Gotowe bibliografie tematyczne / Vocational education progams

Gotowa bibliografia na temat „Vocational education progams”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Vocational education progams"

Iswarani, Dyahrizki. "Implementation of topsis method for decision support of department at SMKN 4 Surabaya". IJEEIT International Journal of Electrical Engineering and Information Technology 5, nr 1 (7.06.2022): 28–34. http://dx.doi.org/10.29138/ijeeit.v5i1.1861.

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Vocation high school has many skill programs. The skill program implemented at the Vocational High School adapts to the needs of the existing world of work. The skill program at the vocational level also adjusts to community and market demands. Vocational education is secondary education that prepares students especially to be ready to work in certain fields. Based on the information obtained, there are 4 majors that is Accounting, Office Administration, Multimedia, Online Business and Marketing and Travel Business. The skill program implemented at the Vocational High School adapts to the needs of the existing world of work. Metode Technique For Others Preference By Similarity To Ideal Solution (TOPSIS) as decision-making that lies in its ability to make more informed judgments because it is based on the predetermined criteria and preference weights (priority).

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Okolo, Cynthia M., i Patricia Sitlington. "The Role of Special Education in LD Adolescents' Transition from School to Work". Learning Disability Quarterly 9, nr 2 (maj 1986): 141–55. http://dx.doi.org/10.2307/1510363.

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Despite increasing interest in the transition of handicapped youth from school to postsecondary training and employment, available data indicate that few secondary-school special education programs provide relevant services. This article gives a rationale for and a delineation of the types of services which can facilitate the transition process for learning disabled (LD) adolescents. First, the authors review recent studies of LD individuals' vocational adjustment and identify the skills needed for successful transition to the world of work. Current practices in secondary special education and vocational education are then discussed. The authors conclude that secondary special education programs should provide six types of vocationally relevant activities: (a) occupational awareness, exploration, and basic work experience; (b) indepth career/vocational assessment; (c) instruction in job-related academic skills; (d) instruction in job-related interpersonal skills; (e) support services to other disciplines involved in vocational programming; and (f) post-school placement and follow-up. Finally, recommendations for personnel preparation and future research are suggested.

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Okolo, Cynthia M., i Patricia Sitlington. "The Role of Special Education in LD Adolescents' Transition from School to Work". Learning Disability Quarterly 11, nr 3 (sierpień 1988): 292–306. http://dx.doi.org/10.2307/1510774.

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Widayana, Gede, i A. Mukhadis. "Development of Vocational Education as Demands Revitalization of Vocational High School in Dual Skills Program". International Journal of Research and Engineering 4, nr 12 (4.01.2018): 278–82. http://dx.doi.org/10.21276/ijre.2017.4.12.1.

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Minskoff, Esther H., i Sherry DeMoss. "Facilitating Successful Transition: Using the TRAC Model to Assess and Develop Academic Skills Needed for Vocational Competence". Learning Disability Quarterly 16, nr 3 (sierpień 1993): 161–70. http://dx.doi.org/10.2307/1511324.

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Successful transition from school to employment requires a variety of services, one of which is vocational education at the secondary level. Students with learning disabilities have difficulties meeting the academic demands of mainstream vocational education programs. The TRAC model for assessing and developing academic skills for 26 vocational education programs is described. The TRAC program is designed for use by special education teachers in conjunction with vocational educators to provide a positive first experience for students with learning disabilities in the long transition process to adult competence.

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Gaylord-Ross, Robert, Joyce Forte, Keith Storey, Cory Gaylord-Ross i Devi Jameson. "Community-Referenced Instruction in Technological Work Settings". Exceptional Children 54, nr 2 (październik 1987): 112–20. http://dx.doi.org/10.1177/001440298705400203.

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Two studies investigated the extent to which students with serious vocational handicaps could learn work behaviors in technological settings. In Study 1, 12 students learned a number of chemical laboratory tasks. The median amount of training time per task was 2 hours and 37 minutes. In Study 2, pre- and posttraining videotape vignettes of 6 students performing a technical task were presented to a group of 27 respondents. On a social validity questionnaire, they judged the students to be significantly ( p < .001) more vocationally competent after training. The characteristics of an effective secondary vocational training program are discussed.

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Hendon, Claude. "Workforce Development Programs in Florida: Varied Purposes and Varied Performance". Practicing Anthropology 22, nr 1 (1.01.2000): 14–19. http://dx.doi.org/10.17730/praa.22.1.t518g50888w78lp6.

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In preparation for welfare reform, the Florida Legislature's Office of Program Policy Analysis & Government Accountability reviewed its workforce development programs. The review identified the eight largest programs, including four primarily federally funded programs: (1) Job Training Partnership Title IIA (JTPA IIA) program for economically disadvantaged adults, (2) the Job Training Partnership Title III (JTPA III) program for displaced workers, (3) Project Independence, the state's old welfare to work program, and (4) Vocational Rehabilitation, the employment training program for persons with disabilities. The review also examined the vocational education programs provided by local school districts to adults through vocational-technical schools and community colleges.

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Anene, Ogboji, Bernadine, Onuoha, Chijioke i Ibenegbu, Christopher. "Implementation of Visuals Arts (Fined and Applied Arts) as Vocational Programmes in Tertiary Institutions: Problems and Prospects". Review of European Studies 8, nr 4 (16.11.2016): 131. http://dx.doi.org/10.5539/res.v8n4p131.

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<p>Over the years, Nigeria and indeed world leaders have been battling to combat the raging poverty and unemployment rates. Although vocational education has been identified as a panacea to these, significant studies reporting obstacles to the implementation of visuals arts as vocational education programs in tertiary institutions have remained grossly insufficient. This is the issues addressed in the study. Survey research design was adopted while 200 purposively selected art education and vocational education respondents from the University of Nigeria, Nsukka, provided participated in the study. Among others, that the respondents agreed that the problems facing the implementation of visual art in tertiary institutions as a vocational education program range from poor awareness to lack of parental support. Further studies examine from students’ perceptive, on how best to implement visuals arts as vocational education programs are recommended.</p>

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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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Sriwardani, Nyenyep. "Persepsi mahasiswa terhadap perkembangan pendidikan vokasi di program pendidikan teknik mesin". Jurnal Pendidikan Vokasi 1, nr 1 (28.02.2011): 179. http://dx.doi.org/10.21831/jpv.v1i1.5813.

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THE PERCEPTION OF STUDENTS ON THE DEVELOPMENT OF VOCATIONAL EDUCATION IN MECHANICAL ENGINEERING EDUCATION PROGRAMSVocation education or educationfor life and education for earning living is an option to determine a future. Vocation education conceptually focused on education adjusting to the demand driven, link and match between the employee with the employer. While success is measured by the number of education graduates and the suitability of the absorption area of work with a practiced expertise. Vocation education system serves the political, economic, social, art and so on. For a number of Indonesian workers productive enough, and have the ability to adapt imported technologies to the characteristics of the skill intensive quality improvement and implementation of education advocacy was the main focus should be. In this study we tried to describing the data to determine student perceptions of PTM to the development of vocation education. From this it can be seen that there are still some students who do not understand the vocation education and there are several roles and functions of teachers who are not perceived by the students benefit. This phenomenon can be anticipated with the provision of guidance and motivation to the students more intensively, and increased educational facilities are more adequate to be more intensive faculty in also appreciate themselves.

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Rozprawy doktorskie na temat "Vocational education progams"

Prideaux, Lee-Ann, i n/a. "A Longitudinal Evaluation of a Theoretically Derived Adolescent Career Education Intervention". Griffith University. School of Applied Psychology, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040701.093444.

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Theoretically derived career education programs are not well documented in the career development literature. This remains so, despite growing recognition of the negative effects of a schism between theory and practice. This thesis describes a research project that attempted to incorporate theory into practice. The two primary aims were to test and extend career development theory, and to evaluate a theoretically derived career education program. The participants were 296 Year 10 students (mean age = 14.5 years; 147 females & 149 males) attending a government high school in a low socio-economic area of a large Australian city. Career maturity, career decision-making self-efficacy, and career indecision were the key career development variables examined. Students' decision coping patterns were also investigated. There were three studies in all. The first gathered qualitative data from a stratified random sample (N = 30) of staff and parents at the school where the research took place. This study assessed the career decision-making development needs of the students. It also provided context specific information about the opportunity structure of these adolescents, including perceived barriers to making sound career-related decisions. Findings centred upon the belief that students lacked self confidence and were in need of training in life skills generally, and decision-making and goal setting skills in particular. The interviewees also painted a grim picture about students' complacency and sense of resignation to unemployment. The second study involved the cross-sectional examination of baseline survey data, which obtained measures of the career development variables under investigation as well as relevant demographic and contextual data including part-time work experience, school achievement level, and parents' education and employment status. A thorough review of the career development literature, combined with the qualitative data, and the findings of this cross-sectional study, served to guide the design of a career education intervention. Social cognitive career theory's choice model (Lent, Brown, & Hackett, 1994) was used as the framework for the career education intervention, which ran for six weeks with one 70 minute lesson per week. Relationships amongst the key variables established previously in the literature were reflected in the results of the cross-sectional study. Demographic and contextual variables were also found to impact upon students' level of career development and decision-making behaviour in anticipated ways. The third study was a longitudinal assessment of the intervention using the baseline survey and three more surveys administered during the same school year. The short and long term effects of the intervention were examined according to mode of delivery, and comparisons were made with controls. The researcher was the career development "expert" facilitator for the implementation of the intervention to 134 students between the first and second testing times. A wait-listed control group of 118 students undertook the intervention between the second and third testing times with regular classroom teachers facilitating it. The remaining students were enrolled in a generic school-based vocational course and were not given the intervention. There was a lapse of eight weeks between each of the first three testing times with the fourth test taken 12 weeks later. Despite its brief nature, the intervention was found to assist students' career development in a variety of ways. It led to gains in career maturity for females regardless of who taught them. However, males' career maturity was enhanced only if teachers facilitated the intervention. Levels of career indecision and maladaptive decision-making coping patterns were also reduced by the intervention with teacher facilitation. A matched sample of students who did the intervention exhibited significantly better outcomes than those doing the generic vocational course. The long term impact of the intervention was found to be generally beneficial, although some gains were not maintained 12 weeks later. Students' career decision-making self-efficacy and their resoluteness toward decision-making were not affected by the intervention. The research findings led to an appeal for the realignment of focus in career education. This has implications for career education curriculum development in Australia, which needs to shift from its ad hoc, information giving approach, to more comprehensive, long-term, and intensive programming. Career education that enhances the personal skills students need to meet the demands of the world of work in the twenty-first century is required. Career process skills are of paramount importance. Specialist training for career guidance officers is also recommended and more research incorporating theory and practice is advocated.

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Prideaux, Lee-Ann. "A Longitudinal Evaluation of a Theoretically Derived Adolescent Career Education Intervention". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366711.

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Djooya, Akbar. "Perceived Attitudes of Vocational Administrators, Vocational Office Education Teachers and Marketing and Distributive Education Teachers Toward Using Microcomputers in Vocational Education Programs". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330767/.

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The primary purpose of this study was to determine the perceived attitudes of vocational administrators, vocational office education teachers, and marketing and distributive education teachers toward using microcomputers in vocational education programs. The sample forth is study was randomly selected from all vocational administrators , vocational office education teachers, and marketing and distributive education teachers employed by Texas School Districts. A total of 288 questionnaire were returned from the three vocational education groups. The return was seventy-seven percent. Statistical techniques included descriptive statistics, one-way, and two-way analyses of variance (ANOVA) to describe the responses and to test the seven null hypotheses. The results of the study was reported in two categories: statistical significance of the tested hypotheses, and the educational inferences of the vocational administrators' and vocational teachers' responses to questionnaire items. There were significant differences in the perceived general attitudes of the three groups. There were no significant differences in the perceived general attitudes of the three groups when categorized by levels of age, occupational experience, amount of computer training, and availability of microcomputers. There were no significant differences in hypotheses which tested for differences in the perceived attitudes of the three groups toward utilizing microcomputers for classroom instruction and supportive services.

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Navaratnam, K. K. "Cost-benefit analysis of secondary vocational education programs". Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/76461.

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The purpose of this study was to propose and field test a cost-benefit analysis model to determine the profitability of secondary vocational education programs. The model consisted of costs, process, and benefits components. Instructional personnel, building, equipment, materials and supplies, administration, travel, services, utilities, and maintenance were the major components of the costs. Process implied the actual conduct of the program. Increased earnings from graduates' employment, earnings from cooperative placement, provision of services, and noneconomic benefits obtained by the graduates were the components of the benefits. Costs and benefits data for field testing the model were obtained from four programs from the four vocational service areas of trade and industrial, occupational home economics, business education, and marketing and distributive education selected from both a comprehensive high school and an area vocational education center in the Roanoke County School Division, Virginia. All graduates of 1983/84 of the four programs were surveyed to gather data on them. A 73.9% return was obtained from the survey. The difference between the graduates' current earnings and earnings determined by using the Federal minimum wage for the same number of work hours by employed graduates was considered as an income benefit. Actual differences between discounted benefits and the gross costs were used to determine the profitability of programs. The following conclusions were drawn from the findings of this study: 1. The trade and industrial, business education, and marketing and distributive education programs were economically profitable. 2. The occupational home economics program was not economically profitable. 3. Graduates in each program have obtained several noneconomic benefits. 4. The proposed cost-benefit analysis model was determined useable and transportable to other vocational education settings. Based on the findings and conclusions of this study, the following recommendations were drawn: 1. That local vocational administrative units use the concept of cost-benefit analysis as an evaluation technique for secondary vocational education programs. 2. That a research study be conducted to determine what other costs and benefits should be considered in the model. 3. That a research study be conducted to determine the economic value of noneconomic benefits. 4. That a longitudinal cost-benefit analysis is needed to determine economic earning and type of jobs held by graduates after graduation. 5. That a study be conducted using cost-benefit analysis with an appropriate comparison group to vocational graduates. 6. That an annual cost-benefit analysis of vocational programs be conducted for each school system to make comparative judgement of their programs. 7. That post-secondary vocational programs explore the possibility of using cost-benefit analysis for evaluating programs.
Ed. D.

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Polonio, Jeffery Nelson. "Assessing the effectiveness of the California Department of Correction vocational education programs". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1085.

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Tang, Yat-mun. "Managing change in a prevocational school : a case study /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057672.

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Pannell, Myra Carter. "What really works in teacher preparation programs| Teachers' self-efficacy and perceived successful methods after participation in Mississippi's career and technical education alternate route program". Thesis, Mississippi State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141634.

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The debate over the effective preparation of pre-service teachers is not new. Often this debate concerns what might be considered successful methods for all pre-service teachers. However, preparation for career and technical education (CTE) teachers could look quite different than that of academic teachers, whether they are prepared through traditional or alternative routes to education. In this qualitative study, the researcher examined two iterations of the alternative-route program designed to prepare new CTE teachers in Mississippi and considered the level of self-efficacy of the teacher participants, the perceived effectiveness of the specific elements of each program, and the perceived significance of teacher/administrator and teacher/mentor relationships. The results of this study indicate that participants in the most recent iteration of the alternative-route program have a higher level of self-efficacy in teaching. The study also found that the specific elements of the newer version of the program are perceived as more relevant than those of the older version of the program and that teacher/administrator and teacher/mentor relationships play a key role in self-efficacy and job satisfaction among new CTE teachers. The results of this study also revealed that new CTE teachers desire opportunities to grow their pedagogical content knowledge by interacting and learning from veteran teachers in their respective content areas. Additionally, some of the more effective teachers who participated in this study rated themselves lower than their less effective colleagues on a self-efficacy survey and vice versa, indicating the presence of the Dunning-Kruger effect, which posits that, when an individual is unskilled in a certain task, they not only make poor choices in that area but also lack the metacognitive ability to realize it.

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Squire, Patrick J. "Thinking skills required in adult vocational education programs : a study of adult vocational education instructors in central Ohio /". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846885779053.

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Martin, Gary Richard. "Career Counseling Practices In Abet-Accredited Engineering Cooperative Education Programs". Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3321.

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Purpose. The purpose of this study was to describe and evaluate the career counseling practices in all schools of engineering in the United States with ABET-accredited engineering Cooperative Education programs. Procedure. A thirty-two item questionnaire was developed and sent out to all ABET-accredited Cooperative Education offices. All the engineering coordinators in each office filled out the questionnaire. Eighty-six percent of the schools responded to the surveys. Findings. (1) Most engineering Co-op coordinators have educational backgrounds in engineering and have taken at least one class in career counseling. (2) Co-op coordinators tend to have caseloads and other responsibilities which restrict the amount of career counseling they can offer. (3) Little correlation exists between the amount of time coordinators spend career counseling and the ability of students to obtain jobs. (4) There is a slight negative correlation between coordinators' caseloads and their placement rate. (5) There is a slight positive correlation between coordinators' caseloads and the amount of time their students receive in career counseling. (6) There is a slight positive correlation between coordinators' caseloads and the amount of time they believe students should receive in career counseling. (7) There is no correlation between the total amount of time students receive in career counseling and their ability to secure Co-op jobs. (8) There are very slight positive correlations between the amount of time students receive in seven of eighteen specified career counseling services and their ability to get a Co-op job. Conclusions. The average coordinator was found to have a career counseling training level of one class. Many slight correlations were found between the amount of career counseling which students receive and their ability to secure Co-op employment. It was also found that coordinators with average amounts of career counseling training tend to spend the most time in career counseling services. Recommendations. (1) Similar studies should be conducted with engineering Co-op programs which were not necessarily accredited by ABET, and non-engineering Co-op programs. (2) It would also be of interest to correlate time spent career counseling with other measures of "success" such as cost-effectiveness, and student satisfaction.

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Straquadine, Gary Samuel. "Vocational agriculture program quality and factors related to program quality /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992903534.

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Książki na temat "Vocational education progams"

Kellogg, Ann. Vocational experience programs for students with disabilities: Labor laws, program guidelines, vocational assessment. Madison, WI: Available from Exceptional Education Team, Wisconsin Dept. of Public Instruction, 1997.

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Education, South Carolina Council on Vocational and Technical. Vocational education: Its programs and students. Columbia, S.C. (2221 Devine St., Suite 420, Columbia 29205): The Council, 1985.

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Slezko, Leonid. State cadastres and cadastral valuation of land. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1038977.

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The textbook covers a range of issues that reflect the evolution of the development of relations related to the management of the state real estate cadastre. The goals and objectives of the creation and maintenance of the state real estate cadastre are reflected. The essence and content of the cadastral valuation of land plots are revealed. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students in educational organizations of secondary vocational education and (or) in professional training programs in the specialty 21.02.05 "Land and property relations" and in educational organizations of additional professional education, as well as for students in economic areas and specialties.

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Rogulina, Marina, Tat'yana Kopalina, Galina Nevedrova, Natal'ya Mitina, Inessa Labutina, Ol'ga Morozova, Tat'yana Ovsyannikova, Valentina Kal'ney i Lyudmila Dodonova. Fundamentals of financial literacy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1086517.

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The textbook is developed in accordance with the working program of the discipline "Fundamentals of financial literacy". At the present level, the questions devoted to the basics of financial literacy are revealed. The given theoretical material, test and practical tasks contribute to the study of the educational material during independent work, which ensures effective assimilation and practical application of the acquired knowledge. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For full-time and distance learning students of educational organizations of secondary vocational education.

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Rodenstein, Judith. Microcomputers in vocational education: Programs and practices. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Microcomputers in vocational education: Programs and practices. Englewood Cliffs: Prentice-Hall, 1986.

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Montana Council on Vocational Education. Report on Montana's vocational technical education programs. [Helena, Mont.?]: Montana Council on Vocational Education, 1994.

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Montana Council on Vocational Education. Report on Montana's vocational technical education programs. [Helena, Mont.?]: Montana Council on Vocational Education, 1994.

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Kovadlo, Lyudmila. Russian language and speech culture. Workshop. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1014771.

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The textbook is a didactic material for the textbook "Russian language and culture of speech. Theory". Russian Russian vocabulary and stylistics are outlined in the books, which instills the skills of using the norms of Russian speech. The study of the Russian language in professional educational organizations implementing the educational program of secondary general education has its own characteristics depending on the profile of vocational education, which is expressed through the content of training. When mastering the professions of technical, natural-scientific, socio-economic profiles of vocational education, the Russian language is studied at the basic level of secondary education. When mastering the specialties of secondary vocational education in the humanities, the Russian language is studied in depth as a specialized academic discipline that requires a higher level of language training of students. In this regard, much attention is paid to functional styles of speech, especially the official business style, and the specifics of the use of language units in accordance with the speech situation, which has practical application not only for students of secondary vocational education, but also for a wide range of business people. The manual contains practical material: tasks of varying complexity; answers to questions and tasks; historical references, as well as historical information on the history of the origin of words related to all parts of speech; entertaining and reference materials that can be useful for reports, abstracts and other independent works. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education, applicants and high school students.

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Kovadlo, Lyudmila. Russian language and speech culture. Theory. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1013721.

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Russian Russian Language and Culture of Speech textbook consists of two books: "Russian language and culture of speech. Theory" and "Russian language and speech culture. Practicum". The study of the Russian language in professional educational organizations implementing the educational program of secondary general education has its own characteristics depending on the profile of vocational education, which is expressed through the content of training. When mastering the professions of technical, natural-scientific, socio-economic profiles of vocational education, the Russian language is studied at the basic level of secondary education. When mastering the specialties of secondary vocational education in the humanities, the Russian language is studied in depth as a specialized academic discipline that requires a higher level of language training of students. In this regard, much attention is paid to functional styles of speech, especially the official business style, and the specifics of the use of language units in accordance with the speech situation, which has practical application not only for students of secondary vocational education, but also for a wide range of business people. Russian Russian vocabulary and stylistics are outlined in the textbook, which instills the skills of using the norms of Russian speech. In addition, attention is drawn to the norms of Russian literary pronunciation, the rules of text construction are given. The main part is devoted to the culture of Russian speech in the study of grammar and syntax. A separate chapter is devoted to punctuation of the Russian language. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education, applicants and high school students.

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Części książek na temat "Vocational education progams"

Barabasch, Antje, i Naomi Heller. "The Swiss PET system and similar programs in Germany and Austria". W Comparative Vocational Education Research, 97–111. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29924-8_6.

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Ritz, John M. "Evaluating Preparation Programs for Vocational Education Teachers". W Evaluating Preparation Programs for School Leaders and Teachers in Specialty Areas, 73–89. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-2199-3_5.

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Wilson, John P. "Public Education Institutions as Providers of Private Training Programs: Degree Apprenticeships in the United Kingdom". W Handbook of Vocational Education and Training, 1–17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_102-1.

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Wilson, John P. "Public Education Institutions as Providers of Private Training Programs: Degree Apprenticeships in the United Kingdom". W Handbook of Vocational Education and Training, 829–45. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_102.

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Polesel, John. "The Development of Vocational Programs in Secondary Schools". W International Studies in Educational Inequality, Theory and Policy, 819–35. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5916-2_32.

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Baldiris, Silvia, Laura Mancera, Levintón Licona, Cecilia Avila, Jorge Bacca, Yurgos Politis, Lizbeth Goodman i Jutta Treviranus. "Promoting Inclusion Using OER in Vocational Education and Training Programs". W Lecture Notes in Computer Science, 241–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35758-0_22.

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Xie, Qing. "Theories of Training Program Evaluation Frameworks and Methodologies". W Technical and Vocational Education and Training: Issues, Concerns and Prospects, 63–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30157-0_3.

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Shi, Jing, i Venesser Fernandes. "Making Sense of Teacher Agency Within a Vocational-Academic Integration Program at a Chinese Vocational High School". W Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 151–67. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0057-9_10.

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Tu, Yu-Ching, Cheng-Chieh Tsai i Hsiu-Rong Cheng. "A Study of Nursing Competence for Nursing Graduates Among Different Vocational Education Programs". W Advances in Intelligent Systems and Computing, 397–405. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93882-0_38.

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Nudin, Salamun Rohman, Dodik Arwin Darmawan i Yisti Vita Via. "Competency Gap of Graduate Vocational Program in the Era Covid 19 Pandemic". W Proceedings of the 4th Vocational Education International Conference (VEIC 2022), 368–73. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-47-3_42.

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Streszczenia konferencji na temat "Vocational education progams"

Strelkova, Lyudmila, Yulia Makusheva, Olga Bodrikova, Anton Shtanyuk i Anna Miloserdova. "On the issue of evaluating educational programs for additional professional education". W Human resource management within the framework of realisation of national development goals and strategic objectives. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.gizu3309.

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The article considers the problems of assessing the program of additional vocational education, considering the new realities, the management environment, the widespread introduction of the digital economy, which place new demands on workers and their professional competencies or even changes in their work activities. A methodology is proposed for calculating the integrated index of the educational program effectiveness, including vocational education, considering important economic, social, organizational, and educational components, which involves considering their quantitative and qualitative characteristics. The main conceptual elements of the evaluation system of additional programs are reflected, and the scale and evaluation standards are proposed. The economic effect of the program is determined in cost terms based on the expected revenues and expenses for the program. The article shows an example of calculating private indicators of the effectiveness of educational programs for additional vocational training, and their translation into the relative effect is carried out with the help of the profitability indicator. This allows choosing the educational product necessary for specific consumers to attract additional extra-budgetary funds for the development of science in educational institutions. In addition, the issue of training the necessary personnel in demand for business is being addressed. According to societal needs, personnel with specified professional competencies appear on the labor market. All this creates conditions for realizing the interests of employees, employers, and the state.

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Achkasova, O. G., i A. G. Shirokolobova. "USING A MIXED LEARNING MODEL WHEN IMPLEMENTING ADDITIONAL EDUCATION PROGRAMS PROFESSIONAL EDUCATION AT THE UNIVERSITY". W Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/40.

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The article raises the topical issue of training personnel for the digital economy by mastering additional vocational education by specialists as in the most flexible and adaptive system of vocational education. The authors prove the effectiveness of mastering the programs of additional professional education on a mixed model of e-learning using mass open online courses of leading universities.

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Chauhan, Praveen. "Skilling Women, Empowering India: NIOS Paving the Way". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.845.

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Women participation in India’s workforce is low, and this needs to improve for India to reap its demographic dividend. The progressing economy of India needs 119 million skilled workers between 2017-2022. However, around 88.5 million women are yet not into any form of education, employment, or training. The proportion of working-age women receiving any form of vocational training over the past decade has only increased from 6.8% in 2011-12 to 6.9% in 2018-19, Vs an increase of 14.6% to 15.7% for men. There is an imminent requirement to empower girls and women in India through quality education and skilling. The Open and distance learning system can play a major role in achieving this mission. National Institute of Open Schooling (NIOS), an ODL institution, is providing quality education and skill training to girls and women in the country through its special programs. The present paper mainly focuses on NIOS experience in integrating vocational training with school education for girls in more than 300 Kasturba Gandhi Balika Vidyalaya (KGBVs), special Government residential schools for girls. This is in line with National Education Policy 2020, which recommends integrating Vocational Education into the educational offerings of all Secondary Schools over the next decade. An attempt will be made in this paper to present the concerted efforts by NIOS for the education of girls and women, its impact, and the way forward.

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D Fruehauf, Justin, i Frederick Gregg Kohun. "Innovation Education and Diffusion in the United States: Using Literature Derived Knowledge Maps to Develop Research Methodology Strategy". W InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2244.

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The idea of innovation, while not new, has taken on a whole new meaning in the 21st century. With his introduction of the ideas of disruptive innovations in the 1990s, Clayton Christensen has quickly become a leader in the field of innovation education. Christensen expanded his theory to encompass not only industry, but also healthcare and education. It is in this field of education that much work remains. Christensen proposes that innovative thinking can be learned. Indeed and entire field of innovation education and innovation curriculum now exist in a few US universities. It is the intent of this study to examine to use of knowledge maps of the literature of innovation education, as defined by Christensen, to establish a research methodology of how innovation is taught in US education systems, specifically comparing vocational programs (machining), and graduate programs in business and engineering. Clayton Christensen, innovation education, vocational, curriculum

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Oleksandr, Osaulenko, Volodymyr Panteleiev i Yakiv Karchev. "Statistical literacy in Ukraine: problems and developments". W Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17701.

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This poster summarizes the current state of affairs in the Ukrainian system of statistical education and prospects for its development. Ukrainian higher educational institutions teaching economics have trained statistics throughout the study period - both within a general mathematical curriculum (probability theory, mathematical statistics, econometrics, etc.) and as part of vocational training for various economic specialties. Thanks to such features, statistical education is an integral part of training financiers, accountants, auditors, managers, etc. Ukraine has made significant achievements in training specialists in statistics. Lately, ties between higher education institutions and main employers (official statistics and business) have been strengthened, including students' internships in the offices of employers, lectures by leading specialists, and more modern curricula such as ESTP and EMOS. The center for contemporary statistical education of Ukraine is the National Academy of Statistics, Accounting and Audit, whose main mission is the training of highly qualified personnel, primarily for the needs of official statistics, in accordance with international recommendations and educational standards in this field. To implement the program “Learning throughout life”, the Academy has developed training programs for continuous statistical education (retraining and second higher education), popularization of the profession, and a statistical literacy manual for general education schools. The Government of Ukraine has also initiated the creation of a International Statistical Institute for the countries of Eastern Europe, the Caucasus and Central Asia, on the basis of the Academy, as another training center.

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Votava, Jiri, i Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program". W 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.053.

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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.

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Strelkova, Irina. "Digital transformation of libraries services at vocational and secondary specialized educational institutions: the main problems (from andragog's perspective)". W Sixth World Professional Forum "The Book. Culture. Education. Innovations". Russian National Public Library for Science and Technology, 2021. http://dx.doi.org/10.33186/978-5-85638-236-4-2021-224-228.

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The competence development program for top managers and professionals of the libraries at vocational schools and colleges implemented by the Republican Institute for Vocational Education (Belarus) is discussed. The global problems of professional collaborations in the difficult circumstances of instability, uncertainty and ambiguity are examined. The content and stages of the program aimed at building supraprofessional digital competences in librarians at vocational schools and colleges are characterized in detail. The focus is made on andragogical approach toward program development and implementation. Possibilities and experience of cooperation with the coutry’s university libraries are demonstrated.

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Zhang Liqin i Wan Chunhui. "The program of educational technology ability building for vocational education teachers". W 2014 9th International Conference on Computer Science & Education (ICCSE). IEEE, 2014. http://dx.doi.org/10.1109/iccse.2014.6926562.

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Juverdeanu, Gabriela, i Luminița Erhan. "Applying scientific thinking and methods to streamline specialty lessons and practical training in online teaching in vocational education". W Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p104-113.

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In the present article the authors tried to explain, as much as possible, the need to modernize the education system, because, once put in the situation of teaching online, many of the educational institutions and teachers did not know how to cope with the situation, and the education system seems not to have been taken as seriously. It took a lot of work to discover the fragile parts of the education system, the need for digitization and, most importantly, the need to purchase the necessary programs and gadgets for both teachers and students to move the school online.

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Kulpa-Puczyńska, Aleksandra. "The study program open to new societal needs and challenges of the labour market - on the example of the project “Career guidance open to ecological awareness development of a society”". W HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2901.

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The aim of the study (poster) is primarily to present assumptions, current results and possible directions for further research and practices related to project implementation titled “Career guidance open to ecological awareness development of a society” [in Polish: Poradnictwo zawodowe otwarte na kształtowanie świadomości ekologicznej społeczeństwa] (FSS/2014/HEI/W/0032), financed with the Norwegian funds and domestic funds under the Polish Higher Education Development Programme [Program Rozwój Polskich Uczelni], Scholarship and Training Fund [Fundusz Stypendialny i Szkoleniowy], realized (1/1/2015 – 5/31/2016) at the Department of Pedagogical Sciences of the Cardinal Stefan Wyszyński University (UKSW). The analysis both literature and the currently undertaken research activities, among others, leads to the conclusions that there are at least three important tasks which modern higher education has to face. 1. The promotion of solutions, including educational ones, which aim at limiting the possible risks to human life (deterioration of its quality) resulting from the type of profession and work organization; 2. Active participation of vocational guidance consultants (present and future) in building sustainable and environmentally friendly societies. 3. The necessity of cooperation among local entities (including universities) involved in lifelong vocational guidance. In this context and with reference to the concept of “green” universities and the engaged university concept, the following question also becomes important: What is the role of higher education institutions in shaping pro-environmental attitudes and their capabilities in this respect?

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Raporty organizacyjne na temat "Vocational education progams"

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

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

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Turanova, Larisa, i Andrey Styugin. Electronic course "Introduction to engineering class". Science and Innovation Center Publishing House, listopad 2020. http://dx.doi.org/10.12731/introduction_to_engineering_class.

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The electronic course "Introduction to the engineering class" is an electronic educational course for the implementation of the module of the vocational guidance program of additional education for schoolchildren of a technical orientation. Powered by LMS Moodle platform, contains multimedia and interactive resources. Available through a browser with built-in FleshPlayer, no additional software required. The electronic course includes materials on mathematics, physics, astronomy. Classes based on the e-course involve the use of electronic course resources in teleconference mode and independent work mode.

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Zelenina, I. G., L. A. Demchuk, A. E. Oreshkina i M. I. Solodkova. A model of the formation of psychological and pedagogical classes in the MAOU «ML No. 148 of Chelyabinsk" based on the integration of the basic educational program of secondary general education and the basic vocational training program "Counselor». OFERNIO, styczeń 2023. http://dx.doi.org/10.12731/ofernio.2023.25096.

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Striuk, Andrii M. Software engineering: first 50 years of formation and development. [б. в.], grudzień 2018. http://dx.doi.org/10.31812/123456789/2880.

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The article analyzes the main stages of software engineering (SE) development. Based on the analysis of materials from the first SE conferences (1968-1969), it was determined how the software crisis prompted scientists and practitioners to join forces to form an engineering approach to programming. Differences in professional training for SE are identified. The fundamental components of the training of future software engineers are highlighted. The evolution of approaches to the design, implementation, testing and documentation of software is considered. The system scientific, technological approaches and methods for the design and construction of computer programs are highlighted. Analysis of the historical stages of the development of SE showed that despite the universal recognition of the importance of using the mathematical apparatus of logic, automata theory and linguistics when developing software, it was created empirically without its use. The factor that led practitioners to turn to the mathematical foundations of an SE is the increasing complexity of software and the inability of empirical approaches to its development and management to cope with it. The training of software engineers highlighted the problem of the rapid obsolescence of the technological content of education, the solution of which lies in its fundamentalization through the identification of the basic foundations of the industry. It is determined that mastering the basics of computer science is the foundation of vocational training in SE.

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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova i Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).

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Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, lipiec 2021. http://dx.doi.org/10.22617/spr210293.

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Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.

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Making a difference for children affected by AIDS: Baseline findings from operations research in Uganda. Population Council, 2001. http://dx.doi.org/10.31899/hiv2001.1002.

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Many organizations and programs have begun to provide services and support to AIDS-orphaned children in East and southern Africa. Typical program components include the provision of school fees and supplies, supplementary feeding, home-visiting programs in which community members visit and assist affected children, and vocational training. However, few of these programs have been formally evaluated for impact. This paper reports on baseline findings from a study of two programs for AIDS-affected children and their families implemented by PLAN International in the Luwero and Tororo districts of Uganda. One program, referred to as orphan support, provides educational, health, and nutritional assistance as well as other services to orphans. The second program, known as succession planning, reaches AIDS-affected children earlier, by helping HIV-positive parents prepare for their children’s future through counseling, will writing, appointing guardians, and other measures.

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South Africa: Who uses youth centers and why? Population Council, 2001. http://dx.doi.org/10.31899/rh2001.1029.

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In 2000, the Reproductive Health Research Unit in KwaZulu Natal and the Population Council conducted an assessment of 12 youth centers and 7 affiliated peer education programs. The 12 centers, located in urban, peri-urban, and rural areas, offer very different services. The two centers of the KwaZulu-Natal Department of Health focus on providing reproductive health (RH) information and services to adolescents. The six centers of the Youth and Adolescent Reproductive Health Project provide a broader range of youth-friendly RH services, including counseling and life skills education, as well as modest recreational activities. The four centers run by loveLife have large multipurpose facilities with a wide range of recreational activities, vocational and life skills training, and RH services. This brief states that less than one-third of local youth have ever visited the youth centers in this study area of South Africa. More than half of the youth center visitors were sexually experienced but visiting a center had little discernible effect on RH knowledge or safer sexual behavior. Youth want friendly, nonjudgmental providers; youth-only facilities and young providers are less important.

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