Gotowa bibliografia na temat „Commission on Post-School Certificate and Higher Education”

The life path, scientific-pedagogical and public activity of Volodymyr Sokurenko – a prominent Ukrainian jurist, doctor of law, professor, talented teacher of the Lviv Law School of Franko University are analyzed. It is found out that after graduating from a seven-year school in Zaporizhia, V. Sokurenko entered the Zaporizhia Aviation Technical School, where he studied two courses until 1937. 1/10/1937 he was enrolled as a cadet of the 2nd school of aircraft technicians named after All-Union Lenin Komsomol. In 1938, this school was renamed the Volga Military Aviation School, which he graduated on September 4, 1939 with the military rank of military technician of the 2nd category. As a junior aircraft technician, V. Sokurenko was sent to the military unit no. 8690 in Baku, and later to Maradnyany for further military service in the USSR Air Force. From September 4, 1939 to March 16, 1940, he was a junior aircraft technician of the 50th Fighter Regiment, 60th Air Brigade of the ZAK VO in Baku. The certificate issued by the Railway District Commissariat of Lviv on January 4, 1954 no. 3132 states that V. Sokurenko actually served in the staff of the Soviet Army from October 1937 to May 1946. The same certificate states that from 10/12/1941 to 20/09/1942 and from 12/07/1943 to 08/03/1945, he took part in the Soviet-German war, in particular in the second fighter aviation corps of the Reserve of the Supreme Command of the Soviet Army. In 1943 he joined the CPSU. He was awarded the Order of the Patriotic War of the 1st degree and the Order of the Red Star (1943) as well as 9 medals «For Merit in Battle» during the Soviet-German war. With the start of the Soviet-German war, the Sokurenko family, like many other families, was evacuated to the town of Kamensk-Uralsky in the Sverdlovsk region, where their father worked at a metallurgical plant. After the war, the Sokurenko family moved to Lviv. In 1946, V. Sokurenko entered the Faculty of Law of the Ivan Franko Lviv State University, graduating with honors in 1950, and entered the graduate school of the Lviv State University at the Department of Theory and History of State and Law. V. Sokurenko successfully passed the candidate examinations and on December 25, 1953 in Moscow at the Institute of Law of the USSR he defended his thesis on the topic: «Socialist legal consciousness and its relationship with Soviet law». The supervisor of V. Sokurenko's candidate's thesis was N. Karieva. The Higher Attestation Commission of the Ministry of Culture of the USSR, by its decision of March 31, 1954, awarded V. Sokurenko the degree of Candidate of Law. In addition, it is necessary to explain the place of defense of the candidate's thesis by V. Sokurenko. As it is known, the Institute of State and Law of the USSR has its history since 1925, when, in accordance with the resolution of the Presidium of the Central Executive Committee of March 25, 1925, the Institute of Soviet Construction was established at the Communist Academy. In 1936, the Institute became part of the USSR Academy of Sciences, and in 1938 it was reorganized into the Institute of Law of the USSR Academy of Sciences. In 1941–1943 it was evacuated to Tashkent. In 1960-1991 it was called the Institute of State and Law of the USSR Academy of Sciences. In Ukraine, there is the Institute of State and Law named after V. Koretsky of the NAS of Ukraine – a leading research institution in Ukraine of legal profile, founded in 1949. It is noted that, as a graduate student, V. Sokurenko read a course on the history of political doctrines, conducted special seminars on the theory of state and law. After graduating from graduate school and defending his thesis, from October 1, 1953 he was enrolled as a senior lecturer and then associate professor at the Department of Theory and History of State and Law at the Faculty of Law of the Lviv State University named after Ivan Franko. By the decision of the Higher Attestation Commission of the Ministry of Higher Education of the USSR of December 18, 1957, V. Sokurenko was awarded the academic title of associate professor of the «Department of Theory and History of State and Law». V. Sokurenko took an active part in public life. During 1947-1951 he was a member of the party bureau of the party organization of LSU, worked as a chairman of the trade union committee of the university, from 1955 to 1957 he was a secretary of the party committee of the university. He delivered lectures for the population of Lviv region. Particularly, he lectured in Turka, Chervonohrad, and Yavoriv. He made reports to the party leaders, Soviet workers as well as business leaders. He led a philosophical seminar at the Faculty of Law. He was a deputy of the Lviv City Council of People's Deputies in 1955-1957 and 1975-1978. In December 1967, he defended his doctoral thesis on the topic: «Development of progressive political thought in Ukraine (until the early twentieth century)». The defense of the doctoral thesis was approved by the Higher Attestation Commission on June 14, 1968. During 1960-1990 he headed the Department of Theory and History of State and Law; in 1962-68 and 1972-77 he was the dean of the Law Faculty of the Ivan Franko Lviv State University. In connection with the criticism of the published literature, on September 10, 1977, V. Sokurenko wrote a statement requesting his dismissal from the post of Dean of the Faculty of Law due to deteriorating health. During 1955-1965 he was on research trips to Poland, Czechoslovakia, Romania, Austria, and Bulgaria. From August 1966 to March 1967, in particular, he spent seven months in the United States, England and Canada as a UN Fellow in the Department of Human Rights. From April to May 1968, he was a member of the government delegation to the International Conference on Human Rights in Iran for one month. He spoke, in addition to Ukrainian, English, Polish and Russian. V. Sokurenko played an important role in initiating the study of an important discipline at the Faculty of Law of the Lviv University – History of Political and Legal Studies, which has been studying the history of the emergence and development of theoretical knowledge about politics, state, law, ie the process of cognition by people of the phenomena of politics, state and law at different stages of history in different nations, from early statehood and modernity. Professor V. Sokurenko actively researched the problems of the theory of state and law, the history of Ukrainian legal and political thought. He was one of the first legal scholars in the USSR to begin research on the basics of legal deontology. V. Sokurenko conducted extensive research on the development of basic requirements for the professional and legal responsibilities of a lawyer, similar to the requirements for a doctor. In further research, the scholar analyzed the legal responsibilities, prospects for the development of the basics of professional deontology. In addition, he considered medical deontology from the standpoint of a lawyer, law and morality, focusing on internal (spiritual) processes, calling them «the spirit of law.» The main direction of V. Sokurenko's research was the problems of the theory of state and law, the history of legal and political studies. The main scientific works of professor V. Sokurenko include: «The main directions in the development of progressive state and legal thought in Ukraine: 16th – 19th centuries» (1958) (Russian), «Democratic doctrines about the state and law in Ukraine in the second half of the 19th century (M. Drahomanov, S. Podolynskyi, A. Terletskyi)» (1966), «Law. Freedom. Equality» (1981, co-authored) (in Russian), «State and legal views of Ivan Franko» (1966), «Socio-political views of Taras Shevchenko (to the 170th anniversary of his birth)» (1984); «Political and legal views of Ivan Franko (to the 130th anniversary of his birth)» (1986) (in Russian) and others. V. Sokurenko died on November 22, 1994 and was buried in Holoskivskyi Cemetery in Lviv. Volodymyr Sokurenko left a bright memory in the hearts of a wide range of scholars, colleagues and grateful students. The 100th anniversary of the Scholar is a splendid opportunity to once again draw attention to the rich scientific heritage of the lawyer, which is an integral part of the golden fund of Ukrainian legal science and education. It needs to be studied, taken into account and further developed.

An investigation of Year 11 students’ (n=1580) responses to possible reasons contributing to subject selection for the Higher School Certificate in New South Wales indicated that the most important reasons were related to assistance in obtaining work or with future studies. The perception that particular subjects would be “scaled up” for inclusion in the Tertiary Entrance Rank was of limited importance in subject choice with the exception of Mathematics, Physics and Chemistry. Furthermore, interest in course content and the belief that they would do well were important in the selection of Creative Arts and Social Science subjects. Results are discussed in light of related research and the implications for career education in schools.

The impact of VET in Schools on transition outcomes is currently receiving considerable policy attention in Australia. Almost 50% of Australian senior secondary students participate in VET in Schools, either by taking VET subjects, engaging in structured workplace learning, or enrolling in school-based apprenticeships and traineeships. School-based traineeships are of particular interest because these relatively compact programs contribute to a senior secondary certificate, provide students with considerable workplace exposure and lead to qualifications recognised under the Australian Qualifications Framework. What has remained unclear is whether school-based traineeships have a positive impact on training completion compared with post-school workplace-based traineeships. While there is much support for VET in Schools programs, the effectiveness of school-based compared with post-school vocational programs is of policy interest as school-based VET programs have been criticised as not leading to productive employment outcomes. This paper uses data from the Apprentice and Trainee Destinations Survey, administered by the National Centre for Vocational Education Research, to examine whether students who commence a school-based traineeship exhibit higher completion rates when compared to similar young people who undertake a traineeship post-school. We find that school-based traineeships have higher completion rates than post-school traineeships, especially for females.

Abstract One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: (1) full-time university studies (BA or MA level), (2) part-time university studies (BA or MA level), and (3) full-time post-secondary school (certificate courses such as: medical rescue, massage therapy, cosmetology, occupational therapy). Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students.

Work-based learning is a key component of career and technical education programs. A variety of certificated and non-certificated work-based learning programs exist for high schools to implement. Wisconsin's Youth Apprenticeship program is a widely used model of work-based learning in high school Career and Technical Education (CTE) programs across the state, yet there is limited research on the impact of these programs related to student outcomes.<br/> This paper describes the findings from a study in which educational and employment outcomes of secondary CTE concentrator-completers participating in a Youth Apprenticeship and/or Employability Skills program were analyzed. Findings indicate that participating in a Youth Apprenticeship program while concentrating in a secondary CTE program of study may lead to a higher rate of continuing into one's area of concentration after high school than students earning Wisconsin's Employability Skills Certificate.

Studies revealed that college readiness promotes college success and higher education student learning outcomes. This study opted to 1) analyze the total effect and the conditional effect of college readiness on college success by university generations and departments; 2) analyze the differences in the probability of college success across departments and university generations; 3) describe the quality of university generations in terms of the conditional effects and the probabilities of college success. The study is an ex post facto research. The Ethiopian 1st, 2nd, and 3rd generation universities; and the Ethiopian National Assessment and Evaluation Agency officers were the population of the study. The total sample size was 551. The Ethiopian General Education School Leaving Certificate Examination Grade Point Average, the Ethiopian Higher Education Entrance Examination score, and the College Cumulative Grade Point Average of the students were sources of the data. Using the Process Procedure for Software Package for Social Sciences, the binomial logistic regression was conducted. Maintaining the highest total conditional effect of college readiness on college success while heightening the probability of college success at a value of college readiness has been interpreted as a trait of the high performing university generation.

The National Certificate (Vocational) (NC(V)) was introduced into South Africa’s system of vocational training to ‘solve problems of poor quality programmes, lack of relevance to the economy, as well as low technical and cognitive skills of TVET [technical and vocational education and training] graduates’. The NC(V) did not, however, meet expectations, partially because of systemic difficulties. This article reports on research conducted among students who studied on the NC(V) Civil and Construction programme in an effort to identify appropriate corrections that could be made by college management. The research project made use of Tinto’s Student Integration Model to identify reasons for both student attrition and student persistence. The study provides information on the predicament facing TVET Civil and Construction students and has broad relevance for practitioners operating in higher and post-school education.

The aim of this study is to evaluate the status and drawbacks of current table tennis curricula in higher vocational college. Literature review, questionnaire survey, and logic analysis were used to discover the discrepancy between school education and position requirements of enterprises. The results indicated that new course reformation should focus on the change of teaching concept and update of course content and evaluation methods through the guidelines characterized by professionalization, modularization, and miniaturization. This new teaching mode of course-certificate integration can favor the cooperation of faculty training in curriculum content for table tennis coach between school and enterprise, achieving a complete match among various courses and jobs. We wish this knowledge might lead to a clue toward the cultivation of applied talents for table tennis. The development of this research can not only promote the healthy development of the sports training market but also help to standardize the compensation system of the private sports training market in the field of teachers.

In spite of constitutional guarantees, ambitious policy promises, some initial enthusiasm for adult basic education and a well-run literacy campaign, South Africa has signally failed to construct a viable and vibrant adult and community education system that would parallel or enhance not only existing schooling, but also technical and vocational education systems. This article considers the current state of adult and community education and of technical and vocational education and training; in addition, it assesses the relevant recommendations in the Report of the commission of inquiry into higher education and training released in late 2017. Finally, it evaluates the extent to which the commission’s recommendations correspond to the reality and also to what is required for South Africa’s post-school offerings in the future.

During a post-independence phase (1922-mid-sixties), Irish secondary schooling was characterised by low participation rates, elitism, and careerist perceptions of students. Phase two (1967-mid 1980s) saw participation rates expand dramatically as Ireland became more open and industrialised, and policymakers focused on relationships between education, human capital and economic development. During this phase, the Irish Times began to include careers and examinations information. With school completion rates continuing to increase from the mid-1980s (phase three), the two main daily newspapers realised that the growing need for information about access to an increasingly complex and highly-prized higher education system, which was dependent on academic achievement, afforded an opportunity to boost sales and advertising. In response, examinations’ coverage reached a level recently described as ‘exceptional by a team of researchers from the Oxford University Centre for Educational Assessment and Queen’s University Belfast.

In 1981, the National Commission on Excellence in Education identified “widespread public perception that something is seriously remiss in our educational system” (Fiske, 2008). Thirty years later, in 2011, Harvard School of Education's Pathways to Prosperity Project states “In an era in which education has never been more important to economic success, the U.S. has fallen behind many other nations in educational attainment and achievement.” Learning-centered learning is not a new concept, with roots dating back to the progressive movement of early 1900's, gaining prominence in post-modern education with Nation at Risk: The Imperative for Educational Reform. A major focus of applied learning theory in post-modern education is preparing learners for a profession, a basis for achieving economic independence. This chapter identifies higher education institutions in the United States, Australia, and Great Britain highlighting methodologies, best practices, challenges. Two community college case studies are reviewed, identifying successes and opportunities of current learning practices.

Blended learning has become a critical element in the ensemble of learning and teaching approaches in post-school education and training (PSET) as a means to provide flexible and pedagogically inclusive education. With the Department of Higher Education and Training (DHET) in South Africa calling for increased open learning initiatives, many Technical and Vocational Education and Training (TVET) colleges are responding through ICT-mediated adaptations of their learning and teaching approaches, such as blended learning. Northlink TVET College in Cape Town, the top performer in South Africa in the 2018 final National Certificate Vocational (NCV) examination results and well-known for its blended learning initiatives, was chosen to showcase its flexible and inclusive pedagogical approaches. This case study employed a qualitative approach that used in-depth interviews and a focus group with the college’s Education and Training Unit manager, two lecturers, and six students to explore the blended learning initiative and practices at the college. This was to interrogate the ways in which the blended learning initiatives were informed by open learning principles, and the extent to which this mode of learning provision at the college can be deemed to be, using Fraser’s (2005) critical theory for analysis, socially just. Findings indicate that explicit accommodations in the pedagogical design and implementation of blended learning were made by the college to ameliorate certain financial and political injustices often experienced by students and staff. However, significant strides are yet to be taken to address certain cultural injustices. This study holds the potential to inspire teaching and learning practices and blended learning provision at the college and other PSET institutions, in realisation of the open learning agenda. Recommendations for both the college and DHET have been made.

Abstract It is vital to increase awareness and knowledge of petroleum engineering and the petroleum industry to the next generation of potential workers. This paper provides information about a program to educate Montana middle and high school math and science teachers about the oil and gas industry. We desire that stakeholders from other states can use this program as a model to create similar courses. The Montana Tech Petroleum Engineering Department organized and implemented a one-week short course with (1) classroom material, including hands-on examples to showcase various aspects of developing and producing oil and gas reservoirs, and (2) field trips to observe field production operations, a CO2 flood, and a refinery. Montana Tech joined with industry partners and regulatory agencies to provide relevant and meaningful content. The various aspects of the petroleum industry were discussed, including exploration, drilling, completions, production, facilities, artificial lift, and reservoir management. In addition, we covered sustainability, energy sources and uses, climate change, and potential solutions (e.g. CO2 sequestration). A previous version of this course ran from 2006-2015 and was supported by our state's oil and gas commission. In 2022, it was restarted and updated with funding from Hess Corporation. It was hosted on the university campus with educational materials, field trips, and room and board provided at no cost to the participants. The new short course was an overwhelming success. The teachers learned about the oil and gas industry and took this knowledge back to their classrooms across the state of Montana. Another benefit for the teachers is that they received continuing education credits, which they need to keep their teaching certificates current. The value for Montana Tech and the petroleum industry is that young adults entering college or the workforce will have more knowledge about oil and gas operations since their teachers are better informed and pass on their experience. Based on the success from 2022, the program is scheduled again for the summer of 2023 and expanded to include high school guidance counselors. This paper will expand awareness of our Teacher's Workshop so it can be easily implemented in other regions where this program could be beneficial. The paper contains the content, workflows, and potential pitfalls so anyone implementing a similar course can use what we have learned as a starting point.