Готові списки джерел за темами / University vocational training

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Добірка наукової літератури з теми "University vocational training"

Автор: Grafiati
Опубліковано: 30 листопада 2024

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Статті в журналах з теми "University vocational training"

1

Crochard, Magali. "Adult Vocational Training in University." International Journal of Learning: Annual Review 15, no. 3 (2008): 147–52. http://dx.doi.org/10.18848/1447-9494/cgp/v15i03/45694.

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ATAPINA, YULIYA A. "Continuing education program: development and implementation at the University cluster." Agricultural Engineering, no. 2 (2024): 86–91. http://dx.doi.org/10.26897/2687-1149-2024-2-86-91.

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Анотація:
The increasing demand for secondary vocational education programs has drawn even more attention to the didactic support of the continuing education programs implemented in the college-to-university transition system. Their obvious benefit is the shortened period of professional training of specialists while maintaining the highest possible quality of the University cluster, where a vocational college is the primary level of the university training. The experience of implementing secondary vocational education programs in Russian State Agrarian University - Moscow Timiryazev Agricultural Academy taking into account the specifics of the technical training and vocational teacher training necessitated the appropriate infrastructural modification: the establishing of the College of Technology and the Center for Technological Support of Education. The results of the questionnaire survey of students of the College of Technology confirmed the need and relevance of the development of continuing educational programs with a shortened period of study. The methodology of designing continuing educational programs consists of successive logically interrelated stages: analytical designing, verification and implementation, correction and optimization. The first stage is the most challenging and time-consuming for the program developers: it is necessary to determine the invariant component of secondary vocational and higher education, which should be taken into account to develop a continuous Bachelor program that would provide short -time training. In the subsequent stages, this program is to be implemented, evaluated and adjusted. Using this methodology, the author attempted to develop a continuous educational program for the training area 44.03.04 ‘Vocational Education and Training (Sector-Specific)’ based on the vocational college program 44.02.03 ‘Pedagogy of Additional Training (Technical Creativity Area)’. The program is intended for training vocational teachers in accordance with the requirements of the Federal State Educational Standard in a shortened time.
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3

Corrêa, Adriana Katia, Maria Conceição Bernardo de Mello e. Souza, Maria José Clapis Maria José Clapis, and Debora Silva Fornazieri. "Permanent Teacher Training in Vocational Nurse Education: The University - Vocational School Partnership." Revista de Cultura e Extensão USP 17 (May 22, 2017): 57. http://dx.doi.org/10.11606/issn.2316-9060.v17i0p57-66.

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A atuação de professores na modalidade educação profissional técnica de nível mé- dio (EPTNM) na área da saúde, especificamente na enfermagem, é de fundamental importância, tendo em vista o contingente numérico de trabalhadores técnicos de enfermagem (e auxiliares) e a relevância das ações de cuidado pelas quais se responsabilizam nos cenários da saúde, nos distintos níveis de atenção. O objetivo deste relato de experiência é descrever e apontar algumas reflexões acerca do projeto de extensão, “Formação de professores de escolas técnicas: interfaces com a licenciatura em enfermagem”, apoiado pela Pró-Reitoria de Cultura e Extensão da Universidade de São Paulo desenvolvido desde agosto de 2016, explicitando também outras atividades voltadas à formação permanente do professor que o antecederam. São destacados aspectos importantes em relação aos processos e aos produtos que compõem esse projeto, sendo pontuadas reflexões e tendo em vista as suas implicações para os envolvidos. Trata-se de uma proposta que, voltada à qualificação da formação do professor enfermeiro e do aluno da EPTNM na área da saúde/enfermagem, pode promover a articulação universidade-escola técnica contribuindo com o fortalecimento do compromisso social da universidade com a educação e a saúde.
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4

Погонышев, Владимир Анатольевич, Дина Алексеевна Погонышева, and Татьяна Михайловна Хвостенко. "VOCATIONAL TRAINING OF FUTURE ENTREPRENEURS AT THE UNIVERSITY." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 1(50) (March 24, 2020): 210–17. http://dx.doi.org/10.26456/vtpsyped/2020.1.210.

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Анотація:
Рассмотрены вопросы профессиональной подготовки бакалавров как субъектов будущей предпринимательской деятельности. Показано, что качество подготовки обучающихся обусловлено социокультурными, психолого-педагогическими и социально-экономическими факторами, включающими трансформацию предпринимательской и общей культуры, гуманизацию образования с опорой на системный, личностно ориентированный, деятельностный, аксиологический, синергетический, компетентностный подходы и формирование цифровой среды. Установлено, что профессиональная компетентность бакалавра как субъекта будущей деятельности в сфере предпринимательства включает когнитивно-деятельностный, мотивационно-ценностный и рефлексивно-коммуникативный компоненты. Обоснованы организационно-педагогические условия профессиональной подготовки студентов как субъектов будущей предпринимательской деятельности, включающие моделирование профессиональной подготовки, учитывая социально-экономические и личностные аспекты с опорой на системный, деятельностный, личностно ориентированный, аксиологический, фрактальный, синергетический и компетентностный подходы; использование цифровых технологий; мониторинг уровня подготовки субъектов будущей деятельности в предпринимательстве, обусловленной образовательными потребностями общества и личности, цифровыми образовательными ресурсами вуза. Аrticle considers issues of professional training of bachelor 's degrees as subjects of future business activity. It is shown that the quality of training of students is due to sociocultural, psycho-pedagogical and socio-economic factors, including transformation of entrepreneurial and general culture, humanization of education based on systemic, personality-oriented, activity, axiological, synergistic, competent approaches and formation of digital environment. It has been established that the professional competence of the bachelor as a subject of future activity in the sphere of entrepreneurship includes cognitive-activity, motivation-value and reflexive-communicative components. Organizational and pedagogical conditions of professional training of students as subjects of future business activity are justified, including modeling of professional training, taking into account socio-economic and personal aspects based on systemic, activity, personality-oriented, axiological, fractal, synergistic and competent approaches; use of digital technologies; Monitoring the level of training of subjects of future activities in entrepreneurship due to educational needs of society and personality, digital educational resources of the university.
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5

Faleeva, Liya, Ekaterina Bratukhina, Sergey Ezhov, Larisa Gorbunova, Anastasia Lopanova, Lubov Viaznikova, and Nina Kryukova. "Student’s Social Experience Forming in University Vocational Training." Eurasian Journal of Analytical Chemistry 12, no. 7b (October 1, 2017): 1127–35. http://dx.doi.org/10.12973/ejac.2017.00238a.

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6

Balleux, André. "Les étudiants en formation à l’enseignement professionnel au Québec : portrait d’un groupe particulier d’étudiants universitaires." Canadian Journal of Higher Education 36, no. 1 (June 30, 2006): 29–48. http://dx.doi.org/10.47678/cjhe.v36i1.183524.

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Анотація:
Registration in a university training program for teachers of vocational training represents a major transition characterized by a progressive rupture between practice of a trade and practice as a teacher. This situation particular to Quebec teachers of vocational training makes them unique students, with characteristics and profiles different from their colleagues of the general sector. This article presents the results of a study conducted with students enrolled in training programs for teaching vocational training at Sherbrooke University aimed at building a first portrait of this characteristic group. This research constitutes the first step in a process which will contribute to a better understanding of the identity, the problems and the peculiar situation of teachers of vocational training at their moment of transition between practice of a trade and teaching their trade.
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7

Wang, Yan. "Study on the Current Situation of Skills Training for Pre-Vocational Chemistry Normal University Students Based on the Normal University Professional Certification." International Education Forum 2, no. 4 (June 20, 2024): 32–38. http://dx.doi.org/10.26689/ief.v2i4.7067.

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Анотація:
At present, the main task of normal universities is to train qualified teachers for primary and secondary schools. Thus, pre-service teacher skills training and some educational theories are compulsory courses for every normal university student. The level of pre-service teacher skill training of normal university students directly affects the future teaching work of students. Especially for chemistry normal university students, we should not only possess the basic teaching ability of teachers but also experimental operation skills. Therefore, transforming from an ordinary chemistry normal university student to a qualified chemistry teacher must go through many links, especially the pre-vocational chemistry normal university student skills training. Based on the relevant theory of the skill training of pre-vocational chemistry students, this paper combines its own practical experience and adopts the questionnaire method to analyze the problems existing in the skill training of pre-vocational chemistry students. This paper is divided into three parts, the qualities of the students, the current situation, and problem analysis.
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8

Migunova, Еlena. "Reverse mentoring in vocational training of future teachers." Man and Education, no. 1 (62) (2020): 88. http://dx.doi.org/10.54884/s181570410020862-3.

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Анотація:
The article describes the experience of the reverse mentoring system in the student environment of the university. Tasks, directions, stages of implementation, methods are considered, indicators of performance of implementation of reverse student mentoring among future teachers of pre-school education at the department of the university are presented.
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9

Tyson, Ruhi. "Book Review: History of Vocational Education and Training in Europe." International Journal for Research in Vocational Education and Training 5, no. 2 (August 30, 2018): 165–71. http://dx.doi.org/10.13152/ijrvet.5.2.5.

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Анотація:
The book is volume 14 in the series Studies in Vocational and Continuing Education. Series editors are Philipp Gonon & Anja Heikkinen. Volume 14, History of Vocational Education and Training in Europe: Cases, Concepts and Challenges is edited by Esther Berner, Professor for Educational Science, Helmut-Schmidt University in Hamburg, Germany, and Philipp Gonon, Professor for VET and Teacher Training, University of Zurich, Switzerland.
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Pokaliuk, V., and D. Fedorenko. "CHARACTERISTICS OF PROFESSIONAL AND TECHNICAL EDUCATIONAL ESTABLISHMENTS OF CIVIL PROTECTION OF UKRAINE." Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems, no. 54 (September 28, 2022): 45–49. http://dx.doi.org/10.31652/2412-1142-2019-54-45-49.

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Анотація:
The article describes the contents of the concepts of professional training of the personnel of theunits of Civil Protection Emergency Rescue Service, primary professional training, professional (vocational) training.The structure of vocational education of the civil protection sphere is considered.The description of the training centers of the emergency rescue units of the special purpose (specializededucational institutions of the first attestation level), the list of working professions by which vocational training,retraining, advanced training are carried out is presented. The training centers of the Civil Rescue Service (trainingcenter of the Main Department of the State Emergency Service in Kyiv, the training center of the Civil Rescue Service,the Interregional Emergency Response Center of the operational and rescue service) the list of proffessions for whichpreparation, retraining, advanced training, vocational training are carried out, their main purpose is given. The activityof the Higher Vocational School of Lviv State University of Life Safety and the State Paramilitary Mining and RescueSquad is described, the working professions under which vocational training, initial vocational training, retraining andadvanced training are carried out.
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Дисертації з теми "University vocational training"

1

Loday, Karma Manee Chaiteeranuwatsiri. "An evaluation of training of instructors programme in enhancing the teaching skills of instructors of vocational training institutes of Bhutan /." Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd412/4938036.pdf.

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2

Fry, Stacey L. "Community-based rehabilitation programs' resources and recommendations for the University of Wisconsin-Stout Research and Training Center." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001frys.pdf.

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3

Monvichet, Soeung Sujaritlak Deepadung. "Situation of educational management in technical and vocational education and training case study : Preah-Kossamak Polytechnic Institute /." Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd394/4738683.pdf.

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4

de, Graaf Frederika Hilde. "Assessing knowledge claims through the recognition of prior learning (RPL): A case study in the business faculty at a university of technology (in the Western Cape, South Africa)." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1924.

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Thesis( Master of Education(Education)-- Cape Peninsula University of Technology, 2010
I decided to undertake this study because as the RPL specialist, I noticed a discrepancy between the interpretation of knowledge presented as part of a RPL application and the interpretation of that knowledge claim by the academic staff members involved in the assessment. Knowledge claim is the phenomenon that this study is about and I am attempting to answer these two questions: 1. What are the similarities and/or differences in the knowledge claims made by RPL applicants and the knowledge claims recognised by the academics in the RPL process for access into the BTech in Project Management at the institution? 2. How valid is RPL as a means of access to the BTech: Project Management programme at the institution? For my study I developed a theoretical framework that consists of two components: the knowledge claims made by the RPL Applicants before they were given access to the University and the academics’ interpretation of the RPL assessment. The second component is the knowledge claim made by the RPL applicants as students after they were admitted to the University and the academics’ interpretation of their performance. These two components were further developed using concepts such as recontextualization, tacit and explicit knowledge, the usefulness of theory and cognitive ability.I analysed the RPL theories within the context for before Higher Education and after Higher Education. I then proceed to discuss the development of knowledge in the workplace and in the academia using the same breakdown.
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5

Kitshoff, Michiel Casparus. "The Faculty of Theology of the University of Zululand: its contribution to vocational training, research and publication and spiritual support." Thesis, University of Zululand, 2000. http://hdl.handle.net/10530/1380.

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Submitted to the Faculty of Theology and Religion Studies in fulfillment of the requirements for the degree Doctor of Theology in the Department of Systematic Theology and History of Christianity at the University of Zululand, South Africa, 2000.
The thesis commences by describing the establishment of ethnic university colleges, including the University College of Zululand, during 1959. In more detail the establishment of a department of Theological Studies in 1964, followed by a faculty of Theology in 1970, is discussed. Chapter 2 discusses the professional training activities of the Faculty of Theology in co-operation with accredited theological institutions. The thesis relates how the Faculty moved from co-operation with Dutch Reformed Church institutions to practising an open door policy. Chapter 3 records and discusses the contribution of the Faculty of Theology to vocational training at the main campus, Durban-Umlazi campus and at the accredited colleges. It discusses the history and content of theological degrees, the position and impact of Biblical Studies and Method of Biblical Studies, extramural and extracurricular training as well as student unrest. The chapter also supplies details of the staff of the Faculty of Theology and finally gives a list of graduandi of the various years. Chapter 4 discusses in detail the research and publication activities of the Faculty. The discussion also covers the impressive work done by NERMIC, the University research unit for the study of New Religious Movements and Independent/Indigenous Churches. Chapter 5 highlights the spiritual support supplied by the Faculty through the Council of Supervision for the Ministry to Students, interdenominational services, the University chaplaincy, commemorative services, student societies, prayer meetings and individual Faculty members. Chapter 6 looks at the crucial question of the viability of the Faculty of Theology from a historical perspective, while weighing up its chances of survival in the light of the present situation. Chapter 7 rounds off the study with a resume and some concluding remarks.
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Bergdahl, Susanne. "Reading on Equal Terms? : A Comparative Study of the Importance of SocialBackground and Cultural Capital in Vocational vs. University-preparatoryEnglish Training." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24706.

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This degree project has three aims. First, it will investigate students’ attitudes towards reading novels in English and how their motivation for reading differs whether they attend vocational or university-preparatory programs.  In order to investigate this, a total of 73 students were asked to participate in the implementation of a questionnaire. Second, this degree project sets out to study if there are differences in how four teachers approach reading novels in English and third, it will study how these four teachers motivate their students in their studies. This part of the investigation was conducted by performing qualitative interviews with each of the teacher informants. The theoretical framework of this degree project has its basis in the theories regarding cultural capital by sociologist Pierre Bourdieu. The results show that there are clear divisive lines between the attitudes and the motivation of students depending on which program they attend and that these divisions can be attributed in part to students’ social background. The results also indicate that teachers are aware of these differences and approach reading novels in the classroom accordingly.
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7

King-Bailey, Shirley Ann. "Student and employer perceptions of work-based learning in rural community colleges in Mississippi." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04062009-082500.

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Park, Meredith. "Customer satisfaction: a comparison of community college and department of employment security operated WIN Job Centers in Mississippi." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-03262009-115600.

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Nwosu, Mike Chike. "Youth Entrepreneurship Among University Graduates in Anambra State, Nigeria." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6637.

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Nigerian policy is inconsistent with regard to the promotion of entrepreneurship among young adults in Anambra State that would serve as a guide to becoming self-employed. Most young adults in Anambra State lack information on entrepreneurial characteristics to become self-employed. The issues confronting Anambra State as a result of youth unemployment include increase in crime rate, drug abuse, kidnapping, and suicide rate. Guided by the human capital theory, the purpose of this case study was to explore the entrepreneurship strategies that young adults in Anambra State needed to become self-employed after graduating from universities. Twenty youth entrepreneurs participated in the individual interviews, 5 participated in a focus group, and 5 policymakers participated in another individual interview. Data were coded and analyzed using Yin's 5 step procedure involving compiling, assembling, analysing, dissembling and repeating the entire process three times until the themes emerged. The emerging themes were mentorship, vocational training, and ad-hoc programs. These findings revealed that youth who participated in these programs (mentorship, vocational training and ad-hoc) obtained entrepreneurial strategies and consequently ran more profitable enterprises than those who did not. The implications for positive social change include recommendations to policymakers to expand the mentoring program among young adults and introduce vocational education that could enhance employment rate, thereby improving the standard of living, and create educational programs for university students with the expectation that upon graduation they may be able to develop businesses that may lead to the creation of employment and empower young entrepreneurs towards national growth and development.
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Silva, Ayodele Floriano. "O enfoque da promoção da saúde nos projetos de extensão universitária na área da saúde." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/6/6135/tde-24052011-142041/.

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Introdução: A extensão universitária é uma das atribuições da universidade. Acredita-se que os projetos de extensão representem um instrumento de formação de profissionais aptos para atuar na perspectiva da Promoção da Saúde preconizada pelo SUS. Nesse contexto, o enfoque da Promoção da Saúde para olhar estas intervenções na área da saúde é pertinente para verificar as potencialidades de tais atividades. Objetivos: Analisar as atividades de extensão universitária desenvolvidas em três unidades da USP - Faculdade de Medicina, Faculdade de Saúde Pública e Escola de Enfermagem -, sob o enfoque da Promoção da Saúde e conhecer a percepção de professores e estudantes quanto à contribuição da extensão universitária em saúde na formação profissional dos estudantes participantes. Material e Métodos: Foram identificadas e quantificadas as atividades de extensão realizadas entre 2005 e 2009. Em seguida, foi feita análise documental dos projetos selecionados (Projeto Assunção, Projeto Bandeira Científica e Jornada Universitária de Saúde) e entrevistados seus professores coordenadores e estudantes participantes. Resultados: A quantidade de projetos foi menor em relação às outras categorias de atividades de extensão universitária existentes. O projeto Assunção foi o que apresentou mais aproximações e convergências com a perspectiva da Promoção da Saúde. Professores e estudantes destacaram as contribuições dos projetos de extensão para a formação profissional. Conclusão: Os projetos de extensão são importantes instrumentos na formação de profissionais aptos para atuar com a perspectiva da Promoção da Saúde junto ao Sistema Único de Saúde
Introduction: The extension is one of the powers of the university. It is believed that the extension projects are a training tool for professionals able to work in the perspective of health promotion proposed by SUS. In this context, the focus of Health Promotion to look at these interventions in health is relevant for evaluating the potential of such activities. Objectives: To analyze university extension activities carried out in three units of USP - Faculty of Medicine, School of Public Health and School of Nursing - under the focus of Health Promotion and know the perception of teachers and students on the contribution of university extension health professional training of participating students. Material and Methods: We identified and quantified the extent of activities carried out between 2005 and 2009. Then was documentary analysis of selected projects (Projeto Assunção, Projeto Bandeira Científica e Projeto Jornada Universitária de Saúde) and interviewed their teachers and coordinators participating students. Results: The number of projects were low in relation to other categories of existing university outreach activities. The project was the assumption that showed more similarities and convergences with the perspective of Health Promotion Faculty and students emphasized the contributions of the extension projects for vocational training. Conclusion: The extension projects are important tools in training professionals able to act with the prospect of Health Promotion by the Sistema Único de Saúde
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Книги з теми "University vocational training"

1

Geggus, Caroline. University training and career opportunities, 1985. Pretoria: Human Sciences Research Council, 1986.

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2

Joan, Jeffri, and Columbia University. Research Center for Arts and Culture., eds. The Artists training and career project: Painters : report prepared for the Research Center for Arts and Culture, Columbia University. New York, N.Y: Trustees of Columbia University/Research Center for Arts and Culture, 1991.

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3

Western Washington University. Woodring College of Education. Washington Center for Vocational Educator Preparation: A grant proposal. Bellingham, Wash: Western Washington University, 1990.

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4

Björk, Lennart. Academic writing: A university writing course. 2nd ed. Lund: Studentlitteratur, 1997.

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5

TEC, Sheffield, University of Sheffield, and Sheffield Hallam University, eds. Training and Enterprise Council national development prospectus 1993/1994.: National vocational qualifications and student work placements, a joint University of Sheffield, Sheffield Hallam University and Sheffield Training and Enterprise Council project. [Sheffield]: [Sheffield TEC?]l, 1993.

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6

Richardson, P. A. University based training and research programmes and how they can help SME's (sic) to prepare for the single European market. Stirling: Scottish Enterprise Foundation, 1989.

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7

Donna, Johnson, and Educational Resources Information Center (U.S.), eds. Putting ability to work: Disability, career development, and employment : a manual for training campus professionals, community employers, human resource professionals, university students. Minneapolis, MN: Career Connections, Disability Services, University of Minnesota, 1994.

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8

H, Bass Hans, Friedrich Ebert Stiftung, and Universität Bremen. Small Enterprise Promotion and Training Programme., eds. Enterprise promotion and vocational training for Nigeria's informal sector economy: A joint publication of Friedrich Ebert Foundation Nigeria and the Small Enterprise Promotion and Training Programme SEPT, University of Bremen. Münster: Lit, 1995.

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Fullerty, Jennifer Mary. Lifelong learning: Post-compulsory education and the university for industry : a case study, or, An investigation of the impact of the UK government initiative Learndirect on a changing and ageing society with implications for policymakers, researchers and teachers in terms of the supply and demand of educational and training opportunities. Arlington, Virginia: F Street Books (Parkgate Press), 2011.

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Ignacio, Calderón Adolfo, and Falcão, Maria do Carmo Brant de Carvalho., eds. Juventude, capacitação profissional e inclusão social: Uma experiência de extensão universitária. São Paulo, SP: Olho d'Agua, 2000.

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Частини книг з теми "University vocational training"

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Ivala, Eunice N., and Chaunda L. Scott. "Cape Peninsula University of Technology." In Faculty Perspectives on Vocational Training in South Africa, 4–16. New York : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9781351014311-2.

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Needham, Seamus. "Student Support Structures for Transitioning from Vocational to University Education: A South African Case Study." In Handbook of Vocational Education and Training, 1–12. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_92-1.

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Needham, Seamus. "Student Support Structures for Transitioning from Vocational to University Education: A South African Case Study." In Handbook of Vocational Education and Training, 1581–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_92.

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Bathmaker, Ann-Marie. "Vocational Diversification and Influences of Social Class and Gender in Educational Decision-Making: The Case of University Technical Colleges in England." In Handbook of Vocational Education and Training, 1–16. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49789-1_20-1.

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Bathmaker, Ann-Marie. "Vocational Diversification and Influences of Social Class and Gender in Educational Decision-Making: The Case of University Technical Colleges in England." In Handbook of Vocational Education and Training, 1549–64. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_20.

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Ivala, Eunice N., Daniela Gachago, and Zilungile Sosibo. "Diverse Staff Voices on the Transformation of a Merged South African University of Technology." In Faculty Perspectives on Vocational Training in South Africa, 83–96. New York : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9781351014311-7.

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Qaid, Edris Hamood, Ali Ahmed Ateeq, Zahida Abro, Marwan Milhem, Mohammed Alzoraiki, Tamer M. Alkadash, and Nabil Hussein Al-Fahim. "Conceptual Framework in Attitude Factors Affecting Yemeni University Lecturers’ Adoption of E-Government." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 345–58. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-7798-7_29.

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Ateeq, Ali Ahmed, Ranyia Ali, Marwan Milhem, Mohammed Alzoraiki, Sara Al Meer, and Noora Abdulla Mohamed Ajlan. "The Impact of Online Learning on Students’ Outcomes at Gulf University in the Kingdom of Bahrain." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 13–25. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-7798-7_2.

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Beier, Loreen, Alessandra Minello, Wilfred Uunk, Magdalena Pratter, Gordey Yastrebov, and Hans-Peter Blossfeld. "The Emergence of Gender-Specific Competence Patterns and Decision Making During the Course of Educational and Job Careers in Germany." In Methodology of Educational Measurement and Assessment, 59–86. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27007-9_3.

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AbstractStarting at the earliest phase in the educational career, our analyses show that there are already gender differences in mathematical competencies at early preschool age, but against the usual expectations, in favour of girls. In primary school, the early gender-specific differences are then reinforced: Boys perform better in mathematics and girls in German language. Nevertheless, these relative advantages in each domain compensate for each other, so there are no significant differences in the overall performance. Concerning the transition from secondary school to vocational training or higher education there was some evidence from the data that among graduates, young women tend to opt more often for vocational training than young men, whereas the men more often choose to study at universities for applied science than women. We did not find gender differences regarding university entry: Women do not aim lower with respect to university entry at similar grades than boys.Finally, our results show the important role of mothers in shaping the level of education of their daughters. In summary, based on our analyses the expected cumulative differences among boys and girls and men and women over the life course appear to be in accordance with the so-called Matthew effect hypothesis: Small gender differences at preschool age are getting bigger over the school career, not so much with regard to competence trajectories but with regard to the chosen subjects in schools and fields of study at vocational training and tertiary education.
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Vorontsova, J. A. "Revealing the Human Direction of Managers’ Vocational Training at Bryansk State Technical University". У Proceeding of the International Science and Technology Conference "FarEastСon 2020", 129–38. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0953-4_12.

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Тези доповідей конференцій з теми "University vocational training"

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Munarriz, Ana, Yeray Rodriguez, Maria Isabel Goicoechea, and Maria Jesus Campion. "From training practice in the professional world to university: characterization of Vocational Training students to retain them in university studies." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16123.

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This paper analyses the Vocational Training students who enroll at the School of Economics and Business Administration of the Public University of Navarre. For this purpose, a descriptive study of this admission profile has been carried out. In addition, their educational strengths and weaknesses have been studied, as well as whether accessing a Degree after having studied vocational training affects their performance and dropout. According to the results, students mostly choose the Bachelor's Degree in Management and Business Administration and the Bachelor's Degree in Economics, with a better performance in the subjects that are similar to those previously studied in Vocational Training. At the same time, they show deficiencies in the quantitative area, being the access route a determining factor in the result.
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SÜTŐ, Éva. "LEARNING MOTIVATION AND SELF-REGULATED LEARNING AT VOCATIONAL TRAINING SCHOOLS." In 11th International Conference of J. Selye University. J. Selye University, Komárno, Slovakia, 2019. http://dx.doi.org/10.36007/3334.2019.261-270.

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Muladi, Utomo Pujianto, and Ulfa Qomaria. "Predicting high school graduates using Naive Bayes in State University Entrance Selections." In 2020 4th International Conference on Vocational Education and Training (ICOVET). IEEE, 2020. http://dx.doi.org/10.1109/icovet50258.2020.9230336.

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Antipina, Olga Vladimirovna. "To the problem of additional vocational training in conditions of export of Russian educational services." In All-Russian Scientific and Practical Conference. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-21410.

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The article considers the problem of additional vocational training in the system of higher education of the Russian Federation. The author gives main characteristics of a modern refresher course or a course of vocational training, based on the experience of attending courses of additional vocational training by the teachers of the Department of foreign languages of the Irkutsk State Medical University (ISMU). In the end, there is an example of an innovative course of vocational training worked out by the specialists of the mentioned department that can answer the challenges of the modern system of higher education.
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Rahmatullah, Muhammad, Amat Mukhadis, and Apif Miptahul Hajji. "Learning Service Satisfaction of Master Degree Graduates of Vocational Education in State University of Malang." In 1st International Conference on Vocational Education And Training (ICOVET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icovet-17.2017.46.

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Giannoccolo, Francesca. "People with disabilities in the university-work transition: a project to study networks." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17303.

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The employment of people with disabilities is a goal indicated by international and European development policies. The possibility of access to education and vocational training is a prerequisite for achieving an independent life. This paper presents a qualitative research design for studying networks, which can support education and vocational training pathways of students with disabilities. Networks play an important role in building relationships between students and other social actors, and they allow for the identification of resources to ensure equal access to education, vocational training, and labour market. The preliminary results of the legislation and scientific literature analysis indicate the relevance of two elements: a new concept of people with disabilities, considered not only as users but also as actors in the network; the contribution of educational research to human and professional development in non-formal educational contexts, such as work environments.
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Hernández Martín, Marina, Ana Sánchez-Pina, Rocio Redondo-Castillejo, Jousef Angel Issa, Maria Angeles Vicente-Torres, Sergio Damián Paredes, Natalia de las Heras, et al. "HIGHER VOCATIONAL TRAINING AND UNIVERSITY STUDENTS JOINED BY A SERVICE-LEARNING PROJECT." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1456.

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Filonova, L. N., S. V. Kosovskikh, N. F. Usynina, and N. V. Ischenko. "Mathematical Culture as Basis for Improving Vocational Training Progress of University Students." In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.32.

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Achkasova, O. G., and A. G. Shirokolobova. "USING A MIXED LEARNING MODEL WHEN IMPLEMENTING ADDITIONAL EDUCATION PROGRAMS PROFESSIONAL EDUCATION AT THE UNIVERSITY." In 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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Rafi, Sharmili Mohamed, Mohd Faizal Jamaludin, and Mohammad Faizal Ahmad. "Lean Management Practice for Technical and Vocational Education and Training (TVET) Institutions in Malaysia." In 2023 International Conference on University Teaching and Learning (InCULT). IEEE, 2023. http://dx.doi.org/10.1109/incult59088.2023.10482530.

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Звіти організацій з теми "University vocational training"

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KHARLOVA, E. V., O. N. GORDIENKO, and N. G. BARINOVA. TERMINAL VALUES OF FEMALE AND MALE STUDENTS OF AGRARIAN VOCATIONAL TRAINING. Science and Innovation Center Publishing House, April 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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Lee, Jamie, and Lasse Leponiemi. Journeys in Vocational Student Wellbeing. HundrED, December 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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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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Canto, Patricia, ed. 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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Allais, Stephanie, and Carmel Marock. What Problem Should Skills Solve? Interrogating Theories of Change Underpinning Strategies and Interventions in Vocational Education and Skills in LMICs. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/136.

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The aim of this paper is to understand the ‘theory of change’ underlying interventions to support vocationalisation of general education as well as vocational education and training (VET) and skills development. The focus is on interventions supported by development agencies and donors, although national policies are also considered, as the agencies work with governments and are both guided by, and influence, their priorities. The first aim is to interrogate what problem VET is seen as the answer to, and how VET is seen to solve that problem (their theory of change). The second aim is to understand the extent to which, and ways in which, vocationalising education is supported and VET favoured, as compared to other components of the education system such as early childhood development, early primary education, or university expansion, as an educational intervention. We found that while some organisations have explicit theories of change—generally multiple theories of change addressing different aspects of the overarching system—many are currently in the process of developing these theories of change. A few state that they do not have a theory of change but rather focus on the development of targets for different components of the system.
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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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