Статті в журналах: "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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Muhrman, Karolina. "How can students in vocational education be motivated to learn mathematics?" Nordic Journal of Vocational Education and Training 12, no. 3 (October 4, 2022): 47–70. http://dx.doi.org/10.3384/njvet.2242-458x.2212347.

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The aim of this article is to discuss how mathematics teaching with a closer connection to students’ vocational orientation can increase their motivation to learn mathematics. This article uses a motivation theory called self-determination theory to analyse interviews and observations made in two different studies investigating mathematics in vocational education. The results indicate that there are many vocational students who are unmotivated to learn mathematics because they do not see any relevance in the subject. However, there seem to be positive aspects regarding vocational students’ motivation to learn mathematics when they are given the opportunity to work with vocational-integrated mathematics tasks, especially in a vocationally authentic environment. In relation to self-determination theory, it is possible to see increased motivation linked to a sense of meaningfulness, competence and self-determination, as well as increased social collaboration. However, teachers need to be observant of students’ goals for their studies, so that even those who do not see a future in the vocation they are training for will find motivating factors for their learning in mathematics.

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Melnarowicz, Władysław, and Krzysztof Melnarowicz. "Return to Vocational Education." Journal of KONBiN 44, no. 1 (December 1, 2017): 235–55. http://dx.doi.org/10.1515/jok-2017-0070.

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Abstract The article presents the description of the current education and vocational training systems in Poland and the world with special emphasis on technical professions. It draws attention to the events and decisions, which led to a decreased level of education, lower quality of graduates and problems, the youth graduating from secondary and high schools have with finding a job. The studies of the authors on the effectiveness of vocational training systems lead to the presentation of an innovative proposal of deriving operational goals of education from professional tasks and developing a modular design of curricula. Such an approach towards the construction of vocational training programs is based on the model of a modularized occupation MES (Modules of Employable Skills). The described concept is supported by: high efficiency, flexibility and economic issues.

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13

Bilboe, Wendy. "Vocational education and training in Kuwait: Vocational education versus values and viewpoints." International Journal of Training Research 9, no. 3 (September 2011): 256–60. http://dx.doi.org/10.5172/ijtr.9.3.256.

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14

Huy Thọ, Vương. "Continuing education in vocational teacher training." Journal of Science, Educational Science 60, no. 8D (2015): 138–44. http://dx.doi.org/10.18173/2354-1075.2015-0265.

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15

Lyngsnes, Kitt Margaret, and Marit Rismark. "Trajectories through Vocational Education and Training." International Journal of Learning, Teaching and Educational Research 17, no. 11 (November 30, 2018): 175–93. http://dx.doi.org/10.26803/ijlter.17.11.11.

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16

Halliday, John. "Empiricism in vocational education and training." Educational Philosophy and Theory 28, no. 1 (January 1996): 40–56. http://dx.doi.org/10.1111/j.1469-5812.1996.tb00231.x.

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17

Matlay, Harry. "Vocational education and training in SMEs." Education + Training 50, no. 1 (February 15, 2008): 67–70. http://dx.doi.org/10.1108/00400910810855540.

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18

Maricic, Sven, Donald Radolovic, Ivan Veljovic, and Roberta Raguz. "VR 3D Education for Vocational Training." MATEC Web of Conferences 299 (2019): 03006. http://dx.doi.org/10.1051/matecconf/201929903006.

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The progress and development in the fields of technologies in the past few decades are impressive. With so many innovations that have had an impact on human lives and have changed them so drastically, living in a time where new technologies are still making massive changes, and, unquestionably, it wil continue with that trend. As the techniques are continuously evolving, people are forced to prepare ourselves and our descendants to the new and upcoming technologies so that they would be able to understand them, use them, teach others about them and also make some improvements in the specific fields of applications. This article presents an overview of the principal results of research on the impact of Virtual Reality (VR) 3D education for students in industrial vocational training. They were introducedto the generated model and had to explore all elements to have personal experience in the virtual environment. After the training, a user experience survey has been conducted, and the results obtained after the use of the system were presented.

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19

Tran, Ly Thi. "Internationalisation of Vocational Education and Training." Journal of Studies in International Education 17, no. 4 (January 2, 2013): 492–507. http://dx.doi.org/10.1177/1028315312469987.

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20

Winch, Christopher. "Research in Vocational Education and Training." British Journal of Educational Studies 60, no. 1 (March 2012): 53–63. http://dx.doi.org/10.1080/00071005.2011.650944.

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21

Kumar, Manoj. "Vocational Education and Training in India." International Journal of Adult Vocational Education and Technology 7, no. 1 (January 2016): 1–24. http://dx.doi.org/10.4018/ijavet.2016010101.

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Failure in the training market may result from credit constraints and the inability to insure against labor income uncertainty, deterring potential trainees, or labor market imperfections that create external benefits for Indian industries. This paper constructs a model of a training market affected by both problems, and examines the rationale for training levy schemes, intended to make Indian industries increase investment in training. It is shown that regulating Indian industries, or equivalently financing a subsidy through taxation of profits, can achieve a Pareto improvement irrespective of the cause of under-investment. However, when the levy is assessed as a proportion of wages the effect is to address capital market imperfections only.

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22

Mitra, Jay, and Harry Matlay. "Entrepreneurial and Vocational Education and Training." Industry and Higher Education 18, no. 1 (February 2004): 53–61. http://dx.doi.org/10.5367/000000004773040979.

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The social, economic and political systems of former communist countries have faced considerable changes since the late 1980s. Most countries in Eastern and Central Europe have undergone their own individual brand of transition from a centrally planned, command system to a more or less liberalized, Western-style market economy Many observers agree that in general there is still a great deal to be done to achieve the key goal of economic liberalization, but there is little agreement among academics as to what would constitute an effective and stabilizing transition in the region. In common with contemporary Western beliefs and attitudes, much of the new thinking and hopes for economic regeneration in Eastern and Central Europe have centred on entrepreneurship and small business development. In the early years of transition, the influx of international aid became a stumbling block to the establishment of the kind of support systems that had proved crucial for the survival and growth of small businesses in Western Europe. The demand for entrepreneurial skills and the deficiencies inherent in their new labour markets exposed post-communist economies to external shocks such as those caused by the termination of COMECON agreements and the Gulf War. The longitudinal research on which this paper is based was closely modelled on ongoing work by the authors, which involves an in-depth investigation of the ‘paradox of training’, the difference between attitude and practice, that exists in the small business sector of the UK economy. Following the results of a pilot study undertaken in the UK, the research was extended to include small business sectors across Eastern, Central and Western Europe.

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23

Millot, Benoît. "The future of vocational education training." Economics of Education Review 4, no. 4 (January 1985): 352. http://dx.doi.org/10.1016/0272-7757(85)90020-2.

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24

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, no. 3 (October 29, 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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25

Kamalov, Murat, Amangeldi Saipov, and Yusubali Kamalov. "Training of future teachers about educational technologies of vocational training." World Journal on Educational Technology: Current Issues 14, no. 5 (September 30, 2022): 1279–90. http://dx.doi.org/10.18844/wjet.v14i5.8055.

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This study aimed at investigating the education of future teachers about the educational technologies of vocational education, and it was designed according to this purpose. In this context, it was aimed to conduct a study with the teachers of the future. The research was created and implemented in the 2021–2022 spring academic year. A total of 172 pre-service teachers voluntarily participated in the research. In the research, vocational education technologies were given with the help of online technology in the form of a 2-week online training to the group participating in the study. In order to collect data in the study, the ‘Vocational Education and Technology’ data collection tool, which was developed by the researchers and whose validity and reliability were obtained, was used. The data collection tool used in the research was delivered to the people participating in the research with the Google survey method and collected. The analysis of the data was made by using the Statistical Package for the Social Sciences programme, frequency analysis and t-test; the results are added to the research in the presence of tables. As a result of the research, it is seen that the teachers of the future will prefer technology for vocational education and use it in their professional life to achieve positive results. Keywords: Teachers of the future, vocational education, online and distance education, technology;

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SAWAI, Minoru. "Vocational Training and Vocational Education in Postwar Japan: An Overview." Japanese Research in Business History 37 (2020): 1–10. http://dx.doi.org/10.5029/jrbh.37.1.

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27

Nore, Hæge. "Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training." International Journal for Research in Vocational Education and Training 2, no. 3 (December 15, 2015): 182–94. http://dx.doi.org/10.13152/ijrvet.2.3.4.

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This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a recontextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and designing learning processes in hybrid learning-arenas. Vocational didactics as understood in a teacher-training context are challenged by more actors and new forms of interactivity with technological tools crossing sites. The study is based on a longitudinal study in a national project on quality assessment, interviews with teachers and trainers as well as apprenticeship training offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics.

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Vaganova, N. O., V. M. Lopatkin, and A. S. Vasiliev. "Authenticity in vocational education." Transport Technician: Education and Practice 2, no. 2 (June 21, 2021): 147–57. http://dx.doi.org/10.46684/2687-1033.2021.2.147-157.

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An attempt was made to apply an authentic approach to teaching, which consists in creating conditions for the accumulation of students’ own experience in vocational education. The concept of “authenticity” establishes a connection between training and real production conditions and determines the quality of the personnel potential of enterprises.The work is based on theoretical studies of authentic education, the practice of training specialists in professional educational organizations. The solution of the set tasks was facilitated by the study of state regulatory documents, orders of the leaders of the railway industry on interaction with public organizations using methods of comparative analysis, comparing the data obtained, pedagogical observation, working out the practice of network interaction.An interpretation of the concepts “quality of personnel resources”, “quality of education” is proposed, the term “professional authenticity” is specified. The conditions for the formation of an authentic specialist are identified, indicators of the formation of professional authenticity are determined, the content of the interaction of a professional educational organizations and production is concretized to achieve an authentic goal. Rethinking the concept of “authenticity” made it possible to identify and describe the complex of organizational and pedagogical conditions for the formation of the professional authenticity of a future specialist.An authentic approach to education has gained relevance in the international educational community due to the applied nature and proposed new methods and technologies for training specialists, which causes the need for its further research.

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Tkachuk, Viktoriia, Tetiana Sulyma, Olena Tarasova, and Svitlana Khotskina. "ASPECTS OF TRAINING BACHELORS IN VOCATIONAL EDUCATION (COMPUTER TECHNOLOGIES)." Scientific Journal of Polonia University 32, no. 1 (April 3, 2019): 90–98. http://dx.doi.org/10.23856/3211.

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The present multi-aspect research into training future vocational teachers of the first (bachelor) cycle of higher education and the increased status of forming a creative mobile specialist on the labour market is focused on regulatory content aspects to ensure high-quality vocational training at Ukraine’s universities. The number of licensed, state-ordered and enrolled students specializing in vocational education (Speciality 015) for the last three years is compared. The research reveals the essence of integrated vocational and pedagogical training of students pursuing a bachelor’s degree in Speciality 015 “Vocational Education (Computer Technologies)”. The educational programme of training contains 240 credits. There are described specialized laboratories for training students pursuing a bachelor’s degree in Speciality 015 “Vocational Education (Computer Technologies)” at Kryvyi Rih National University. There are provided programme results of training students pursuing a bachelor’s degree in Speciality 015 “Vocational Education (Computer Technologies)” and relevant competences. To diagnose maturity levels of each competence (low, medium, high) of future teachers of vocational training (IT specialists), cognitive, operation-technological, axiological and motivational criteria are determined. Special attention is paid to a number of topical problems of updating the content of specialists’ training in the field under study.

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Fayazova, Fazilat. "Methodology Of Vocational Training And Pedagogical Practice As The Main Factors In The Preparation Of A Future Teacher Of Vocational Training." American Journal of Social Science and Education Innovations 03, no. 03 (March 7, 2021): 27–31. http://dx.doi.org/10.37547/tajssei/volume03issue03-04.

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The question of professional preparation of future specialists and their professional preparation opens up in this article. Pedagogical practice as basic factor of forming of future teacher of trade education. And also value of object "methodology of the vocational training" in forming of specialist, and also in passing of pedagogical practice in the field of trade education.

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31

Piskorskaya, S. Yu. "Communications in vocational education." Professional education in the modern world 12, no. 4 (March 26, 2023): 636–41. http://dx.doi.org/10.20913/2618-7515-2022-4-3.

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Introduction. The article considers vocational education in the aspect of the relationship between the educational organization, the real sectors of the economy and the state. Purpose setting. The objectives of the study are to identify the reasons for employers» dissatisfaction with the quality of training of graduates of educational organizations and to search for options for modernizing the system of vocational education by establishing a correspondence between the needs of business and industry.Methodology and methods of the study. The research methodology is based on a philosophical understanding of the main components of vocational education that are responsible for the quality of graduate training.Results. As a result of the analysis of the content and organizational components of education, it was revealed that the state policy of the Russian Federation dictates the need to modernize the system of vocational education in terms of establishing close ties (professional communications) between universities, business, industries and the state.Conclusion. It is noted that such communications should be considered as business communications, since this makes it possible to consider professional education in the context of an interdisciplinary approach, in which not only professional and applied, but also supra-professional competencies necessary for employers are formed. A list of academic disciplines is given that reveals certain aspects of communications from the economic, informational, technological and organizational side. It has been established that the most important task is to train managers who will develop certain technological projects and then implement them in the form of specific products, systems, services. The main problems, tasks, principles and mechanisms of training and retraining of personnel are identified, and possible results are presented. It is noted that educational programs should be built not only on in-depth fundamental training, but also on the interdisciplinarity of projects, the development of programs in agreement with enterprises, and the organization of training specialists using project- oriented technologies. It has been proved that focus on the real sectors of the economy, interaction with industry enterprises will make Russian education an important tool for the scientific and technological development of the country.

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Hastjarjo, S., and A. Nuryana. "Intercultural Communication Training in Vocational and Industrial Education Training." IOP Conference Series: Materials Science and Engineering 306 (February 2018): 012115. http://dx.doi.org/10.1088/1757-899x/306/1/012115.

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Garbuja, Beg Prasad, and Rajan Binayek Pasa. "Role of Technical and Vocational Education and Training in Women Empowerment: A Case from Bima VDC of Myagdi District, Nepal." Journal of Training and Development 2 (August 11, 2016): 33–41. http://dx.doi.org/10.3126/jtd.v2i0.15436.

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This study analyzed role of technical & vocational education and training in women empowerment process specifically in local level. In fact, technical & vocational education and training programs not only provide self-employment opportunity to the women but also trigger capability to exercise control over their personal and family life, make choices to improve well beings and take active role in decision making. For justifying central argument; what are the changing role of technical & vocational education and training that has been fostering women empowerment as well as social and economic development process in this VDC (Village Development Committee), the researchers employed quantitative case study research design and applied key informant interview, observation and household survey as data collection techniques. Researchers purposively selected 63 sample populations (10 respondents who completed technical & vocational education and 53 respondents who participated in vocational skill development trainings). The study found significant role of technical & vocational education and training that have been transforming women empowerment and social and economic development process in local level. More so, for promoting social and economic development process, capable and skilled women are equally playing; decision making, leadership, educational and change agent role in the VDC. The study concluded that technical & vocational education and training program conducting in local level help to nourish knowledge, ability and develop vocational skills of women and empowering them. Similarly, empowered women are also playing transformative role in social and economic development process of the VDC. Finally the ideas in which vocational education and training found to be means and ends for women empowerment in this VDC can be replicate in other similar settings.

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Кубрушко, П. Ф., М. В. Шингарева, and Ю. А. Атапина. "Pedagogical training of secondary vocational education teachers." Vocational education and labour market, no. 2(49) (June 30, 2022): 36–46. http://dx.doi.org/10.52944/port.2022.49.2.004.

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Авторы, анализируя ретроспективы и проявляющиеся тенденции в системе профессионально-педагогического образования (ППО), обосновывают подходы к совершенствованию подготовки преподавателей СПО. Представленные в статье материалы и выводы отражают результаты исследований, проводившихся на кафедре педагогики и психологии профессионального образования Российского государственного аграрного университета — МСХА имени К. А. Тимирязева по координационному плану научных исследований Учебно-методического объединения вузов по профессионально-педагогическому образованию в течение десятков лет. Содержащиеся в докладе положения могут быть учтены руководителями и специалистами федеральных и региональных органов управления образованием при формировании политики и принятии текущих решений, направленных на модернизацию СПО, а также педагогами-учеными при проведении научных исследований в области теории и практики ППО. Abstract The authors analyse retrospectives and emerging trends in the system of vocational pedagogical education and substantiate different ways of improving teachers of secondary vocational education training. The materials and conclusions presented in the article come from the results of research being conducted at the Department of Pedagogy and Psychology of Vocational Education of the Russian State Agrarian University — Moscow Timiryazev Agricultural Academy for decades. The research is being done according to the coordination plan of scientific research of the Educational and Methodological Association of universities for vocational pedagogical education. The report contains provisions that can be taken into account by managers and specialists of federal and regional education management bodies when forming policies and making current decisions aimed at the modernisation of secondary vocational education, as well as by teachers-scientists when conducting scientific research in the field of theory and practice of vocational education.

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Gaylord-Ross, Robert, Joyce Forte, Keith Storey, Cory Gaylord-Ross, and Devi Jameson. "Community-Referenced Instruction in Technological Work Settings." Exceptional Children 54, no. 2 (October 1987): 112–20. http://dx.doi.org/10.1177/001440298705400203.

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

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36

Andrukh, O. N., and M. K. Chaduneli. "Legal paradox in initial vocational training." Izvestiya MGTU MAMI 7, no. 4-2 (April 20, 2013): 356–59. http://dx.doi.org/10.17816/2074-0530-68292.

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The article analyzes the legal instruments in the field of vocational education and studied the legal paradox as a mismatch of the law of the Russian Federation "On Education" to the Constitution of the Russian Federation with respect to initial vocational training which do not guarantee access to free primary vocational education on high society's needs for personnel.

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Vaganova, Olga I., Nikolay P. Bakharev, Julia A. Kulagina, Anna V. Lapshova, and Inna K. Kirillova. "Multimedia technologies in vocational education." Revista Amazonia Investiga 9, no. 26 (February 21, 2020): 391–98. http://dx.doi.org/10.34069/ai/2020.26.02.45.

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Modern higher professional education is aimed at the formation of a highly qualified competent specialist. In the conditions of the competence approach, there is an active introduction in the educational process of multimedia technologies. This is one of the most rapidly developing areas of information technology. Therefore, the training of students should be carried out with the use of various information and communication tools, ensuring the improvement of the quality of education. The purpose of the article is to present the experience of training students of pedagogical University using multimedia technologies. The analysis of the impact of these technologies on the motivation and training of students when studying discipline "technology of training teachers of the past" (media technologies have been embedded in the discipline content). For the study, we measured the motivation of students. We compared the indicators of motivation diagnostics in 2017 (before the introduction of multimedia technologies) and 2018 (after the introduction of technologies). We compared the motives of creative realization (MTR) and professional motives (PM). According to the control event on the discipline "Technologies of teaching teachers of the past", we found that the percentage of "excellent" in 2018 has increased significantly, the percentage of unsatisfactory ratings have decreased. The obtained data allowed detecting positive changes after the introduction of multimedia technologies into the educational process. The motivation of students to study the discipline has increased, their preparedness has increased, and the quality of education has increased. The high efficiency of multimedia technologies was determined, so their implementation in the training of students of pedagogical University will continue.

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Pejatović, Aleksandra. "Centri za kontinuirano obrazovanje odraslih - bliski susret obrazovanja i rada." Obrazovanje odraslih/Adult Education 9, no. 2 2009 (2009): 51–60. http://dx.doi.org/10.53617/issn2744-2047.2009.9.2.51.

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Since the end of 2003, five regional training centers for adults (RTC) have been created through Secondary Vocational Education Reform programs in Serbia. The centres were projected as ''specialized training and organisational units for vocational education and training of adults''. In fulfilling their primary role, they follow and respect concepts and approaches such as: concept of social partnership in professional training of adults; doing business according to labour market principles; in planning and programming they use results of analysis of the skills needed in the labour market and the analysis of traning needs in companies; their offer is created according to needs; in creating training programmes they use modular approach based on training outcomes, etc. Up to date, the RTCs have realised a number of traning courses for different adult target groups.

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Bergsli, Oddhild Peggy. "Flerkulturalitet i opplæring av helsefagarbeidere." Nordic Journal of Vocational Education and Training 12, no. 2 (August 10, 2022): 75–97. http://dx.doi.org/10.3384/njvet.2242-458x.2212275.

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This study will focus on multicultural competence as a topic in vocational training of health care workers in upper secondary school in Norway. The research question is: How do vocational teachers practice multiculturalism in health care worker vocational education? According to OECD, multiculturalism is one of the core competencies of the 21st century. The need of healthcare professionals with expertise in multicultural sensitivity and health-communication will increase in the years ahead because this competence is essential for a good and caring professional health care. The theoretical perspective is related to a theoretical conceptual understanding of multicultural competence and to vocational didactic perspectives on health care worker vocational training. The data collection is based on semi-structured interviews with vocational teachers. The key findings show that multicultural issues are rarely highlighted in education and that multicultural topics are rarely linked to vocationally relevant professional tasks. Topics as health-communication and diet were poorly elucidated from a multicultural perspective. There will be a need to implement various occupationally relevant multicultural issues in health worker vocational training to prepared for the multicultural professional life.

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Melnyk, T. "SMART EDUCATION AND ITS ROLE IN VOCATIONAL TRAINING OF THE FUTURE VOCATIONAL TRAINING TEACHERS." Transactions of Kremenchuk Mykhailo Ostrohradskyi National University 2 (April 27, 2020): 59–65. http://dx.doi.org/10.30929/1995-0519.2020.2.59-65.

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Li, Guang Zheng, and Xu Ling Hu. "A New Vocational Education Model." Advanced Materials Research 271-273 (July 2011): 1608–11. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1608.

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In order to ease the contradiction between the more and more need with each passing day of seafarers in the talented-person service market and delayed high-ranked seafarers being well-trained, and meanwhile, to provide the vast graduates one more opportunity to get a job who had not accepted relevant marine training and education, a new vocational education mode, which is high-rank seafarer vocational education training for non-marine major graduates, was proposed by Maritime Safety Administration of China. This paper will fully describe and comprehensively analyse this new vocational education mode， combining the characteristics of college graduates with non-marine education and training， The differences and similarities in aspect of educational background，age and English level, etc between non-marine major graduates and marine major graduates will be analysed and the concrete high rank seafarer vocational education mode for non-marine major graduates was proposed in this paper.

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Andersson, Per, and Karolina Muhrman. "Swedish Vocational Adult Education in the Wake of Marketisation." International Journal for Research in Vocational Education and Training 9, no. 1 (February 5, 2022): 1–22. http://dx.doi.org/10.13152/ijrvet.9.1.1.

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Context: This study is about vocational education and training for adults within municipal adult education (MAE). Sweden has a long tradition of adult education, and has one of the world's highest proportions of participants in adult education. The Swedish education system is characterised by extensive marketisation with many private actors, particularly in adult education. The focus of this article is on the enactment of the market orientation in vocational adult education, with the purpose of showing how vocational adult education is organised in different ways in Swedish municipalities and how national adult education policy is enacted in local VET practices. Methods: The data consist of documents presenting relevant national policies for adult education, in particular on vocational education, and semi-structured interviews with adult education leaders in 20 municipalities. Findings: The findings show that MAE in Sweden has a clear labour market focus on offering education that corresponds to working life's labour requirements. Most municipalities have a shortage of staff in elderly care and childcare, which is why they offer a large number of training places in these professions. Many immigrants choose these training programmes to get a job. It is also common for municipalities to offer these training programmes in combination with SFI (Swedish for immigrants). This means that MAE fulfils an important function for integration. VET in MAE is offered as school-based training, apprenticeships or distance education. Offering VET at a distance makes it possible to provide a wider range of training programmes, and enables people who have difficulties participating in on-site training (due to commitments such as work or young children) to take part. Apprenticeship training provides work experience and often leads to employment. However, a weak interest in apprenticeship training among students and difficulties finding apprenticeship placements are examples of reasons why the number of apprenticeships is often very limited. Conclusion: Swedish MAE is characterised by flexibility and a broad supply of courses. However, there is a clear focus on certain vocational areas – mainly within the municipal organisation. This gives reason to question whether publicly funded VET for adults should mainly prepare participants for publicly funded labour-market sectors, or whether other sectors could also benefit from newly trained adults. Since vocational training within MAE is of great importance for immigrants' establishment in the labour market, there is a risk that unilateral investments in certain vocations will limit immigrants' career opportunities.

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Budgell, Phil. "Alternative Approaches to Vocational Education and Training." Vocational Education 23, no. 1 (February 15, 2021): 9–29. http://dx.doi.org/10.53656/voc21.11alter.

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In this paper, the author uses the planning cycle developed by Cedefop to compare Vocational Education and Training in England and Bulgaria. In the initial phase he uses reports from the EU, OECD and Cedefop to define the issues being faced in both countries. For the conceptualisation phase, the author focuses on the development of the National Qualifications Framework. Formal adoption is represented by the classification of individual vocational courses. The operational phase is interpreted as: the structure and organisation of schools; the curriculum framework; examples of vocational courses in schools and colleges; and work-based learning. Finally, a range of analytical strategies at: student; school; municipality; and national level are used to illustrate the monitoring, evaluation and impact phase.

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Mialaret, Gaston. "GENERAL EDUCATION, VOCATIONAL TRAINING, AND FURTHER TRAINING IN HIGHER EDUCATION: PERSONAL REMARKS." Higher Education in Europe 13, no. 1-2 (January 1988): 99–103. http://dx.doi.org/10.1080/0379772880130113.

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Petnuchová, Jana. "Education for Jobs – Preparation for the Labor Market." Acta Technologica Dubnicae 3, no. 1 (June 1, 2013): 51–59. http://dx.doi.org/10.1515/atd-2015-0026.

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Abstract The article describes importance of vocational education and training (VET) which can play a central role in preparing young people for work, developing the skills of adults and responding to the labor market needs of the economy. The aim of this article is to highlight the definitions and understandings of vocational education and training (VET). Countries are now giving the long-neglected topic of vocational education and training dramatically increased profiles, reflecting recognition of its economic function. Many countries are recognizing that good initial vocational education and training has a major contribution to make to economic competitiveness.

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Koudahl, Peter Damlund. "Vocational education and training: dual education and economic crises." Procedia - Social and Behavioral Sciences 9 (2010): 1900–1905. http://dx.doi.org/10.1016/j.sbspro.2010.12.421.

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Oliver, Damian. "Complexity in Vocational Education and Training Governance." Research in Comparative and International Education 5, no. 3 (January 2010): 261–73. http://dx.doi.org/10.2304/rcie.2010.5.3.261.

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Vaganova, Olga I., Maxim M. Kutepov, Elena A. Chelnokova, Meliya N. Harabadjah, and Natalya S. Merzlyakova. "Technology for successful training in vocational education." Revista de la Universidad del Zulia 11, no. 31 (October 1, 2020): 473–84. http://dx.doi.org/10.46925//rdluz.31.30.

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One of the leading directions in the development of vocational education in the context of modern educational paradigm is humanization, focused on students’ personality, taking into account its needs and characteristics in the development of professional competence. Humanization is closely related to the implementation of a personal approach that promotes individualization of educational process, which in turn allows each student to be included in active cognitive activity. The search for means and methods of training students who meet modern requirements has led to the demand for implementation of successful learning technology in vocational education. The technology of successful learning in vocational education contributes to the creation of conditions in which the student's self-expression becomes more comfortable due to experiencing a state of joy and satisfaction from the results achieved. The purpose of the article is to review the experience of implementing technology of successful learning at a pedagogical university. The article reveals the essence of the concept of "technology of successful learning", its features and impact on the training process of students of vocational schools. The study allowed us to establish the impact of implementation of successful learning technology on student motivation. In the process of research, the level of motivation of students to study professional and pedagogical courses was established. The main motives of students are revealed. The study presented several dozen motives, among which, after conducting a statistical analysis, professional, educational, cognitive and prestige motives were highlighted. Comparison of the results at the beginning and end of the study revealed an improvement in indicators, an increase in students' motivation to study courses. The wide possibilities for the implementation of successful learning technology make it possible to form a need for a deeper study of the content, for self-organization and professional self-improvement of students.

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Eprikyan, D. O. "PROBLEMS OF TRAINING TEACHERS OF VOCATIONAL EDUCATION." «Современная высшая школа инновационный аспект», no. 2 (2018): 28–33. http://dx.doi.org/10.7442/2071-9620-2018-10-2-28-33.

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Harris, Roger, and Berwyn Clayton. "The value of vocational education and training." International Journal of Training Research 18, no. 3 (September 1, 2020): 185–90. http://dx.doi.org/10.1080/14480220.2020.1860309.

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