya & Utami, 2021; Hanifah & Suharyanto, 2021). As a result, these Vocational High Schools graduates are not accommodated in the industrial sector and they become job seekers or open unemployment (Dewi, 2017; Yunikawati, Prayitno, Purboyo, Istiqomah, & Puspasari, 2018; Azman, Ambiyar, Simatupang, Karudin, & Dakhi, 2020). The Central Statistics Agency (BPS) reported that in August 2021, the majority of unemployed people in Indonesia were dominated to 11.13% or 9.77 million by the graduates from Vocational High Schools (BPS, 2021). Most of the Vocational High Schools graduates intend to work immediately, but are not employed in the industry or business sector. This is due to the increase of Vocational High Schools graduates who are mismatched by job opportunities. Keywords: Dual Certification; Vocational High School; Employability
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Yulianti, Grace, M. Chaidir i Ngadi Permana. "The Influence of Entrepreneurship Education and Industrial Work Practices on Interest in Entrepreneurship in State Vocational High School Students in the Central Jakarta Region". Jurnal Ad'ministrare 9, nr 2 (31.12.2022): 729. http://dx.doi.org/10.26858/ja.v9i2.42945.

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This study aims to determine the effect of Entrepreneurship Education and Industrial Work Practices on Entrepreneurial Interests of State Vocational High School Students in the Central Jakarta Region. The research sample was 294 school students at 5 State Vocational Schools in Central Jakarta. Data collection was carried out through a survey method using a Google form which was distributed to the respondents. The collected data were then analyzed using multiple regression techniques using the E-views program. The results showed that entrepreneurship education and industrial work practices had a positive and significant effect on the interest in entrepreneurship at State Vocational High Schools in the Central Jakarta Region.
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Amini, Amini, Marliani Marliani, Elfrianto Elfrianto i Isthifa Kemal. "Work Motivation and Work Discipline on Teachers’ Performance in State Vocational Schools". AL-ISHLAH: Jurnal Pendidikan 14, nr 2 (16.06.2022): 2271–80. http://dx.doi.org/10.35445/alishlah.v14i2.1467.

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This study aims to determine the effect of work motivation and work discipline on the performance of State Vocational High School teachers throughout Central Tapanuli Regency. This study aims to determine the effect of motivation on the performance of State Vocational High School teachers throughout Central Tapanuli Regency. This study aims to determine the effect of discipline on the performance of State Vocational High School teachers in the Central Tapanuli Regency. To determine the effect of motivation and work discipline together on the performance of State Vocational High School teachers throughout Central Tapanuli Regency. The population in this study were all teachers of State Vocational Schools in Central Tapanuli Regency, North Sumatra Province as many as 99 people. From the results of the study, it can be seen that the results are For that can the coefficient of determination, work motivation variable influence (X1) to the variable teacher performance in SMK Se-Central Tapanulii(Y) R Square is 95.5%. This means that the work motivation variable (X1) has an influence on variable teacher performance at State Vocational Schools throughout Central Tapanuli Regency (Y) of 95.5%. While was discussion results study influence the discipline of work with the teacher's performance can see of the calculation results explain that the influence between the variable work discipline (X2) on teacher performance (Y) with the value of is significant 0.000.05. While was can know the value of the coefficient of determination (contributions) the impact of work discipline variables (X2) to teacher performance (Y) R Square of 89.1%. work discipline means that the variables (X2) on teacher performance (Y) for 89.1%. And simultaneous testing influences work motivation, work discipline to variable teacher performance The SMK Se-Central Tapanuli is can know that value coefficient determination work motivation variable (X1), work discipline (X2) it simultaneously (together) variable teacher performance (Y) seen in column R square that for 96.1% means work motivation (X1), work discipline (X2) as together have influence to variables the performance of teachers-Centralin SMK in Tapanuli for 96.1%.
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Ho, Chin-Yu, Kuan-Yu Fan, Ernest Wen-Ruey Yu, Ting-Fang Chiu, Chi-Hua Chung i Jason Jiunshiou Lee. "Metabolic Syndrome Prevalence among High School First-Year Students: A Cross-Sectional Study in Taiwan". Nutrients 14, nr 17 (2.09.2022): 3626. http://dx.doi.org/10.3390/nu14173626.

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Different types of high schools in Taiwan have the same physical education curriculum. In this cross-sectional study, we investigated the difference in the prevalence of metabolic syndrome between senior and vocational high school students. We retrospectively collected health check-up data from 81,076 first-year senior and 68,863 vocational high school students in Taipei City from 2011 to 2014, including their blood pressure, height, weight, waist circumference, fasting blood glucose, total cholesterol, triglyceride, and HDL-c levels. The prevalence of metabolic syndrome was determined using definitions from the Taiwan Pediatric Association (TPA), International Diabetes Federation (IDF), and de Ferranti et al. The prevalence of metabolic syndrome was 1.73% (senior and vocational high school students: 1.22% and 2.33%, respectively) using TPA criteria, 1.02% (0.69% and 1.40%, respectively) using IDF criteria, and 5.11% (3.92% and 6.51%, respectively) using de Ferranti et al. criteria. The most prevalent risk factors overall were increased blood pressure and central obesity. Given the significantly higher prevalence of metabolic syndrome in vocational school students regardless of the criteria, and that metabolic syndrome causes future adult health risks, the physical education curriculum and health education program in vocational schools should be strengthened to decrease the risk and prevalence of metabolic syndrome.
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P, I. Made Indra, i Fanny Novika. "PENDAMPINGAN PENYUSUNAN RENCANA STRATEGIS, IMPLEMENTASI VISI MISI DAN EVALUASI KEGIATAN YANG EFEKTIF EFISIEN MENCAPAI SMK PUSAT KEUNGGULAN (SMK PK)". Indonesian Journal of Engagement, Community Services, Empowerment and Development 2, nr 1 (15.04.2022): 149–56. http://dx.doi.org/10.53067/ijecsed.v2i1.53.

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The Central Vocational School of Excellence (SMK PK) is one of the priority programs of the Directorate General of Vocational Education (Ditjen Vocational Education) of the Ministry of Education and Culture in 2021. This program is an effort to develop Vocational High Schools with certain expertise programs in order to improve quality and performance, as well as become a reference for other schools . The Center for Excellence Vocational School program carries the spirit of Independent Learning which focuses on strengthening human resources and bringing the world of education closer to the professional world. Formulation of strategic plans, implementation of vision and mission and evaluation of activities that are effective and efficient in achieving the Center of Excellence Vocational High School PK is one of the activities to achieve and meet the targets of a SMK became SMK PK. This community service activity is carried out in the form of vocational assistance by STMA Trisakti to Wahidin Cirebon Vocational School. This mentoring activity will be held on Thursday, August 19, 2021, until October 11, 2021, online and offline. Overall SMK Wahidin Cirebon has completed the preparation of the strategic plan, the implementation of the vision and mission and the evaluation of activities have been well structured and directed
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Sintani, Lelo. "SCHOOL CHARACTERISTICS, SKILL COMPETENCY, SCHOOL IMAGES AND OF THE PARENTS SOCIAL CLASSES IN AFFECTING STUDENT DECISIONS TO CHOOSE MIDDLE VOCATIONAL SCHOOLS AT VOCATIONAL SCHOOLS IN PALANGKA RAYA CENTRAL KALIMANTAN". JWM (JURNAL WAWASAN MANAJEMEN) 8, nr 1 (20.03.2020): 87–98. http://dx.doi.org/10.20527/jwm.v8i1.54.

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This study was conducted to measure and analyze the effects of the School Characteristics, the Skill Competences, the Vocational School Image, and Parents’ Social Classes on the Students’ Preference in Selecting the Vocational Midle Schools in Palangka Raya. This study used a descriptive quantitative method. The population of this study was the Tenth Graders of Vocational Midle Schools Palangka Raya, specifically in the SMK Negeri 1 Palangka Raya, SMK Negeri 2 Palangka Raya, and SMK Negeri 3 Palangka Raya. To determine the number of the samples, Slovin Formula was applied. Data collection methods were obtained by interviewing the entitled and authorized parties who provided the data, through questioners by giving and distributing the questioners to the respondents (acted as the samples) who answered those questions, and the Study of documentation by collecting and studying the data relating to this study. The data that verify the assumptions were analyzed with Descriptive Analysis, Factor Analysis, and Multiple Regression Analysis. The result of the Descriptive Analysis concluded that the variables such as the school characteristics, the vocational skills offered, the school image, and the social classes of the parents were the important factors in students’ preference to continue their study in the vocational high school in Palangka Raya, Central Kalimantan. Thus, based on analyzing the confirmatory factors, each of question indicators of the variables was valid and reliable and indicators of each factor were accurate to measure those variables. The Multiple Regression Analysis indicates that based on the F-test, it was obtained that the school characteristics, the vocational skills offered, the school images, and the social classes of the parents affected simultaneously on the students’ preference in selecting the Vocational High School, and the value of the coefficient of determination shows that about 54.50% of the total variation of the students’ preference can be accounted for by the four variables. Moreover, the t-test result indicates partially that the variables of the school images and the vocational skills are significantly positive to influence the students’ preference in selecting the vocational school, which the variable of the school image is more dominant. However, the school characteristics and the parents social classes are not significantly affecting on the students’ preference to select the vocational school in Palangka Raya, Central Kalimantan.
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Dewanti, Ratna, Berliana Febri i Dadang Solihat. "DIGITAL LITERACY IN VOCATIONAL HIGH SCHOOL ENGLISH LEARNING MATERIALS". English Review: Journal of English Education 10, nr 2 (30.06.2022): 667–78. http://dx.doi.org/10.25134/erjee.v10i2.6305.

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This study aims to investigate digital literacy in vocational high school English learning materials since these schools are supposed to prepare their students for professional world. This qualitative study employs a content analysis method, analyzing the English learning materials used by vocational high schools in Central Jakarta. The words and sentences representing the weaving of digital literacy in 42 English learning materials are the data of this study. Digital literacy indicators covering seven components: information processing, critical thinking and problem solving, communication and collaboration, citizenship, ethics, operation skills and safety are used as the research instruments. The findings indicate that all literacy components but citizenship and safety are incorporated in the materials. They are mostly used in the assignments, followed by the contents and the miscellanies parts of the learning materials. However, despite the existence, they seem to be not evenly incorporated in all components of the materials.
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Azizi, Asrorul, A. Wahab Jufri, M. Sarjan, Yunita Ariansani, Joni Rokhmat i AA Sukarso. "Student Perceptions of Science Subjects at State Vocational Schools in Central Lombok Regency". Hydrogen: Jurnal Kependidikan Kimia 11, nr 6 (20.12.2023): 1010. http://dx.doi.org/10.33394/hjkk.v11i6.8816.

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Vocational High School (SMK) is an education that prepares students to become professionals according to their program of expertise. In addition to learning science in vocational education subjects, which is something new, the previous vocational subject curriculum did not study science. The purpose of this study was to describe students' perceptions of science learning at State Vocational High School (SMKN) 1 Praya, SMKN 1 Pujut , and SMKN 1 West Praya. This research includes descriptive research. The sample in this study was 20% of the tenth grade students of Paiwisata Vocational High School in Central Lombok district, totaling 37 students SMKN 1 Praya, 25 students of SMKN 1 Pujut, and 26 students of SMKN 1 West Praya . Sampling was done by simple random sampling, and the instrument used for data collection was a questionnaire. The data analysis technique used is percentage. Students' Perceptions of Research Results in Science Lessons show a percentage of 74.02% with sufficient criteria. It can be concluded that students' perceptions of learning science meet sufficient criteria.
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Rozprawy doktorskie na temat "Central Vocational High School"

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Cox, Nancy Lynne. "Student characteristics and self-concept of secondary career and technical education students in a north central Texas region". Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28407/.

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Self-concept, discussed as a scholarly topic since the time of Socrates and Plato, is an important theoretical construct in education because self-concept is considered to be a desirable trait and a facilitator of positive future behavior. The purpose of this study was to examine the relationship between the characteristics of students enrolled in career and technical education (CTE) programs and students' self-concept scores as measured by specific subscales from the Self-Description Questionnaire (SDQ). A total of 196 male and 89 female secondary students (Grades 9-12) enrolled in arts, audio/video technology and communications cluster courses in North Central Texas school districts participated in the study. Student characteristic variables of interest were age, gender, CTE program enrollment, and participation in CTE. The self-concept subscales analyzed were General, Academic, Verbal, Math, and Problem Solving. A canonical correlation analysis was conducted using the four student characteristic variables as predictors of the five self-concept variables to evaluate the multivariate shared relationship between the two variable sets. The full model across all functions explained about 23% of the variance between the variable sets. Function 1 explained 15% of the shared variance and Function 2 explained 7% of the variance that remained. This study detected a relationship between specific student characteristics and self-concept as measured on certain domain-specific first-order factors. Gender and participation in CTE were found to be related to verbal self-concept and problem-solving self-concept. Results suggest that females in arts-based CTE programs have a higher verbal self-concept than their male counterparts; male students have a higher problem-solving self-concept. Results further suggest that students with a high level of participation in CTE also have high verbal and problem-solving self-concepts.
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Phuroe, Marotole Richard. "An investigation into the factors which influence the implementation of the national curriculum statement (NCS) by the school management team (SMT) at selected further education and training schools (FET schools) in the Motheo district". Thesis, Bloemfontein : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/140.

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Thesis (D. Phil. Education) -- Central University of Technology, Free State, 2011
After the inception of the new government in 1994, a new curriculum was introduced, replacing the then existing curriculum. This new curriculum brought about challenges confronting the School Management Team (SMT) regarding its management and implementation. The changes required a paradigm shift and a proactive leadership approach by the SMT and particularly the principals of the Further Education and Training Schools (FET Schools). New policies were developed in respect of the management of this curriculum, which necessarily require the SMT to know and understand in order to be able to implement the curriculum. The aspect of training was also important in order for the SMT to be effective and efficient managers and implementers of the curriculum. The research study was therefore, about the investigation of the factors which influence the implementation of this curriculum known as the National Curriculum Statements (NCS) in the selected FET Schools in Motheo district. The literature in this study was informed and guided by both international and South African contexts and perspectives. The researcher in this study pursued a mixed mode approach. Quantitative investigation was conducted in selected FET schools within Motheo district specifically Bloemfontein, Thaba-Nchu and Botshabelo schools for deputy principals and Heads of the Departments (HOD) whilst qualitative, interviews were done with the principals. Data analysis was done through the development of categories and comparisons and contrasts were made. The data analysis also took into cognizance the visibility of contrary or alternative explanation for the findings. The investigation, therefore, discovered that most of the School Management Team particularly the principals were not trained on the National Curriculum Statement (NCS), and schools were also experiencing a shortage of resources. The recommendation was that the training for the SMT be an ongoing process as it will help with the successful and effective implementation of the NCS.
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Borchert, Michael. "Career choice factors of high school students". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002borchertm.pdf.

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Kim, Yung-Chul. "Factors predicting Korean vocational high school teachers' attitudes toward school change". Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1082396515.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 211 p.; also includes graphics Includes bibliographical references (p.159-169). Available online via OhioLINK's ETD Center
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Facundo, Valter. "The next American high school initiative". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1588.

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The next American School Initiative plans to benefit low income minorities or below average achievers to excel in career choices by following occupational clusters and job shadowing to promote careers in applied technology.
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Brinkle, Ray Franklin. "Automotive electrical/electronics unit plans for Fontana High School". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1880.

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LIN, JIA-CHI, i 林家琪. "School Adjustment of Students in Special Education Classes of Vocational High Schools in Central Taiwan Area". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/xygm2k.

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碩士
國立彰化師範大學
特殊教育系所
105
The purposes of this study were to investigate the school adjustment and its related factors for students in special education classes of vocational high schools in central Taiwan area. Five hundred and twenty students filled out the questionnaire of “Scale of school adjustment for students of vocational high schools”. Statistical methods used to analyze data included mean, standard deviation, t-test and one-way ANOVA. The results indicated that school adjustment of students in special education classes of vocational high schools was not good enough. The scores of six subscales from high to low are of “School and Classroom rules”, “Interaction with teachers”, “Self-adjustment”, “Academic learning”, “Interaction with peers”, and “Internship Preparation”. No significant differences of overall school adjustment exist in terms of gender, grade and educational placements, but 12th graders have higher score in subscale of internship preparation than 10th graders.
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Huang, Pei-Huang, i 黃佩凰. "The Relationship between Synergistic Leadership and School Effectiveness in Vocational High Schools in Central Area of Taiwan". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/rubcb5.

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碩士
國立彰化師範大學
財務金融技術學系
106
The main purpose of this research is to examine the relationship between synergistic leadership and school effectiveness in vocational high schools in central area of Taiwan. There are significant differences among ages and jobs of educational administrator on the dimension of synergistic leadership. There are significant differences among genders, ages, educations, jobs and school areas of educational administrator on the dimension of school effectiveness. The canonical correlation analysis at each domain of the educational administrators show that school effectiveness is significantly influenced by synergistic leadership.
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TSENG, TSZ-JEN, i 曾慈真. "Internet Usage Behaviors and Cyber Bullying Experiences of Vocational High School Students from Central Taiwan". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/hs6pem.

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碩士
國立體育大學
休閒產業經營學系
107
This study aims to understand the relationship between high school students' internet usage behaviors and cyberbullying. It explores how bullies and bystanders react to cyberbullying in the context of this growing generation of the Internet. This study was conducted using an online questionnaire survey given to students in a vocational high school in Central Taiwan. A total of 382 valid questionnaires were collected, and statistical analysis was performed using the chi-square test and Pearson's Correlation Coefficient. The results of this study show that: (1) In the past three months, there is a significant difference in gender among high-school students using online platforms, with girls comprising the majority of social media platform usage. However, among bystanders, bullies, and victims, there are more boys than girls. (2) In the past three months, there is no statistically significant difference in the proportion of social media platforms most commonly used by high school students by grade year, but among bystanders, bullies, and victims, there is a statistically significant difference: the majority of bystanders are third year students, while first year students comprise the majority among bullies and victims compared to third year students. On the other hand, second year students comprise the majority of bullies and victims among online games. (3) In the past three months, no statistically significant difference was found between genders among bystanders, but a statistically significant difference was found between genders among bullies and victims - a majority of bullies and victims were male. (4) When a teenager sees someone being bullied on the Internet or is being bullied on the Internet, whether he or she will seek assistance is not correlated with their age.
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Liang, Su-Yun, i 梁紓芸. "The Current Situation of The Vocational Field Practice for Special Education Program in Vocational High School Students In Central Taiwan". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/76a8rq.

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碩士
國立彰化師範大學
特殊教育系所
104
This research was mainly about the study of the current situation of the vocational field practice for special education program in vocational high school students in central Taiwan. It is done by the questionnaire survey, having the special education program in vocational high school students in central area (Taichung City, Changhua County and Nantou County) as objects of study. A total of 15 schools have been sent with the questionnaire to survey the plans and the contents of the vocational field practice. In addition, the homeroom teachers especially have the graduates of the year (138 students in total) to fill in their vocational field practice situation individually, with self-made questionnaire “Questionnaire of Current Situation of the Vocational Field Practice for Special Education Program in Vocational High Schools in Central Taiwan” to collect data. The data received from the questionnaires is analyzed with descriptive statistics, mean statistics, standard deviation, independent samples T-Test and one-way analysis of variance. The results are as below: 1. The courses opened by the Department of Special Education in vocational high schools in central Taiwan are mostly about housework courses and service courses. 2. The number of off campus vocational field practice days for the graduates of the year is 3 days a week at most. The homeroom teachers and the parents for most schools are the decision makers for the practice location. 3. The top 3 practice job types are the clerks, restaurant services and baking jobs. 4. The top 3 commonly encountered difficulties in promoting the vocational field practice are lack of self-awareness, lack of supports from the parents and not having desires to work. 5. In all the categories of the vocational field practice performance, the students got the highest average scores in “work performance”, followed by “social competence” and “functional academic skills” is the bottom of the three. 6.The students’ performances in the vocational field practice is closely related to the special education class years, the sources of the practice jobs, the number of the practice days, the scores of having and practicing related courses, and the willingness to keep staying in the workplace. 7. For the students’ performances in the vocational field practice, there is no difference between areas, gender and whether having or practicing related courses before. According to the results mentioned above, the advices are raised respectively to schools, educational administrations and the future studies for references.
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Książki na temat "Central Vocational High School"

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United States. National Park Service, red. Little Rock Central High School. [Washington, D.C.]: National Park Service, U.S. Dept. of the Interior, 2005.

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United States. National Park Service., red. Little Rock Central High School. [Washington, D.C.]: National Park Service, U.S. Dept. of the Interior, 2005.

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Alberta. Alberta Learning. Learning and Teaching Resources Branch. Student learning-career planner: Information booklet middle/junior high school, senior high school. Edmonton, AB: Alberta Learning, 2000.

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Billings Central Catholic High School. Billings Central Catholic High School: Alumni directory. Wyd. 6. Billings, Mont: The High School, 2007.

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Project, Exemplary Schools. Technical report: Kisti nootin : Peguis Central High School. Toronto: Canadian Education Association, 1995.

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1948-, Schwartz Marvin, red. Central in our lives: Voices from Little Rock Central High School, 1957-1959. Little Rock, Ark: The Butler Center for Arkansas Studies, 2007.

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Massachusetts. Education Management Audit Council. School district examination report: Assabet Valley Regional Vocational High School. [Boston, Mass.]: Education Management Audit Council, 2003.

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Dlamini, Barnabas M. Occupational aspirations of Swaziland high school students. [Kwaluseni]: University of Swaziland, 1987.

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US GOVERNMENT. High School National Historic Site. [Washington, D.C: U.S. G.P.O., 1998.

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R, Rusch Frank, i Chadsey Janis G, red. Beyond high school: Transition from school to work. Belmont, CA: Wadsworth Pub. Co., 1998.

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Części książek na temat "Central Vocational High School"

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Liao, Chin-Wen, Sho-Yen Lin, Hsuan-Lien Chen i Chen-Jung Lai. "An Investigation of Business and Management Cluster’s Students’ Motivation of Taking Technician Certification at Vocational High Schools in Central Taiwan". W Advances in Intelligent Systems and Computing, 275–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30867-3_25.

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Richardson, Scott. "Central High School". W Gender Lessons, 161–80. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-031-4_5.

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Grelck, Clemens. "Single Assignment C (SAC) High Productivity Meets High Performance". W Central European Functional Programming School, 207–78. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32096-5_5.

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Schena II, David, Ashleigh Hillier, Joseph Veneziano i Brittney Geary. "High-School and Vocational Programs and Autism". W Neurodiversity and Work, 311–33. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-55072-0_14.

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Setiadi, Rizki, Wirawan Sumbodo, Kriswanto Kriswanto, Aldias Bahatmaka i Ranu Iskandar. "Skills that Support Mechatronics Vocational High School Graduates". W 5th Vocational Education International Conference (VEIC 2023), 137–43. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-198-2_18.

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Purwanto, Nurtanio Agus, Lia Yuliana i Lantip Diat Prasojo. "Principals’ Leadership Model Through Fun and Effective Way at Vocational High School 5 Yogyakarta and Vocational High School 6 Yogyakarta". W Proceedings of the 9th International Conference on Education Research, and Innovation (ICERI 2021), 75–85. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-67-1_9.

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Soepriyanto, Yerry, Fikri Aulia, Sulthoni i Sri Juniarti Utami. "Developing Multimedia Tutorial in Vocational High School Teacher Training". W Proceedings of the International Conference on Educational Management and Technology (ICEMT 2022), 222–30. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-494069-95-4_27.

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Izzati, Umi Anugerah, i Oliviea Prabandini Mulyana. "The Implementation of Organization Diagnosis in Vocational High School". W Proceedings of the International Joint Conference on Arts and Humanities 2022 (IJCAH 2022), 766–71. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-008-4_82.

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Handoyo, Santoso Sri, i Tuti Iriani. "Analysis of Online Learning Activities Among Vocational High School Students". W 5th Vocational Education International Conference (VEIC 2023), 597–608. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-198-2_83.

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Middleton, Stuart. "Secondary/Tertiary High School, Changing Student Experiences Through VET". W Reshaping Vocational Education and Training in Aotearoa New Zealand, 191–207. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12168-5_11.

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Streszczenia konferencji na temat "Central Vocational High School"

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Syafrudie, Haris Anwar. "Community Awareness at Vocational High School Facilities in Central Java, East Java and South Sulawesi". W Proceedings of the 2nd International Conference on Vocational Education and Training (ICOVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icovet-18.2019.45.

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Rufaidah, Desy, Andayani Andayani i Nugraheni Eko Wardani. "Problem-Based Learning in Learning Writing Skills in Vocational High School (SMK)". W Proceedings of the 1st International Conference of Humanities and Social Science, ICHSS 2021, 8 December 2021, Surakarta, Central Java, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.8-12-2021.2322560.

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Lestari, Sri, Leo Agung i Akhmad Musadad. "Android Based Adventure Games to Enhance Vocational High School Students’ Critical Thinking Skills". W Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Humanities, SEWORD FRESSH 2019, April 27 2019, Surakarta, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2286917.

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Rosyid, Muchammad, i Nurfi Laili. "Social Support and Psychological Well-Being as Predictors of Academic Stress Among Vocational High School Students". W Proceedings of the 6th International Seminar on Psychology, ISPsy 2023, 18-19 July 2023, Purwokerto, Central Java, Indonesia. EAI, 2024. http://dx.doi.org/10.4108/eai.18-7-2023.2343802.

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Yono, Novi, Achmad Slamet, DYP Sugiharto i Suwito Suwito. "Employees’ Perception On Vocational High School Graduates’ Employability Skills Needed In Today’s Oil and Gas Industry". W Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290284.

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Ardiyono, Tomy, Muhammad Akhyar i Agus Efendi. "Milling Machine Technique Module with Project Based Learning to Improve Vocational High School Students Competency". W Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Humanities, SEWORD FRESSH 2019, April 27 2019, Surakarta, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2286927.

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Soleh, Herlina, i Heru Subiyantoro. "The Effect of Teacher Leadership and Procurement on the Performance of the Islamic Vocational High School Commander Sudirman 1 Jakarta". W Proceedings of the 2nd Multidisciplinary International Conference, MIC 2022, 12 November 2022, Semarang, Central Java, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.12-11-2022.2327374.

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Sumbodo, Wirawan, Pardjono, Samsudi i Winarno Dwi Rahadjo. "Implementation of partnership management model of SMK (Vocational High School) with existing industries in mechanical engineering expertise in Central Java". W ENGINEERING INTERNATIONAL CONFERENCE (EIC2017): Proceedings of the 6th International Conference on Education, Concept, and Application of Green Technology. Author(s), 2018. http://dx.doi.org/10.1063/1.5028096.

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Rachmawati, Dainita, Suharno Suharno i Roemintoyo Roemintoyo. "Vocational high school students’ readiness and response analysis in HOTS-Based learning: A case study in Central Java Province, Indonesia". W THE 3RD INTERNATIONAL CONFERENCE ON SCIENCE EDUCATION AND TECHNOLOGY (ICOSETH 2021). AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0143129.

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Basuki, Yoto, Marsono, Agus Suyetno i Riana Nurmalasari. "Partner Industry Readiness to Cooperate in Supporting the Centre of Excellence Vocational High School". W 2021 7th International Conference on Electrical, Electronics and Information Engineering (ICEEIE). IEEE, 2021. http://dx.doi.org/10.1109/iceeie52663.2021.9616833.

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Raporty organizacyjne na temat "Central Vocational High School"

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

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This study investigates Korea's success in the area of skills development and what role the Korean government played during the stages of Korean economic development since the 1960s. Major achievements connected with the Korean skills development system over the last few decades are described and evaluated. However, it is worth noting that the Korean system has confronted challenges, arising from rapid changes in the economic and social environment that have put the sustainability of its current skills development system into question. In this regard, this study also analyzes the direction the Korean skills development system is moving toward and makes policy recommendations concerning how current challenges may be better handled.In doing so, the notion of lifelong skills development is derived. This notion signals a shift away from a government-led, supply driven model towards a locally based, demand-driven model, in order to align the supply of education and training programs with the needs of local business, and the improved effectiveness of Korea's skills development system over the coming years. The Korean government has played a key role in establishing the skills development system over the last few decades. Government intervention in skills development has addressed both the public and private sector. In the public sector, government initiatives established vocational education and training institutions in response to rising demand for skills, and according to economic development strategy. In the private sector, government legislation established regulations and institutions that incentivized private employer investment in in-plant training by providing financial support (e.g., levy-exemption) until the late 1990s, with the levygrant system under the Employment Insurance Act effective since 1995. These measures helped employers to bear costs related to training prospective and existing employees. Additionally, national qualification systems helped job seekers to undertake vocational training, which was in high demand throughout the labor market. This paper briefly describes challenges and concerns connected with establishing a lifelong skills development system in Korea. The analysis will focus on how the existing government-led VET system may be transformed into a public-private partnership based model that provides better VET programs. Additionally, the VET system needs to foster lifelong employment or employability rather than lifelong jobs, which was previously the cornerstone of the Korean employment system. Regarding career development, policy intervention needs to disestablish the "monorail" career trajectory of school-work-retirement, in favor of diversified careers by establishing flexible and competency-based qualification systems. This paper also describes some examples of instances of application of the lifelong skills development system in Korea. In-depth case studies are carried out regarding the development and application of National Competency Standards, the local-industry tailored skills development system, and reform of secondary vocational education focused on specialized vocational and Meister Schools in Korea. However, the Korean central government must still perform a significant role in managing and monitoring skills development. It should continue to use policy to foster public-private partnership in skills development, as local municipalities and sectoral stakeholders are yet to develop their own capabilities in this area. In addition, National Competency Standards (NCS) and regional Human Resources Development (HRD) committees need to further develop their roles and functions in order to better meet the diversified demands of business and employees and adapt to rapid technological and organizational changes. To further expedite the fine-tuning of skill policy in rapidly changing markets, forecasting skill demand and supply requires further attention, although it is becoming incr
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Palmer, Pamla, Carl Haywood i Joe Ward. Armed Services Vocational Aptitude Battery (ASVAB): The Equity of ASVAB Form 14 in the Prediction of High School Course Grades. Fort Belvoir, VA: Defense Technical Information Center, sierpień 1990. http://dx.doi.org/10.21236/ada226989.

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Cristia, Julian P., Paulo Bastos, Kim Beomsoo i Ofer Malamud. Good schools or good students?: evidence on school effects from universal random assignment of students to high schools. Inter-American Development Bank, sierpień 2022. http://dx.doi.org/10.18235/0004380.

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How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting estimates, while causal, may also reflect peer effects due to differences in peer quality of non-randomized students. We exploit universal random assignment of students to high schools in certain areas of South Korea to provide estimates of school effects that may better reflect the effects of school practices. We find significant effects of schools on scores in high-stakes college entrance exams: a 1 standard deviation increase in school quality leads to 0.06-0.08 standard deviations higher average academic achievement in Korean and English languages. Analogous estimates from areas of South Korea that do not use random assignment, and therefore include the effects of student sorting and peer effects, are substantially higher.
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El Hamamsy, Laila. Early Marriage and Reproduction in Two Egyptian Villages. Population Council, 1994. http://dx.doi.org/10.31899/pgy1994.1009.

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As noted in this monograph, marriage forms a central element of social life for Egyptians. Marriage in Egypt is nearly universal, and parents invest heavily to establish their children in married life. Once married, couples are faced with social pressures to begin childbearing immediately, a reflection of the high value placed on parenthood and children. But not all marriages begin with the same prospects for stability and satisfaction. This study draws attention to the problems faced by women who marry at very early ages in parts of rural Egypt. Despite a legal minimum age of 16, significant numbers of young girls marry below that age, and many experience social, emotional, and health-related difficulties. This study tells why these young women married early and how that decision affected their later life. The study points to areas where the aspirations of these girls have been clearly thwarted—to go to school, delay marriage, and postpone childbearing until they feel physically and psychologically ready. A related picture emerges of the social and economic forces that propel rural girls into marriage at very young ages. Each of these problems suggest areas for policy attention.
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Robledo, Ana, i Amber Gove. What Works in Early Reading Materials. RTI Press, luty 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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Kaawa-Mafigiri, David, Megan Schmidt-Sane i Tabitha Hrynick. Key Considerations for RCCE in the 2022 Ebola Outbreak Response in Greater Kampala, Uganda. Institute of Development Studies, listopad 2022. http://dx.doi.org/10.19088/sshap.2022.037.

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On 20 September 2022, an outbreak of the Sudan strain of Ebola Virus Disease – SVD – was announced as the first laboratory-confirmed patient was identified in a village in Mubende District in central Uganda. Uganda’s Ministry of Health (MoH) activated the National Task Force and developed and deployed a National Response Plan, which includes the activation of District Task Forces. The target areas include the epicentre (Mubende and Kassanda districts) and surrounding areas, as well as Masaka, Jinja and Kampala cities. This is of great concern, as Kampala is the capital city with a high population and linkages to neighbouring districts and international locations (via Entebbe Airport). It is also a serious matter given that there has been no outbreak of Ebola before in the city. This brief details how Risk Communication and Community Engagement (RCCE) activities and approaches can be adapted to reach people living in Greater Kampala to increase adoption of preventive behaviours and practices, early recognition of symptoms, care seeking and case reporting. The intended audiences include the National Task Force and District Task Forces in Kampala, Mukono, and Wakiso Districts, and other city-level RCCE practitioners and responders. The insights in this brief were collected from emergent on-the-ground observations from the current outbreak by embedded researchers, consultations with stakeholders, and a rapid review of relevant published and grey literature. This brief, requested by UNICEF Uganda, draws from the authors’ experience conducting social science research on Ebola preparedness and response in Uganda. It was written by David Kaawa-Mafigiri (Makerere University), Megan Schmidt-Sane (Institute of Development Studies (IDS)), and Tabitha Hrynick (IDS), with contributions from the MoH, UNICEF, the Center for Health, Human Rights and Development (CEHURD), the Uganda Harm Reduction Network (UHRN), Population Council and CLEAR Global/Translators without Borders. It includes some material from a SSHAP brief developed by Anthrologica and the London School of Economics. It was reviewed by the Uganda MoH, University of Waterloo, Anthrologica, IDS and the RCCE Collective Service. This brief is the responsibility of SSHAP.
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Highlighting High Performance: Blackstone Valley Regional Vocational Technical High School; Upton, Massachusetts. Office of Scientific and Technical Information (OSTI), październik 2006. http://dx.doi.org/10.2172/896719.

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Eye Bond Overview: Education, Youth, Employment. Inter-American Development Bank, lipiec 2023. http://dx.doi.org/10.18235/0005022.

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The 2023 EYE Bond Report discusses the pressing challenges of poverty and inequality in Latin America and the Caribbean and emphasizes the need for a comprehensive and well-planned approach to address these issues. The report highlights the Inter-American Development Bank (IDB) as a trailblazer in the realm of social bonds, striving for decades to enhance lives in the region by funding programs focused on Education, Youth, and Employment (EYE). The core objective of the EYE Bond program is to adopt a holistic "life cycle" strategy that nurtures human capital throughout an individual's lifetime. This involves coordinated investments in people, starting from early childhood care and education, progressing through formal primary and secondary education, and culminating in initiatives that facilitate seamless transitions from school to the labor market through vocational training. The EYE Bond Framework aligns with the Social Bond Principles and encompasses specific Social Project categories. The program's primary social objectives are twofold: first, providing and promoting access to crucial services like education and vocational training; and second, generating employment opportunities while offering support to prevent and alleviate unemployment resulting from socioeconomic crises. Furthermore, the report emphasizes the critical aspect of socioeconomic advancement and empowerment as a central pillar of the EYE Bond program. By empowering individuals and communities, the program seeks to uplift marginalized populations and create a more equitable society. By focusing on investing in human capital and addressing the root causes of poverty and inequality, the EYE Bond program showcases a groundbreaking model for addressing multifaceted social challenges. This report highlights the achievements and impact of the EYE Bond program in Latin America and the Caribbean and underscores the IDB's pioneering efforts in championing sustainable social development. In conclusion, the 2023 EYE Bond Report underscores the importance of a coordinated and comprehensive approach to combat poverty and inequality. By prioritizing investments in human capital through education, youth, and employment initiatives, the IDB's EYE Bond program strives to build a brighter and more prosperous future for Latin America and the Caribbean, paving the way for a more equitable and inclusive society
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Критерії та рівні сформованості методологічної компетентності старшокласників з біології. Кам’янець-Подільський національний університет імені Івана Огієнка, Інститут педагогіки НАПН України, 2018. http://dx.doi.org/10.31812/123456789/2694.

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Abstract. Formation of methodological competence of students is one of the goals of teaching biology at high school in accordance with implementing reforms in the system of general secondary education in the year 2018/2019. Currently, the important issue is the development of tools for assessment of its formation. The purpose of the article is the description of the author’s developed criteria and formation of levels of methodological competence in biology among senior pupils. The article contains: author's definition of "methodological competence", author's approach to the description of criteria and levels of formation of levels of methodological competence in biology among senior pupils. The author of the article bases himself on his developed concept and method of formation of a knowledge system in biology among senior pupils, the systematic factor of which is methodological knowledge. The author emphasizes that methodological knowledge is the central element of the system of knowledge of senior pupils and the effective mean of fundamentalization of the content of modern biological education at high school and effective way of strengthening of axiological and cultural orientation of biological educational content at a New Ukrainian school. The criterial apparatus includes the knowledge of senior pupil’s the types of knowledge, their logical subordination, possession of basic methods of biological research, possession of historical and biological knowledge, understanding of the socio-historical background of the development of the biological knowledge The directions of further researches is development of theoretically grounded methods of forming components of methodological competence in biology in accordance with the requirements of state standards and programs of the educational subject "Biology and Ecology" at a New Ukrainian school.
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National report 2009-2019 - Rural NEET in Germany. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, grudzień 2020. http://dx.doi.org/10.15847/cisrnyn.nrde.2020.12.

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This report outlines in detail the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Germany. To do this, the report utilised indicators of: youth population; youth employment and unemployment; education; and, NEETs distribution. The characte-risation of all indicators adopted the degree of urbanisation as a central criterion, enabling proportional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail. The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets. The analyses show that the rural youth population aged 15 to 24 years significantly increa-sed between 2009 and 2012 and then decreased slightly until 2019. The youth employment rate in Germany is generally increasing, and is at all times significantly higher in rural areas than in cities, towns and suburbs. The reverse trend applies to youth unemployment, which generally decreased in the observed period and which is at all times lowest in rural areas. A look at educational attainment levels showed a slight decline in rural areas of low educated persons between 2009 and 2019, while the proportion of rural youth with medium and high education slightly increased. At the same time, the proportion of early school leavers in rural areas after an increase until 2011, fell sharply and reached the 2009 level again by 2019. Be-ing 9% in 2019, it remains, at least in rural areas, slightly below the 10% target defined by the Europe 2020 strategy. Finally, the proportion of NEETs in Germany is lower in rural areas in all age classes and as a whole decreased significantly from 2009 to 2019.
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