Gotowe bibliografie tematyczne / Vocational training

Gotowa bibliografia na temat „Vocational training”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 25 lipca 2024

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Artykuły w czasopismach na temat "Vocational training"

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Caplin, R. L. "Vocational training". British Dental Journal 181, nr 5 (wrzesień 1996): 166. http://dx.doi.org/10.1038/sj.bdj.4809199.

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Isaacs, P. "Vocational training". British Dental Journal 182, nr 1 (styczeń 1997): 9. http://dx.doi.org/10.1038/sj.bdj.4809285.

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Forsyth, D. B. "Vocational training". British Dental Journal 175, nr 8 (październik 1993): 279–80. http://dx.doi.org/10.1038/sj.bdj.4808300.

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Ingle, Ronald. "Vocational training". South African Family Practice 46, nr 4 (maj 2004): 3. http://dx.doi.org/10.1080/20786204.2004.10873062.

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Razetto, Marina, i Cristiana Bianchi. "Vocational Training Courses". International Journal of Mental Health 23, nr 1 (marzec 1994): 31–38. http://dx.doi.org/10.1080/00207411.1994.11449275.

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Temple-Smithson, P. E. "Vocational training eligibility". British Dental Journal 166, nr 3 (luty 1989): 68. http://dx.doi.org/10.1038/sj.bdj.4806715.

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Taylor, NG. "Mandatory vocational training". British Dental Journal 175, nr 1 (lipiec 1993): 12. http://dx.doi.org/10.1038/sj.bdj.4808206.

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Cronin, Mary E., Kathy Wendling, Deborah C. Lord i Dominick R. Palmisano. "Community Vocational Training". Intervention in School and Clinic 27, nr 1 (wrzesień 1991): 52–55. http://dx.doi.org/10.1177/105345129102700112.

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Rani, K. Sudha, G. Umapathi G. Umapathi i Dr T. Ananda Dr. T. Ananda. "Impact Of Vocational Training On Students". Indian Journal of Applied Research 1, nr 5 (1.10.2011): 62–63. http://dx.doi.org/10.15373/2249555x/feb2012/24.

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Karlsson, Tobias Lasse. "Being someone or doing something: How students in municipal adult education view their future vocation". Nordic Journal of Vocational Education and Training 12, nr 3 (29.10.2022): 71–94. http://dx.doi.org/10.3384/njvet.2242-458x.2212371.

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Being an adult, deciding what to do with your life, and trying to understand the consequences of educational choices can be difficult. Vocational education and training (VET) programmes within the Swedish municipal adult education (MAE) offer an opportunity to learn a vocation, and last 6–18 months. This study aims to explore how adult VET students perceive desirable vocational habitus and is based on 18 interviews comparing students from two vocational MAE programmes in assistant nursing and floor laying. Semi-structured interviews were conducted at the beginning of the students’ training and data were analysed using inductive thematic analysis. The results show that choosing a VET programme is a process of choosing what you want to do for work but also who you want to be. However, whether or not students see themselves as suitable is contrasted between how they perceive their future vocation and what the vocational community expects from them, which in turn affects their learning process and development of a vocational identity. Noticing the discrepancies between students’ perceptions and vocational expectations can both reduce the risk of losing students during training and reduces the risk of reproducing unequal ideals.
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Rozprawy doktorskie na temat "Vocational training"

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Bornemann, Stefan. "Spillovers in Vocational Training". Diss., lmu, 2006. http://nbn-resolving.de/urn:nbn:de:bvb:19-57376.

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Tsang, Kwok-chun. "Vocational education and training in Hong Kong : a case study of a training centre of the Vocational Training Council /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811310.

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Kucheruk, Maryna. "Vocational training for future teachers". Thesis, Бердянський державний педагогічний університет, 2019. https://er.knutd.edu.ua/handle/123456789/14693.

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The purpose of the research is to reveal the significance of mastering new educational technologies. This enables not only to enrich the base of theoretical and methodological knowledge of students, but also to form a bundle of professional skills to design, develop the learning process, analyze its results in accordance with new information technology teaching.
Метою роботи є дослідження важливості освоєння нових освітніх технологій. Це дає змогу не лише збагатити базу теоретичних та методичних знань студентів, а й сформувати сукупність професійних навичок проектування, удосконалення навчального процесу, аналізу його результатів відповідно до викладання нових інформаційних технологій.
Целью работы является исследование важности освоения новых образовательных технологий. Это позволяет не только обогатить базу теоретических и методических знаний студентов, но и сформировать совокупность профессиональных навыков проектирования, совершенствование учебного процесса, анализа его результатов в соответствии с преподаванием новых информационных технологий.
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Gordon, Kenneth William. "Curriculum evaluation of technical vocational training". Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10698/.

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This thesis is a Case Study of a professional technical training programme designed for an Executive Agency of a major government department. The purpose was to explore the structure, strengths and weaknesses of the programme and to put forward useful suggestions for improvement. The personnel recruited into the programme are experienced technical specialists, often accustomed to the exercise of considerable responsibility and authority, earlier in their careers. The programme is intended to impart the extra skills required in their new role. There is special emphasis on assessment of student learning and curriculum evaluation and the possible confusion between the two terms. The problem of Outcomes and how the competency of the trainees is to be judged is considered. Also considered are learning styles, content and the teaching environment. Research data is included, collected from three primary and one secondary source. The primary sources consist of two questionnaires, one on Assessment of Student Learning and the other on Curriculum Evaluation. The results from these were analysed and from this data, the questions for the Interview Schedules were developed. They were designed to provide clarification or additional data where this was required. This Interview Schedule was structured as a series of open-ended questions, allowing further investigation as necessary. The data has been presented in an easily understood format, making use of tables and pie charts. Links have been established between the existing theories on adult further education and the research findings. Conclusions and suggestions for future improvement have been made.
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劉少偉 i Siu-wai Lau. "Vocational training centre for the deaf". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983443.

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Kerton, G. A. J. "Vocational education and training in Botswana". Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/56166/.

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The development of skill formation in Botswana was investigated in the context of the global economy and high youth unemployment. At independence (1966) Botswana was one of the ten poorest countries in the world. As a democratic country the welfare of its citizens was paramount, consequently, when diamonds were discovered (1967) the main objective was to improve living standards throughout the country. When revenue from diamonds increased. diversification by creating a stronger industrial base was considered necessary to develop a sound economy, more employment for its expanding youth population, lessening dependence upon expatriate workers and further investment in schools and vocational education and training (VET) establishments, however, the supply and demand of skilled workers was uncoordinated and employers were dissatisfied with the quality of VET graduates. Wide ranging information on the opinions of the effectiveness of VET was obtained from village elders school leavers, teachers and parents VET leavers, lecturers and instructors recent VET graduates and employers and other high ranking individuals. Human capital theory and its assumptions were found inappropriate for analysing the requirements of a developing country, as it failed to consider the effects of traditional culture on development. A more holistic approach, based on the political economy of skill formation, appeared to be more suitable. The effects of traditional norms and expectations on western industrial practice were highlighted, also, the negative influence of the didactic teaching style on the application of theoretical knowledge, problem solving and the teaching of English in schools. VET institutes were disadvantaged by lecturers and instructors with limited industrial and teaching experience and industrial placements for students were ineffective because of inadequate funding for guidelines and monitoring procedures. Only one third of VET graduates were able to obtain work appropriate to their training. Positive actions to improve the effectiveness of VET were suggested, but they require commitment from all stakeholders
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Lau, Siu-wai. "Vocational training centre for the deaf". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954210.

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Cooper, Evan S. "Got Skills? Improving U.S. Vocational Training amidst Growing Demand for Advanced Vocational Skills". Ohio University Honors Tutorial College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1524678708998462.

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Ball, Sally. "European Community vocational training law and policy". Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365605.

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Kap, Hrvoje. "Comparative Studies of Vocational Education and Training". Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-119482.

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The thesis consists of an introduction and three studies, which are comparative sociological and institutional analyses of a number of countries' publicly regulated vocational education and training systems at upper secondary and post-secondary level. Official regulation of programme content and curricula - the main empirical material - is interpreted, and focus is directed on aspects which distinguish between, among others, general and vocational elements of teaching, learning and training. The analyses employ concepts from educational studies, historical sociology and institutional sociology with the aim of conceptual elaboration and illumination of similarities and differences between cases. Study I compares upper secondary vocational education and training programmes in Denmark, Finland, Norway and Sweden. The programmes are analysed and compared with respect to scope, sequence and selection of curricular units of subject matter and periods of training. Programmes combine general and vocational elements in various ways, thereby offering choices for obtaining both the occupation-related qualification, as well as higher education eligibility. The combination of curricular units with additional subject matter seems to, in some cases, lead to emerging learning aims. Study II focuses on vocational education and training systems at upper secondary level in Denmark, Norway and Sweden, and seeks to identify differences and similarities by conceptualising features of ideal types along different dimensions. It furthermore develops a method of analysis and visualisation which enables more accurate understanding of how various learning aims are designed within educational programmes. Some of the results indicate that the resources necessary for attaining the full, intended educational qualification are not guaranteed in any of the three cases; however, this applies particularly to apprenticeship-based programmes, where it can be attained only after training contracts with status-like features, resembling parts of occupational jurisdictions, are seized within sheltered circumstances. In the school-based programmes, a larger proportion of resources are guaranteed, but training is shorter and less vocationally oriented. Vocational education and training programmes in all three systems orient learning not only towards vocational, but also general learning aims. Study III compares admission criteria to post-secondary vocational education and training programmes in Denmark and Sweden, focusing on the Danish erhvervsakademi and the Swedish yrkeshögskola. Options, as elements of life chances, for individuals holding upper secondary vocational education qualifications who wish to apply for admission to these programmes, differ in terms of scope between the two cases. In the Swedish case, options are wide and mostly structured by course-based admission criteria; while in the Danish case, options are more narrow and structured by qualification-based admission criteria.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 3: Manuscript.

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Książki na temat "Vocational training"

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Germany (Federal Republic). Presse-und Informationiamt., red. Vocational training. Bonn: Press and Information Office, 1987.

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Toshio, Ishikawa. Vocational training. Tokyo, Japan: Japan Institute of Labour, 1987.

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Christine, Greenhalgh, Gregory Mary i Treble John, red. Vocational training. Oxford: Oxford University Press, 1994.

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Makepeace, Gerald H. Does vocational training pay?: Lifetime earnings and vocational training. Hull: University of Hull. Department of Economics, 1994.

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Bonn, Moritz J. Vocational Training Act =: Berufsbildungsgesetz ; Vocational Training Promotion Act = Berufsbildungsförderungsgesetz. Bonn: Bundesminister für Bildung und Wissenschaft, 1992.

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APO Symposium on Vocational Training Strategy (2001 Korea, South). Vocational training strategies. Tokyo: Asian Productivity Organization, 2002.

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Ziderman, Adrian. Israel's vocational training. Washington, DC: International Bank for Reconstruction and Development, 1988.

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European Centre for the Development of Vocational Training., red. Glossarium: Vocational training. Thessaloniki: Cedefop, 2000.

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Bonn, Moritz J. Vocational Training Act =: Berufsbildungsgesetz (BBiG) ; Vocational Training Promotion Act = Berufsbildungsförderungsgesetz. Bonn: Bundesministerium für Bildung, Wissenschaft, Forschung und Technologie, 1996.

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Wilson, Richard. Vocational qualifications and training. London: Institute of Directors, 2000.

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Części książek na temat "Vocational training"

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Kregel, John, i Meg Sander. "Vocational Training". W Evidence-Based Practices in Behavioral Health, 851–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26583-4_32.

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Wieland, Rainer. "Vocational Training". W Dos and Don’ts in Human Resources Management, 25–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-43553-3_9.

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VanBergeijk, Ernst O. "Vocational Training". W Encyclopedia of Autism Spectrum Disorders, 1–8. New York, NY: Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-6435-8_1814-3.

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Offit, Paul A., Anne Snow, Thomas Fernandez, Laurie Cardona, Elena L. Grigorenko, Carolyn A. Doyle, Christopher J. McDougle i in. "Vocational Training". W Encyclopedia of Autism Spectrum Disorders, 3331–38. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1814.

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Fry, John. "Vocational Training". W The Beecham Manual for Family Practice, 113–22. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-011-6361-3_12.

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VanBergeijk, Ernst O. "Vocational Training". W Encyclopedia of Autism Spectrum Disorders, 5153–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1814.

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Ray, Richard. "Vocational Discernment". W True Stories From the Athletic Training Room, 123–27. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003526810-40.

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Gallacher, Jim, Robert Ingram i Fiona Reeve. "Are Vocational Qualifications Vocational?" W The Future of Vocational Education and Training in a Changing World, 381–401. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18757-0_22.

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Wu, Xueping, i Yiqun Ye. "Vocational Training and Employment". W Technical and Vocational Education in China, 45–60. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0839-0_2.

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Rainbird, Helen. "Vocational education and training". W The Social Dimension, 184–202. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-23062-4_10.

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Streszczenia konferencji na temat "Vocational training"

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Al-Abdulwahed, Khalid, i Nouf Al-Ashwan. "Female Vocational Training". W SPE Middle East Oil & Gas Show and Conference. SPE, 2021. http://dx.doi.org/10.2118/204528-ms.

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Abstract The development of any country lies in all members of society in a country, the old generation to the younger and new ones. After launching the vision of 2030 pillars, the circle of women barriers becomes wider and unlimited in the field of employment. In order to merge women in the oil and gas industry, the first milestone must be considered is creating opportunities in the labour market alongside educating and training them to acquire great learning and hone skills that qualify the women to be in the industrial workforce. It will widely contribute to the socio-economic change in a country. The female has individual skills and capabilities that the companies’ needs to achieve its business objectives. The institutes which are fundamentally structured; can open another facility which is targeted the female vocational and technical training based on the same assets (strategies & policies). Another way to do so is through collaboration with international vocational institutions, local female universities and colleges. These days there is no doubt that the oil and gas companies are critically needed for the local talents and diversity of its range. As an example, SPSP has planned to inaugurate a new female vocational & technical center, in the meantime will offer a major source of job opportunities for well trained and qualified young Saudi women that how we encourage and retain more Saudi female to the petroleum energy sector. The training programs will include Health & Safety, and Electrical Diploma. There is a lack of trained and qualified Saudi female technical workforce at the industry sector. To solve this problem, the education and the labour sectors must work simultaneously to empower the female in this field. Many companies need to retool the female candidates from functional roles such as HR or Finance to target them into practice hands-on roles. To sum up, as Vision 2030 of rewarding opportunities to the women stated, ‘’ we are directing significant investment toward unlocking their talents and supporting their contribution to the Kingdom’s economic growth.’’ Business leaders should call for an action to increase female’s opportunity at the energy sector side by side the government’s efforts in the female vocational training programs.
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Morón, Carlos, Mari Paz Ramos, Alejandro Payán i Daniel Ferrández. "INNOVATION IN VOCATIONAL TRAINING". W 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1625.

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Widiaty, Isma, i Ana Ana. "Vocational Pedagogy in Perspective Vocational High School Curriculum". W 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.22.

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Jailani, Md Y., N. K. R. Siti, A. N. Y. Faizal, A. Maizam, S. Syahril, I. M. Marina, M. F. Lee i in. "Vocational pedagogy among technical vocational education and training teachers". W 2017 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2017. http://dx.doi.org/10.1109/ieem.2017.8289869.

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Jaber, Nizam, i Hekmat Bani Hashem. "Strategic Vocational Training for Nationalization". W Abu Dhabi International Petroleum Exhibition and Conference. Society of Petroleum Engineers, 2015. http://dx.doi.org/10.2118/177606-ms.

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Kuna, Peter, Alena Hašková i Ján Haller. "VOCATIONAL TRAINING IN CNC TECHNOLOGIES". W 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0993.

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Kuna, Peter, Alena Hašková i Ján Haller. "VOCATIONAL TRAINING IN CNC TECHNOLOGIES". W 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0820.

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Moron, Carlos, Mª Paz Ramos, Pablo Saiz, Daniel Ferrandez i Jorge Pablo Diaz. "MINDFULNESS IN VOCATIONAL TRAINING EDUCATION". W International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1102.

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"Higher Vocational Civil Aviation Transportation Talent Training Strategies under the Objective of Vocational Ability Training". W 2018 2nd International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ssah.2018.179.

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Sun Lina, Yang Libo i Zhao Ya. "Virtual learning environments in vocational training". W 2013 8th International Conference on Computer Science & Education (ICCSE). IEEE, 2013. http://dx.doi.org/10.1109/iccse.2013.6554112.

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Raporty organizacyjne na temat "Vocational training"

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Лаврентьєва, Олена Олександрівна. Methodological Approaches To Vocational Training Organization. IASHE, 2017. http://dx.doi.org/10.31812/0564/2557.

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Questions of entity and maintenance of the concept "vocational training" are considered in the article. Author shows distinction of approaches to interpretation of vocational training, technical and vocational training; opens genesis; characterizes features of institutions of vocational training at school, after-school and professional levels. In article the existing determination is analyzed and the authoring vision of classification of methodological approaches in the organization of vocational training is given; the approaches of strategic and tactical levels are revealed.
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Howden, Sarah, i Caroline S. Fawcett. Gender Issues in Technical Training and Vocational Education. Inter-American Development Bank, październik 1998. http://dx.doi.org/10.18235/0008895.

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The overall goal of the Bank's Women in Development (WID) Policy is to improve the socioeconomic situation of women in Latin America and the Caribbean and to improve the performance of Bank projects by enhancing women's contributions. To assist project officers in this task, gender guidelines, or resource books, are being prepared in specific sectors and economic structures and markets of Bank Activity. The information in this resource book is focused primarily on training issues regarding skills acquisition in the urban manufacturing and service sectors.
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Dave, Dhaval, Nancy Reichman, Hope Corman i Dhiman Das. Effects of Welfare Reform on Vocational Education and Training. Cambridge, MA: National Bureau of Economic Research, styczeń 2011. http://dx.doi.org/10.3386/w16659.

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Warren, Frederika. Spotlight on Technical and Vocational Education and Training (TVET). HundrED, marzec 2019. http://dx.doi.org/10.58261/xpdk1549.

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HundrED was asked to research Technical and Vocational Education and Training (TVET) on an international scale. As part of this research ‘Spotlight’ on TVET, three surveys were carried out, eliciting the opinions of TVET institution leaders, employers and students in Finland.
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Snel, Herman, i Herman Brouwer. Strengthening Myanmar’s agricultural technical and vocational education and training system. Wageningen: Wageningen Centre for Development Innovation, 2021. http://dx.doi.org/10.18174/543718.

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Lee, Jamie, i Lasse Leponiemi. Journeys in Vocational Student Wellbeing. HundrED, grudzień 2023. http://dx.doi.org/10.58261/xbfc8265.

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Finland is a bilingual country with two official languages, Finnish and Swedish. Finland’s constitution states that every Finnish citizen has the right to communicate with authorities in either Swedish or Finnish – including access to education. All Finnish-speaking students are required to learn Swedish from fifth or sixth grade and all Swedish-speaking Finns are required to learn Finnish from first or third grade. Swedish-language education is available from the daycare level up to the university level. This Tailor-Made process focusing on wellbeing innovations was done together with four Swedish-speaking vocational institutions. These institutions are located in bilingual or Swedish-speaking municipalities, and all of them are offering vocational education and training to over 1000 students.
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Malamud, Ofer, i Cristian Pop-Eleches. General Education vs. Vocational Training: Evidence from an Economy in Transition. Cambridge, MA: National Bureau of Economic Research, lipiec 2008. http://dx.doi.org/10.3386/w14155.

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Barrera-Osorio, Felipe, Adriana Kugler i Mikko Silliman. Hard and Soft Skills in Vocational Training: Experimental Evidence from Colombia. Cambridge, MA: National Bureau of Economic Research, lipiec 2020. http://dx.doi.org/10.3386/w27548.

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KHARLOVA, E. V., O. N. GORDIENKO i N. G. BARINOVA. TERMINAL VALUES OF FEMALE AND MALE STUDENTS OF AGRARIAN VOCATIONAL TRAINING. Science and Innovation Center Publishing House, kwiecień 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-2-2-121-132.

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The purpose of the research presented in this article was to study the terminal values of female and male students of agricultural vocational training. The novelty of the study is to identify the expression of each of the eight terminal values (determined by the methodology of I. G. Senin), their representation in various five spheres of life of students of different faculties of the Agrarian University. The results of the study show that there are differences in the severity of terminal values and the value of life spheres among female and male students.
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Canto, Patricia, red. The role of vocational training knowledge intensive business services. (Main conclusions). Universidad de Deusto, 2020. http://dx.doi.org/10.18543/vyqr9353.

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In the global economic model, the service sector continues to gain ground on the manufacturing sector and trends such as the integration of new technologies into production processes are advancing inexorably. Advanced economies are pushed to specialise, supported by their regional innovation systems, and cities are emerging as key and strategic centres of activity. In this context, Knowledge Intensive Business Services (KIBS) are presented as critical due to their capacity to promote innovation within the regional productive fabric and smart specialisation strategies, the promotion of advanced manufacturing, the generation of quality employment and the stimulation of economic growth, especially in urban environments. This is why many cities, prioritizing KIBS to stimulate their economy, need to create and retain talent for this sort of industry. Likewise, vocational and education training (VET) systems, such as the Basque VET system, have so far developed their greatest strengths in the field of manufacturing knowledge. Due to this, VET seems to be obliged to adapt to this new scenario, in which KIBS and cities stand out, in order to continue to maintain their level of excellence. KIBS have been extensively examined, but until now no one had posed the following questions: What is the role of vocational training in KIBS? To what extent are VET profiles (and will VET profiles be) relevant in KIBS? This study will show an emerging trend in the labour market. This is the growing relevance of technology profiles with VET background in KIBS, especially in technology-based KIBS. VET technology profiles can be consolidated as one of the main implementing agents of the digital transformation (cybersecurity, blockchain, cloud computing, UX design, artificial intelligence, scientific computing...). To this end, hybridisation with other fields of knowledge but also with studies of other kinds such as university studies may be essential.
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