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Добірка наукової літератури з теми "Vocational Education and Training"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 4 вересня 2023

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Статті в журналах з теми "Vocational Education and Training"

1

Fenn, John B. "Education or vocational training?" BioTechniques 40, no. 6 (June 2006): 780–81. http://dx.doi.org/10.2144/000112200.

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2

Foster, Philip. "Vocational education and training." Prospects 22, no. 2 (June 1992): 149–55. http://dx.doi.org/10.1007/bf02195542.

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3

Mirzaxmatovna, Anarkulova Gulnaz. "Effective Methods of Training Vocational Education Specialists in Higher Education Institutions." International Journal of Psychosocial Rehabilitation 24, no. 2 (February 29, 2020): 5614–21. http://dx.doi.org/10.37200/ijpr/v24i2/pr2020797.

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4

Sally, Smith. "Researching vocational education and training." Journal of Vocational Education & Training 68, no. 4 (October 2016): 475–76. http://dx.doi.org/10.1080/13636820.2016.1245809.

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5

Moodie, Gavin. "Identifying vocational education and training." Journal of Vocational Education & Training 54, no. 2 (June 2002): 249–66. http://dx.doi.org/10.1080/13636820200200197.

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6

Becker, Rolf, and Anna Etta Hecken. "Higher Education or Vocational Training?" Acta Sociologica 52, no. 1 (March 2009): 25–45. http://dx.doi.org/10.1177/0001699308100632.

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7

Aleshchenko, N. M. "Advanced training in industry education." Transport Technician: Education and Practice 2, no. 4 (November 24, 2021): 398–402. http://dx.doi.org/10.46684/2687-1033.2021.4.398-402.

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The experience of the Federal Agency for Railway Transport (Roszheldor) conducting annual training courses for the heads of educational institutions of secondary vocational education and heads of state universities of railways supervising their work, organized by the Training and Methodological Center for Education in Railway Transport, considered. The main issues and problems that were discussed from September 13 to 16, 2021 at the courses “Improving the quality of secondary vocational education in the field of railway transport: prospects and ways of development”, held on the basis of the Emperor Alexander I St. Petersburg State Transport University.The topical issues, the study of which is devoted to the event: the results of the work of educational institutions of secondary vocational education of Roszheldor; interaction of educational organizations of Roszheldor with the main employer — JSC Russian Railways; educational and methodological support of basic professional educational programs of secondary vocational education; new organizational and methodological mechanisms in the system of secondary vocational education through Federal educational and methodological association; introduction of technological innovations into secondary vocational education in railway transport through professional skill con-tests; WorldSkills championships; informational, organizational, scientific and methodological resources for solving problems of training mid-level specialists for railway transport.

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8

Cronin, Mary E., Kathy Wendling, Deborah C. Lord, and Dominick R. Palmisano. "Community Vocational Training." Intervention in School and Clinic 27, no. 1 (September 1991): 52–55. http://dx.doi.org/10.1177/105345129102700112.

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9

Härnqvist, Kjell. "GENERAL EDUCATION, VOCATIONAL TRAINING, AND FURTHER EDUCATION." Higher Education in Europe 13, no. 1-2 (January 1988): 32–42. http://dx.doi.org/10.1080/0379772880130104.

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10

Sanda, István Dániel. "Vocational training and vocational education in the ancient world." Képzés és Gyakorlat 13, no. 1-2 (2015): 419–33. http://dx.doi.org/10.17165/tp.2015.1-2.30.

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Дисертації з теми "Vocational Education and Training"

1

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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2

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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3

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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Анотація:

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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4

Mbewe, Mambwe Luka. "Assessing the Zambian technical and vocational training." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1132.

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5

Sproule, Charles Robert Moore. "Vocational education initiatives : a sociological investigation." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292536.

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6

Chan, Kwan-tak. "Diploma disease and vocational education and training in Shanghai, China." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500761.

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7

Law, Chun-wah. "Experience from Siemens Training Centre in Germany." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/HKUTO/record/B38628545.

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8

Michaelides, Anthony. "Vocational cooperative education in Cyprus, 1960-1986." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6691/.

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Marshall, Stephanie jane. "Pre-vocational education : a comparative policy study." Thesis, University of York, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333742.

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Tsang, Kwok-chun, and 曾國鎮. "Vocational education and training in Hong Kong: a case study of a training centre of the VocationalTraining Council." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959830.

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Книги з теми "Vocational Education and Training"

1

DANIDA and Denmark Udenrigsministeriet, eds. Vocational education and training. Copenhagen, Denmark: DANIDA, 1994.

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2

Mota, Artur. Vocational training in Portugal. Berlin: The Centre, 1987.

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3

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

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4

Cándido, Genovard, and European Centre for the Development of Vocational Training., eds. Vocational training in Spain. Berlin: European Centre for the Development of Vocational Training, 1987.

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5

Istituto per lo sviluppo della formazione professionale dei lavoratori. and European Centre for the Development of Vocational Training., eds. Vocational training in Italy. Berlin: European Centre for the Development of Vocational Training, 1988.

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6

John, Field. Educational and vocational training. Harlow: Longman Information & Reference, 1994.

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7

Stavrou, Stavros. Vocational training in Greece. Berlin: European Centre for the Development of Vocational Training, 1987.

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8

Dooney, Roy. Vocational training in Ireland. Berlin: The Centre, 1987.

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9

Debaty, Pol. Vocational training in Belgium. Berlin: European Centre for the Development of Vocational Training, 1987.

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10

Illinois. Department of Employment Security. Education & training. Springfield, Ill.]: Illinois Dept. of Employment Security, 2007.

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Частини книг з теми "Vocational Education and Training"

1

Rainbird, Helen. "Vocational education and training." In 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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2

Hyland, Terry. "Vocational Education and Training." In Mindfulness and Learning, 145–61. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1911-8_10.

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3

Heyes, Jason, and Helen Rainbird. "Vocational Education and Training." In Employment Policy in the European Union, 188–209. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-10650-6_9.

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4

Hồ, Tiên Thị Hạnh. "Vocational Education and Training." In Higher Education in Vietnam, 208–26. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481_10.

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Hager, Paul, and Terry Hyland. "Vocational Education and Training." In The Blackwell Guide to the Philosophy of Education, 271–87. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996294.ch16.

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Buckley, Graham, and Per Blicher-Hansen. "Strategies for Vocational Training." In General Practitioner Education, 1–12. London: Springer London, 1992. http://dx.doi.org/10.1007/978-1-4471-1960-9_1.

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7

Wu, Xueping, and Yiqun Ye. "Vocational Training and Employment." In 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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8

Anderson, Karen M. "Vocational Training and Higher Education." In Social Policy in the European Union, 134–56. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-49515-0_6.

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Holmes, Peter. "Vocational Training and Higher Education." In Experiencing the Outdoors, 207–21. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-944-9_17.

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Bash, Leslie. "Education, Jobs, and Vocational Training." In International Handbook of Comparative Education, 539–50. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-6403-6_34.

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Тези доповідей конференцій з теми "Vocational Education and Training"

1

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

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2

Morón, Carlos, Mari Paz Ramos, Alejandro Payán, and Daniel Ferrández. "INNOVATION IN VOCATIONAL TRAINING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1625.

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3

Jailani, Md Y., N. K. R. Siti, A. N. Y. Faizal, A. Maizam, S. Syahril, I. M. Marina, M. F. Lee, et al. "Vocational pedagogy among technical vocational education and training teachers." In 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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4

Yang, YongJuan, and YaQin Li. "Analysis of Vocational Generic qSoft Skillsq Training for the Vocational Students." In 2013 International Conference on Educational Research and Sports Education. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/erse.2013.49.

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5

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

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Анотація:

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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Gao, Na. "Appreciation Education Helps Higher Vocational Talents Training." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.309.

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7

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

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9

Widiaty, Isma, and Ana Ana. "Vocational Pedagogy in Perspective Vocational High School Curriculum." In 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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10

Petnuchova, Jana, Roman Hrmo, Veronika Hornakova, Martin Podaril, Milan Stur, Zuzana Ridzonova, and Marian Novota. "Vocational education and training in OECD countries." In 2012 15th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2012. http://dx.doi.org/10.1109/icl.2012.6402131.

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Звіти організацій з теми "Vocational Education and Training"

1

Dave, Dhaval, Nancy Reichman, Hope Corman, and Dhiman Das. Effects of Welfare Reform on Vocational Education and Training. Cambridge, MA: National Bureau of Economic Research, January 2011. http://dx.doi.org/10.3386/w16659.

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2

Warren, Frederika. Spotlight on Technical and Vocational Education and Training (TVET). HundrED, March 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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3

Snel, Herman, and 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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4

Malamud, Ofer, and Cristian Pop-Eleches. General Education vs. Vocational Training: Evidence from an Economy in Transition. Cambridge, MA: National Bureau of Economic Research, July 2008. http://dx.doi.org/10.3386/w14155.

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5

Pfeiffer, Sabine, ed. Effects of Industry 4.0 on vocational education and training (ITA manu:script 15-04). Vienna: self, 2016. http://dx.doi.org/10.1553/ita-ms-15-04.

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6

Izawa, Eiko Kanzaki, Takashi Yamano, Daler Safarov, and Jorgen Billetoft, eds. Technical and Vocational Education and Training in Tajikistan and Other Countries in Central Asia:. Manila, Philippines: Asian Development Bank, 2021. http://dx.doi.org/10.22617/tcs210003.

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7

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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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.

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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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Steinmann, Peter. Do changes in the pre-licensure education of health workers impact on the supply of health workers? SUPPORT, 2017. http://dx.doi.org/10.30846/170209.

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Анотація:

In many countries there is a shortage of health workers. The high financial and resource investments needed to train health workers make it important to find ways to increase the number of students entering initial health professional training (sometimes referred to as pre-licensure training) and reduce the number of pre-graduation drop-outs. Ways to achieve this include interventions to increase the capacity of health professional training institutions; reduce the loss of students (and increase the likelihood that students will graduate); or increase the recruitment of students from other countries into health professional training institutions. Minority academic advisory programmes that include academic, personal, financial and vocational advising, skills building, mentorships, supplementary training, and annual evaluations are an approach to achieving this amongst students from minority groups.

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