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Статті в журналах з теми "Vocational tracks":
1
Chu, James, Prashant Loyalka, Guirong Li, Liya Gao, and Yao Song. "Stereotype Threat and Educational Tracking: A Field Experiment in Chinese Vocational High Schools." Socius: Sociological Research for a Dynamic World 4 (January 1, 2018): 237802311878201. http://dx.doi.org/10.1177/2378023118782011.
Анотація:
Educational tracks create differential expectations of student ability, raising concerns that the negative stereotypes associated with lower tracks might threaten student performance. The authors test this concern by drawing on a field experiment enrolling 11,624 Chinese vocational high school students, half of whom were randomly primed about their tracks before taking technical skill and math exams. As in almost all countries, Chinese students are sorted between vocational and academic tracks, and vocational students are stereotyped as having poor academic abilities. Priming had no effect on technical skills and, contrary to hypotheses, modestly improved math performance. In exploring multiple interpretations, the authors highlight how vocational tracking may crystallize stereotypes but simultaneously diminishes stereotype threat by removing academic performance as a central measure of merit. Taken together, the study implies that reminding students about their vocational or academic identities is unlikely to further contribute to achievement gaps by educational track.
2
Van Houtte, Mieke. "Lower-track students’ sense of academic futility: Selection or effect?" Journal of Sociology 52, no. 4 (July 10, 2016): 874–89. http://dx.doi.org/10.1177/1440783315600802.
Анотація:
Given the importance of students’ judgement of the future rewarding character of studying for their willingness to deliver effort at school, we propose the concept of sense of academic futility to understand track differences in achievement. As research is inconclusive in this matter, this study examines whether negative attitudes such as sense of futility follow from track enrolment. Based on new and unique Flemish data of 4500 first grade secondary school students clustered in 119 tracks in 57 schools, gathered in 2012 and 2014, this study shows by means of multilevel analysis (HLM7) that students’ higher sense of academic futility in technical and vocational tracks versus academic tracks exists irrespective of background features and prior feelings of futility. Furthermore, it suggests a higher increment in sense of futility in vocational tracks compared with academic tracks, establishing the usefulness of this concept for tracking research.
3
Zamir, Sara. "Parents’ Perceptions of Their Children’s Vocational Tracking." Pedagogika 145, no. 1 (May 20, 2022): 135–50. http://dx.doi.org/10.15823/p.2022.145.8.
Анотація:
Since the establishment of the State of Israel, the country’s high schools have been divided into two main tracks: the academic track that maintains relatively high academic standard and the vocational track. The aim of the research was to study parents‘ perceptions of the vocational education that their children had received. The most prominent finding was that vocational education is not parents’ first or natural choice but a default option.
4
Yastrebov, Gordey, Yuliya Kosyakova, and Dmitry Kurakin. "Slipping Past the Test: Heterogeneous Effects of Social Background in the Context of Inconsistent Selection Mechanisms in Higher Education." Sociology of Education 91, no. 3 (May 28, 2018): 224–41. http://dx.doi.org/10.1177/0038040718779087.
Анотація:
In this article, we analyze how the existence of alternative pathways to higher education, which implies different selection mechanisms, shapes social inequality in educational attainment. We focus on the Russian educational system, in which higher education can be accessed from academic and vocational tracks, but the rules of admission to higher education from these tracks are different. Access through the academic track is highly selective due to obligatory high-stakes testing, which determines secondary-school graduates’ eligibility to pursue higher education. The vocational track is generally less selective with regard to student intake and provides less restrictive access to higher education. We argue that this system has nuanced implications for social inequality. On one hand, transitions from vocational education to higher education can promote greater social mobility by offering an affordable and low-risk gateway to higher education for children from less-advantaged families. On the other hand, more-advantaged families might use the vocational track to higher education if their children face a high risk of failure in the more selective academic track. We test this conjecture and provide supporting evidence using data from the longitudinal survey Trajectories in Education and Careers.
5
Wallrich, Lukas, Keon West, and Adam Rutland. "Civic understanding mediates of the effect of educational tracks on voting intentions in German schools." Citizenship, Social and Economics Education 20, no. 2 (May 20, 2021): 84–102. http://dx.doi.org/10.1177/20471734211016501.
Анотація:
Across democracies, education predicts electoral participation and political interest. Here, German students on the pre-vocational and pre-academic educational tracks are compared to show how these differences emerge, and thus indicate how they can be addressed. In a Preliminary Study, a large dataset (3747 participants) revealed that there is a gap in political interest between the tracks, and that this predicts a gap in voting intentions. Study 1 (228 participants) tested three mediators of the relationship between educational tracks and voting intentions. Differences in civic understanding primarily explained the link between educational track and voting intentions. Lastly, in Study 2, 23 semi-structured interviews explored how limited civic understanding constrains political engagement among students on the pre-vocational track, indicating that a narrow understanding of power and a lack of sociological imagination are key. The finding that the gaps emerge due to differences in civic understanding, which is teachable, suggests that schools can play an effective role in addressing them. Limitations and implications are discussed.
6
Merino, Rafael. "Las sucesivas reformas de la formación profesional en España o la paradoja entre integración y segregación escolar." education policy analysis archives 21 (September 1, 2013): 66. http://dx.doi.org/10.14507/epaa.v21n66.2013.
Анотація:
Successive reforms of vocational training face a paradox: if vocational training is defined as a track separate from the academic one, then it will be socially devalued and marked with a strong social bias. If the vocational and academic tracks are integrated in one comprehensive curriculum then practices of teachers and students make facto incorporation of different ways for students with poor school performance. This article discusses how vocational training was designed in the secondary education framework in the two main reforms carried out in Spain in 1970 and 1990, and how the expectations of policy-makers and the actions of the actors could mismatch. The paper includes a reflection on the last proposal for new educational reform by the Spanish government, the draft of LOMCE 2012.
7
Cheng, Ching Ho. "Online Shadow Education in Hong Kong: Perspectives from Secondary School Students and Private Tutors." Best Evidence in Chinese Education 11, no. 2 (July 30, 2022): 1477–97. http://dx.doi.org/10.15354/bece.22.or063.
Анотація:
Based on the educational hierarchical reproduction theory and the MMI and EMI hypotheses, this paper discusses the impact of the tracking of general and vocational education at the secondary level on higher education opportunity equity among social classes. The study finds that increasing gross enrollment rates of both general high schools and secondary vocational schools can help improve the equity in admission opportunities of colleges and universities among social strata; expanding the share of general high school places by adjusting the structure of general and vocational tracks (that is, the general-vocational ratio) can effectively reduce the class disparities in college and university admission opportunities; neither the change in the scale nor in the structure of general and vocational tracks will contribute to alleviating class inequality in top university enrollment opportunities.
8
Cao, Yan, and Shanshan Tang. "General and Vocational Tracks and Equity of Higher Education Enrollment Opportunities among Classes: A Reconstruction of Indicator System for Social Class-based Differential Enrollment Opportunities and its Empirical Analysis." Best Evidence in Chinese Education 11, no. 1 (May 31, 2022): 1461–66. http://dx.doi.org/10.15354/bece.22.ab003.
Анотація:
Based on the educational hierarchical reproduction theory and the MMI and EMI hypotheses, this paper discusses the impact of the tracking of general and vocational education at the secondary level on higher education opportunity equity among social classes. The study finds that increasing gross enrollment rates of both general high schools and secondary vocational schools can help improve the equity in admission opportunities of colleges and universities among social strata; expanding the share of general high school places by adjusting the structure of general and vocational tracks (that is, the general-vocational ratio) can effectively reduce the class disparities in college and university admission opportunities; neither the change in the scale nor in the structure of general and vocational tracks will contribute to alleviating class inequality in top university enrollment opportunities.
9
Beattie, Irenee R. "Tracking Women’s Transitions to Adulthood." Youth & Society 49, no. 1 (August 3, 2016): 96–117. http://dx.doi.org/10.1177/0044118x14527467.
Анотація:
Theories suggest curricular tracking is linked to racial/ethnic inequality. However, prior studies largely examine cognitive outcomes like standardized test scores and neglect behavioral outcomes. They also overlook potential racial/ethnic differences within curricular tracks. This study asks the following questions: (a) Is curricular tracking associated with young women’s social and behavioral outcomes during the transition to adulthood (dropping out of high school, teen motherhood, and poverty)? and (b) Are there racial/ethnic differences in these associations? Using National Longitudinal Survey of Youth data and logistic regression, results show that all women reduce risks of negative outcomes in the college and vocational tracks compared with the general track. However, college track coursework buffers White women from dropping out and teen motherhood (but not poverty) significantly more than it does Black and Latina women. Thus, racial gaps are greatest within the college track rather than lower tracks, suggesting that the college track may be a site for opportunity hoarding among Whites.
10
Kuzmina, Julia, and Martin Carnoy. "The effectiveness of vocational versus general secondary education." International Journal of Manpower 37, no. 1 (April 4, 2016): 2–24. http://dx.doi.org/10.1108/ijm-01-2015-0022.
Анотація:
Purpose – The purpose of this paper is to examine the relative academic effectiveness of vocational education in three countries with early tracking systems: Austria, Croatia, and Hungary. Design/methodology/approach – The authors use an instrumental variables approach to estimate vocational education’s relative academic effectiveness in terms of achievement on an international test, the Organization for Economic Cooperation and Development’s Program of International Student Assessment (PISA), and two possible indicators of non-cognitive outcomes – self-efficacy in mathematics and intrinsic motivation in mathematics, both also available from the PISA student survey. Findings – The results show few, if any, differences in student gains from attending the vocational track in secondary school as opposed to the academic track. Specifically, the results show that attending the vocational or academic track results in similar achievement gains in the tenth grade and generally similar gains in self-efficacy and motivation in mathematics. Originality/value – The study is unique because in the three countries, the authors can use a fuzzy regression discontinuity approach based on school systems’ age entrance date rules to estimate the gain in test scores over an academic year and to compare the gain for students in the vocational and academic tracks. The results contradict almost all other studies by showing that in these countries student academic gains in vocational education are about the same as in the academic track.
Дисертації з теми "Vocational tracks":
1
Fletcher, Edward Charles Jr. "The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242157049.
2
Siccard, Anne. "L'orientation scolaire de jeunes ruraux, une construction conjointe entre élèves, familles et personnels : le cas de quatre collèges du département de Manche." Electronic Thesis or Diss., Normandie, 2023. http://www.theses.fr/2023NORMC036.
Анотація:
L’orientation des collégiens en milieu rural est généralement perçue sous le régime de la contrainte. Il est vrai que ces adolescents choisissent, davantage que les jeunes urbains, des formations courtes via les voies professionnelles, ce que la littérature attribue à un ensemble de causes : un modèle d’orientation prévalent dans les familles populaires, des exemples de possibles moins diversifiés, des possibilités de formation plus rares et plus éloignées, nécessitant une mobilité à laquelle toutes les familles ne peuvent consentir.Considérant d'emblée une pluralité d'espaces ruraux plus qu'un milieu homogène ou résiduel, ce travail tente de mesurer, outre ces différents facteurs, le pas à pas de la construction des choix opérés sans perdre de vue le poids des collèges eux-mêmes, par une approche essentiellement qualitative associée à des données statistiques. Si le milieu social des jeunes, surtout le diplôme de la mère, induit les demandes d’orientation des adolescents, le caractère socialement situé de ces demandes peut être accentué par les pratiques en cours dans les établissements en matière d’éducation à l’orientation et d’orientation proprement dite, différentes d’un collège à l’autre. Mais il peut également être modulé par les loisirs et les sociabilités amicales et familiales des adolescents, qui y découvrent des pratiques ainsi que des exemples de possibles de formations et de professionsRural Secondary School children’s “Further Education” choices and career plans are generally seen as being an almost forced decision. It would not be wrong to say that Secondary School leavers from rural areas tend to choose shorter, professionally based courses which experts put down to several specific reasons. First, families from a working-class background have a mindset tending towards the idea that the options available are more limited and that the possible “Further Education” courses are therefore rarer and further away from the family environment. Some families are not prepared to accept this imposed, educational mobility. The starting point for the following analysis takes into account the obvious notions that there is not a homogenous rural community but rather a variety of rural areas and working-class families. Considering these elements, this thesis tries to measure the step-by-step processes which lead to the decisions made for post-Secondary Education. The influence of Secondary Schools must also be considered in the essentially qualitative approach which includes the input given by statistical evidence. If the Social Class origins, especially the mother’s educational achievement level, can explain, for a large part, the choices made by students at the end of Secondary School ; this analysis must also take note of the professional and social level of the schools’ catchment area. Thes factors can be accentuated both by the Careers’ Advice available and the actual results of post Secondary School decisions, prevalent in each Secondary School. These influencing factors and the differences subsisting between each School are also important in each Educational Community’s way of apprehending Careers Advice and the decisions made by their pupils. Other reasons are also to be included, such as leisure time activities as well as peer pressure and influence of each family environment. These sociability factors can also contribute to the discovery of new Careers and Further Education possibilities
3
Wren, John C. "Rural region community cooperation, a Fast Track vocational technical education programme." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ55727.pdf.
4
Flegg, Robert Bertram. "The science career decision : a model describing the career orientation and decision-making processes of science-track students." Thesis, Queensland University of Technology, 1997.
Анотація:
Throughout the last decade there has been much public discussion on the topic of participation in the sciences. The dialogue has centred around two issues, the lack of talented young people entering science careers and the under-participation of females in the physical sciences. In Australia there have been moves within government circles to embed vocational education within the high school curriculum in an effort to meet national economic goals. There is, therefore, a need for current knowledge concerning science career choice among young people.
Previous studies of scientists have produced lists of personal and social characteristics which may contribute to a person entering a science career but there is a significant lack of knowledge of the thought processes which occur in young people prior to making a science career decision. This study addresses the issue of how and why young people decide to pursue a science career beyond secondary school.
An in-depth case study was carried out in one Brisbane high school. A group of eighteen final year students with intentions to choose science-related courses at university was interviewed and observed informally throughout the year by their teacher-researcher. A considerable amount of secondary data relating to the academic performance of the students and the social contexts of their school and families were also collected.
The data were analysed using grounded theory procedures. this involved the coding of transcripts to identify natural categories which represented causal conditions for science career choice. Two core categories, an image of self in a science career and the science career decision were identified and defined in terms of contributing sub-categories which represented the contextual forces and personal cognitive processes which lead to a decision to pursue a science career. The findings were grounded in the data by constant referral to the student responses. A model for describing students' decision making processes for science careers emerged from the data.
The model provides vivid description and deep insight into the thoughts and experiences of developing scientists which cannot be found in any other known study. Of particular interest are the new understandings gained of the development of students' perceptions of science, especially with respect to gender differences. The importance of science experiences during early childhood is also emphasised. Careers advisers, science teachers, educational administrators and academics in scientific and educational fields may find the model very useful.
The findings have many social implications with regards to the public perceptions of science and pedagogy. The view is expressed that the scientific community of practice needs to be extended beyond the traditional view of the scientist to include scientists in training.
5
Cannan, James. "Learning a trade in New Zealand : On and off the job learning in engineering trades." Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162602.
Анотація:
The engineering trades selected for this study were specifically in the automotive and refrigeration/air-conditioning/electrical disciplines, as they are typical of the engineering discipline trade groups studying at institutes of technology and workplaces as apprentices. This research focused on two trade occupations within the engineering industry and investigated differences between pre-apprentice and apprentice experiences in skills and knowledge acquisition and assessment whilst learning on and off the job; that is, studying vocational education at institutes of technology and engaging in practical activities at the workplace. New Zealand has faced dramatic changes in tertiary education over the past 20 years, particularly in the vocational education and training (VET) sector. As a result of these changes there has been a substantial increase in participation in education and training. There is now a far wider range of courses to cater for the needs of learners in the vocational sector as the New Zealand population grows, along with the engineering trade opportunities that are currently available in the workplace. A qualitative research approach was used including interviews, focus groups and questionnaires. The project consisted of case studies based around cohorts of apprentices and pre-apprentices. Lecturers and employers were also included. The findings of the study will inform discussions on the ways in which learning prior to and in the workplace might be more effectively facilitated and managed in the future. It also raises questions about the effectiveness and quality of current training and assessment of engineering trade programs of study within New Zealand, as well as issues in apprenticeships and attrition within specific trades.Doctor of Philosophy
6
Kusi-Mensah, Rita. "A Gendered Analysis of Formal Vocational Education, Skills Development, and Self-employment in Accra, Ghana: Exploring enterprise development and outcomes of women’s self-employment in the feminized trades." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/17344.
Анотація:
This research is an exploration of the extent to which formal vocational education in the domestic trades (catering and dressmaking) for women in Ghana leads to sustainable self-employment in the urban informal sector (UIS) in Accra.
The research adopts a qualitative methodological approach using interpretive analysis to gain an in-depth understanding of the primary data collected. A case study approach is adopted to articulate emerging themes in a manner that is comprehensive and intelligible.
Two conceptual frameworks are employed: firstly, the research builds on the work of McCauley et al (1995), to ascertain the developmental dimensions of VE catering job roles that provide graduates with the capabilities and opportunities needed for sustainable self-employment. Secondly, the concept of Gender Role Socialization is drawn on to ascertain the gender-specific factors that influence women’s engagement in VE and constrain women’s MSE growth.
The research identified three key factors which affect VE graduates gaining employment and prospects for sustainable self-employment. They are: 1) The VE programme pursued and the presence or absence of a transformative environment of skill utilization. 2) The attainment of post-graduation specialist training or advanced certification which provide VE graduates with enhanced prospects for employment. 3) Post-graduation quality workplace development experience (QWDE). Gender-specific factors include traditional Ghanaian expectations of “womanhood”, and the streaming of women towards occupational paths that maintain their gendered role obligations within the household and family. These include ‘domestic provisioning’; male prerogative as principal decision-maker in the household; weak inheritance rights and access to property.
7
Iqbal, Muhammad. "Impact de l'occupation des sols agricoles contaminés sur la disponibilité des éléments trace : Mise en évidence du role des matières organiques dans le cas de cultures annuelles et cultures pérennes à vocation énergétique." Electronic Thesis or Diss., Paris, AgroParisTech, 2012. http://www.theses.fr/2012AGPT0020.
Анотація:
Le changement d’occupation des sols contaminés est susceptible de modifier la nature et la quantité des matières organiques du sol (MOS). Les matières organiques sont connues pour avoir un rôle de source trophique pour les organismes des sols et un rôle de ligand vis-à-vis des éléments traces métalliques (ETM) dans les sols contaminés. Des changements de matières organiques dus aux changements d’occupation des sols contaminés peuvent modifier la spéciation des ETM et leur disponibilité. Mais dans ce cas, le rôle de la matière organique dans le déterminisme de la disponibilité des ETM est peu documenté. L’objectif du travail présenté dans cette thèse était de mettre en évidence le rôle des matières organiques dans la disponibilité des ETM, dans le cas de sols agricoles contaminés après un changement de cultures annuelles vers des cultures pérennes à vocation non-alimentaire. Le travail a concerné l’étude de la disponibilité du Cu, Pb, Zn et Cd dans les sols de deux sites différents en texture et en origine de pollution i.e. le site de Metaleurop (Nord de la France) avec des sols limoneux contaminés par des retombées atmosphériques et le site de Pierrelaye (Région Parisienne) avec des sols sableux contaminés par les apports d’eaux usées brutes de la ville de Paris. Le rôle de la matière organique a été étudié en travaillant 1) sur des échantillons de sols sous deux cultures différentes i.e. sous culture annuelle et culture pérenne à vocation énergétique miscanthus depuis trois ans, 2) sur les échantillons de sol avant et après incubation in vitro afin d’accélérer la minéralisation de la matière organique, et 3) sur des échantillons de sol avec et sans matières organiques particulaires (MOP) i.e. les fractions libres des MOS afin de mettre en évidence leur rôle spécifique. Une approche combinée d’évaluation de la disponibilité par des extractions chimiques des ETM et d’étude de la localisation des ETM dans des fractions granulométriques a été utilisée. Les résultats obtenus montrent que l’impact de l’occupation des sols (sous culture annuelle ou pérenne miscanthus) sur la disponibilité des ETM était différent pour les deux sites étudiés. Pour les sols du site de Metaleurop les résultats ont montré que la disponibilité de Cu et Pb diminuait sous miscanthus tandis qu’une augmentation de leur localisation dans les fractions fines était observée. Par contre aucun changement n’a été observé pour Zn ni Cd dans ce site. Au contraire pour les sols sableux riches en matières organiques de Pierrelaye le changement d’occupation a impacté la disponibilité de Zn et Cd tandis que celle de Pb et Cu n’a pas évolué. Les résultats des sols avant et après incubation montrent que l’impact de la minéralisation des MOS sur la disponibilité des ETM était site dépendant pour Pb et Cd alors que l’effet sur Cu et Zn était similaire pour les sols des deux sites. En travaillant sur les sols avec et sans MOP, nous avons pu observer que les MOP en tant que fraction organique libre participaient à la disponibilité des ETM telle qu’étudiée, et que une partie du cuivre lié aux MOP était disponible pour un organisme dans nos conditions. Ces résultats de disponibilités des ETM dans des sols qui varient avec la nature et la quantité des matières organiques sont discutésThe changes in land use of contaminated agricultural soils are susceptible to modify their trace metal availabilities by changing the quality and quantity of soil organic matter. But the role of soil organic matter in the determinism of trace metal availabilities in contaminated soils is not well known. The objective of the present study was to assess the role of soil organic matter in determinism of trace metal availabilities and their dynamics in contaminated soils varying in their texture and nature of pollution. A strategy of studying Cu, Pb, Zn and Cd availabilities of two sites with different texture and origin of pollution was adopted and the role of organic matter was assessed through; 1) sampling the soils of two parcels at each site with two different land uses i.e. under annual crop and under perennial energy crop miscanthus, 2) changing the soil organic matter of these soils through in vitro soil incubations. A combined approach of chemical metal extractions and metal localization study in different soil size fractions was used. The results of the trace metal availabilities of the soil under miscanthus compared to annual crop soil showed that the influence of changes in organic matter through land use was different at both sites. In the silty clayed soil, the availability of Cu and Pb which are the metals known to be preferentially bound to organic matter was decreased with an increase in their localization in soil finer fractions. In the site with organic matter rich sandy soils the availability of metals which are known to be bound to soil mineral phases i.e. Zn and Cd was changed without a change in their localization. The results of laboratory incubation experiments revealed that the mineralization of soil organic matter affects the trace metal availability in two ways. Cu and Zn availabilities are changed in all soils whatever the texture while Pb and Cd availabilities changed only in sandy soils. This difference of the change of metal availabilities in both cases of organic matter variations i.e. between the soil samples under different land use and in the samples of laboratory incubations can be explained by the fact that the changes in organic matter were not similar in both cases. Our work on the metal enriched particulate organic matter (POM) fractions, the most labile organic matter fractions showed that POM act as source and sink of the metals in our conditions and POM associated copper is bioavailable in liquid medium but its bioavailability is less than the metal added as salt solution. These results, increasing the understanding of the role of soil organic matter in the determinism of trace metal availability in different textured soils, are discussed
8
Iqbal, Muhammad. "Impact de l'occupation des sols agricoles contaminés sur la disponibilité des éléments trace : Mise en évidence du role des matières organiques dans le cas de cultures annuelles et cultures pérennes à vocation énergétique." Phd thesis, AgroParisTech, 2012. http://pastel.archives-ouvertes.fr/pastel-00811413.
Анотація:
Le changement d'occupation des sols contaminés est susceptible de modifier la nature et la quantité des matières organiques du sol (MOS). Les matières organiques sont connues pour avoir un rôle de source trophique pour les organismes des sols et un rôle de ligand vis-à-vis des éléments traces métalliques (ETM) dans les sols contaminés. Des changements de matières organiques dus aux changements d'occupation des sols contaminés peuvent modifier la spéciation des ETM et leur disponibilité. Mais dans ce cas, le rôle de la matière organique dans le déterminisme de la disponibilité des ETM est peu documenté. L'objectif du travail présenté dans cette thèse était de mettre en évidence le rôle des matières organiques dans la disponibilité des ETM, dans le cas de sols agricoles contaminés après un changement de cultures annuelles vers des cultures pérennes à vocation non-alimentaire. Le travail a concerné l'étude de la disponibilité du Cu, Pb, Zn et Cd dans les sols de deux sites différents en texture et en origine de pollution i.e. le site de Metaleurop (Nord de la France) avec des sols limoneux contaminés par des retombées atmosphériques et le site de Pierrelaye (Région Parisienne) avec des sols sableux contaminés par les apports d'eaux usées brutes de la ville de Paris. Le rôle de la matière organique a été étudié en travaillant 1) sur des échantillons de sols sous deux cultures différentes i.e. sous culture annuelle et culture pérenne à vocation énergétique miscanthus depuis trois ans, 2) sur les échantillons de sol avant et après incubation in vitro afin d'accélérer la minéralisation de la matière organique, et 3) sur des échantillons de sol avec et sans matières organiques particulaires (MOP) i.e. les fractions libres des MOS afin de mettre en évidence leur rôle spécifique. Une approche combinée d'évaluation de la disponibilité par des extractions chimiques des ETM et d'étude de la localisation des ETM dans des fractions granulométriques a été utilisée. Les résultats obtenus montrent que l'impact de l'occupation des sols (sous culture annuelle ou pérenne miscanthus) sur la disponibilité des ETM était différent pour les deux sites étudiés. Pour les sols du site de Metaleurop les résultats ont montré que la disponibilité de Cu et Pb diminuait sous miscanthus tandis qu'une augmentation de leur localisation dans les fractions fines était observée. Par contre aucun changement n'a été observé pour Zn ni Cd dans ce site. Au contraire pour les sols sableux riches en matières organiques de Pierrelaye le changement d'occupation a impacté la disponibilité de Zn et Cd tandis que celle de Pb et Cu n'a pas évolué. Les résultats des sols avant et après incubation montrent que l'impact de la minéralisation des MOS sur la disponibilité des ETM était site dépendant pour Pb et Cd alors que l'effet sur Cu et Zn était similaire pour les sols des deux sites. En travaillant sur les sols avec et sans MOP, nous avons pu observer que les MOP en tant que fraction organique libre participaient à la disponibilité des ETM telle qu'étudiée, et que une partie du cuivre lié aux MOP était disponible pour un organisme dans nos conditions. Ces résultats de disponibilités des ETM dans des sols qui varient avec la nature et la quantité des matières organiques sont discutés.
9
Robertsson, Ester, and Sara Gustafsson. "Revisorns personlighet : Hur påverkar revisorns personlighetsdrag preferens för struktur och bedömning?" Thesis, Linköpings universitet, Företagsekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119658.
Анотація:
Bakgrund: Allt mer struktur införs i revisionsbranschen. Revisorer behöver i sitt arbete balansera strukturerade och bedömningsrelaterade arbetsuppgifter för att bibehålla en hög kvalitet i revisionen. Den enskilde revisorn inverkar på processen då personlighetsdrag har visat sig ha samband med vilka arbetsuppgifter som föredras. Syfte: Syftet är att förklara hur revisorns personlighetsdrag påverkar preferens för struktur och bedömning. Teori: Traitteori med fördjupning inom Big Five, yrkesmässiga intressen, komfortteori och definitioner av struktur och bedömning. Metod: I studien används en deduktiv forskningsansats där hypotesprövning används för att pröva ovanstående teorier. Studien är kvantitativ och en enkätundersökning genomförs. Auktoriserade revisorer från Revisorsnämndens lista (2015) ingår i urvalet. Resultat och slutsats: Resultatet indikerar att revisorers personlighetsdrag förklarar preferens för struktur och bedömning. Studien presenterar ett positivt signifikant samband mellan öppna revisorer och bedömningsrelaterade arbetsuppgifter samt ett negativt samband med strukturerade arbetsuppgifter. Ett positivt signifikant samband existerar mellan samvetsgranna revisorer och strukturerade och bedömningsrelaterade arbetsuppgifter. Komfort visar sig i studien vara ett alternativt sätt att mäta preferens. Studiens bidrag: Studien bidrar med ett nytt perspektiv inom struktur- och bedömningsdilemmat. Studien ger även rekryterare inom revisionsbranschen en förståelse för personlighetens betydelse i revisorns arbete.Background: More structure is being introduced in the auditing profession. Auditors need to balance structured and judgment-related tasks to maintain a high quality in the audit process. The individual auditor influences the process as personality traits have been shown to be related to the tasks which are preferred. Aim: The purpose is to explain how the auditor's personality traits influence preference for structure and judgment. Theory: Trait theory with focus on Big Five, vocational interests, comfort theory and definitions of structure and judgment. Method: The study uses a deductive research approach where hypothesis testing is used to test the above listed theories. The study is quantitative and survey method is used. The sample consists of certified auditors from Revisorsnämnden (2015). Result and conclusion: The result indicates that the auditor's personality traits may explain preference for structure and judgment. The study presents a positive significant relationship between auditors that are open and judgment-related tasks, and a negative significant relationship with structured tasks. A positive significant relationship exists between auditors that are conscientious and structured and judgment-related tasks. The study shows that the term comfort is an alternative way to measure preference. Contribution: The study provides a new perspective in the structure and judgment dilemma. The study also gives recruiters within audit companies an understanding in how the personality affects the work of auditors.
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Ericksen, Julia A. "Women pursuing nontraditional careers: A social cognitive career theory perspective." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1392656839.
Книги з теми "Vocational tracks":
1
Schwartz, Lester. Career tracks. New York: Ballantine Books, 1985.
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Thoughts. How to make beats: (get paid producing tracks) : learn the basics for track-writing. Akron: Shock Therapy, 2005., 2005.
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Fisher, Jeffrey P. Cash tracks: How to make money scoring soundtracks and jingles : your complete business guide to original music profits! 3rd ed. Westmont, IL: Fisher Creative Group, 1994.
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William, Hughes. Your career track: Self-evaluation and career track decision making. Hampstead, MD: Old Line Pub., 2012.
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Lewis, Adele Beatrice. Fast-track careers for the 90s. Glenview, Ill: Scott, Foresman, 1990.
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Gisler, Margaret. Careers for hard hats & other constructive types. Chicago: VGM Career Books, 2001.
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Sumichrast, Michael. Opportunities in buidling construction. 3rd ed. New York: McGraw-Hill, 2007.
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Sticht, Thomas G. Construction trades knowledge base. Lake Forest, Ill: Glencoe, 1992.
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Bethany, Harvey, and National Center for Construction Education and Research (U.S.), eds. Careers in construction. Upper Saddle River, NJ: Pearson/Prentice Hall, 2006.
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O'Neill, Chris. Fast track to success: Managing. New York: Pearson Financial Times, 2010.
Частини книг з теми "Vocational tracks":
1
Jacobs, Ryleigh, Catherine Pitcher, Richa Gupta, and Rinesa Deshishku. "Multi-skill Foundation Course in India: The Head, Heart, and Hands of 21st Century Learning." In Education to Build Back Better, 21–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_2.
Анотація:
AbstractThis chapter examines the Multi-Skill Foundation Course (MSFC), a vocational course conceived by grassroots NGO Vigyan Ashram, and further developed, replicated, and scaled up by Lend-A-Hand India (LAHI) since 2005. In collaboration with the State Government of Maharashtra, the course has been recognized under the National Skills Qualification Framework (NSQF)) and adopted by more than 600 secondary schools across India. The purpose of MSFC is to promote employability, enhance student retention and increase the appreciation for vocational skills by uniquely intersecting vocational skills with 21st century skills in an experiential learning-based pedagogy. Our in-depth analysis of the MSFC includes an overview of vocational education in India, an explanation of the theory of change, and the effect of this niche reform in building 21st century skills. To understand the impact of the reform. We interviewed different actors and surveyed 111 students enrolled in the MSFC. In addition, we organized Focus Discussion Groups (FDGs) comprised of over 20 students from vocational courses, the MSFC, and non-vocational tracks. This analysis reveals that MSFC is having a positive impact on students and their communities by cultivating 21st century skills, enhancing employability, and improving gender inclusion through quality vocational education. The final section of the chapter identifies areas of consideration to further strengthen this niche reform and key takeaways from the MSFC.
2
Oates, Tim. "A converging system? Explaining difference in the academic and vocational tracks in England." In Key Qualifications in Work and Education, 91–116. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5204-4_7.
3
Paaßen, Benjamin, Malwina Dywel, Melanie Fleckenstein, and Niels Pinkwart. "Interpretable Knowledge Gain Prediction for Vocational Preparatory E-Learnings." In Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium, 132–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11647-6_23.
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Blossfeld, Pia Nicoletta. "Social Origin, Mobility Flows between Vocational and Academic Tracks and Highest Level of Educational Attainment." In Changes in Inequality of Educational Opportunity, 129–70. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22522-3_6.
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Gervacio, Juvy Lizette M. "The “University of the Future” of the Philippines: The Case of University of the Philippines Open University’s Master of Public Management Program." In Creating the University of the Future, 373–92. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-42948-5_19.
Анотація:
AbstractOne of the issues in the education sector is how to future-ready degrees and develop students’ Future Skills essential in an agile environment. This will facilitate students not only to become lifelong learners but also enable them to adapt to various career tracks in the fast-paced world. The University of the Philippines Open University (UPOU) is envisioned to help equip Filipinos with the knowledge and skills they need for life and work in the twenty-first century. As the “University of the Future,” UPOU, through the Open Distance Learning Law, is mandated to assist agencies, higher education institutions (HEIs), and technical and vocational institutions in developing distance education programs through training, research, and other academic programs. This paper discusses the following questions: (a) What is the concept of the University of the Future for UPOU?; (b) How is Open and Distance E-learning (ODeL) articulated towards future-ready degrees?; (c) What are the initiatives from the Master of Public Management (MPM) Program to develop the Future Skills of public servants?; (d) Are the learning activities aptly designed to develop Future Skills of public servants?; and (e) How can online assignments be redesigned to incorporate development of Future Skills?
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Slade, Bonnie, and Preeti Dagar. "Tracing Longitudinal Impact of Professor Lalage Bown: International Master in Adult Education for Social Change." In Adult Education and Social Justice: International Perspectives, 269–79. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0253-4.27.
Анотація:
Adult education is recognised globally as a critical element in addressing challenges pertaining to climate justice, migration, employment, education and inequality. This chapter will explore the development, delivery, and impact of the International Master in Adult Education for Social Change (IMAESC n.d.), a European-funded joint master’s degree, that can proudly trace its lineage to the work of Prof. Bown at the University of Glasgow. IMAESC is jointly delivered by the Universities of Glasgow, Malta, Maynooth, Tallinn and the Open University of Cyprus. Students complete three mandatory mobility periods and choose between two study tracks ‘Community Engagement and Education’ or ‘Critical Issues, Policy and Curriculum’. Additionally, this two-year programme has a summer school in Malaysia (Universiti Sains Malaysia) focused on sustainability and peace studies. The first cohort of IMAESC students started in 2016 and there have been 118 graduates over the past seven years from over 60 countries. Adult Education takes place in many different sites – Vocational Education and Training (VET) institutions, higher education, community-based, workplace, and political struggle – and our students’ experiences reflect that diversity. We examine what impact IMAESC graduates have made nationally and internationally, drawing from an empirical qualitative research project, ‘Decolonising Higher Education: A case study of Erasmus Mundus master’s programme IMAESC’, undertaken in 2021-22. This research included interviews with 19 IMAESC graduates from the Global South. Through critical engagement with theory, policy and action, graduates have contributed to improving their communities, cities, civil society, nations, and international relations.
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JinJie, Xu. "Social and economic impact on academic performance of students in a vocational track." In Reassessing Vocational Education in China, 38–62. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003407485-3.
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Jia, Dongyao, and Shengxiong Zou. "Vocational Skills Comprehensive Evaluation Method of Track Maintenance Workers." In Lecture Notes in Electrical Engineering, 487–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-53751-6_52.
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Lessard-Phillips, Laurence, Yaël Brinbaum, and Anthony Heath. "Academic and Vocational Tracking in Upper Secondary Education." In Unequal Attainments. British Academy, 2014. http://dx.doi.org/10.5871/bacad/9780197265741.003.0005.
Анотація:
This chapter focuses on students who continue in full-time education after compulsory schooling and asks whether minority students are disproportionately channelled into lower-status vocational tracks and are excluded from the high-status academic tracks which lead to higher education. The picture that emerges is of distinct patterns in different sets of countries. In Belgium, Germany and the Netherlands, minority groups are less likely to follow the academic track, but this under-representation can be entirely explained by their disadvantaged socioeconomic backgrounds and relatively low grades in lower secondary school. However, in a second group of countries – England and Wales, Finland, France and Sweden –most minorities are in fact more likely to follow the academic track than their majority-group peers from similar socioeconomic backgrounds and with similar grades. The indications are that comprehensive systems offer greater opportunities for minority students to fulfil their ambitions than do tracked educational systems.
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Tarabini, Aina, Javier Rujas, and Sara Gil. "In the name of vocations: teachers’ discursive legitimations of upper secondary educational choices." In Educational Transitions and Social Justice, 64–84. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781447363422.003.0004.
Анотація:
The objective of this chapter is to provide a sociological understanding of vocation by exploring its association with the notion of choice. It explores how secondary school teachers understand the concept of vocation, and the factors they relate to the making of young people’s vocations and related educational transitions and choices. By a comparative analysis of teachers’ interviews in Barcelona and Madrid, the chapter shows that the notion of vocation is not equally mobilised by teachers in different upper secondary education tracks, and not all the choices are seen as equally ‘vocational’. ‘In the name of vocations’ teachers hierarchise and legitimise profoundly different students’ capacities, identities and choices. Overall, the chapter contributes to understanding the institutional making of educational transitions and to opening the black box of vocation as a critical mechanism for the (re)reproduction of social inequalities through the making of educational choices.
Тези доповідей конференцій з теми "Vocational tracks":
1
Dietsch, Sandra, and Anja Naumann. "Increasing the Vocational Action Competences of Rail Traffic Controllers by Creating a Virtual Learning Environment for Trainees." In Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100732.
Анотація:
In Germany railway operations underlie a vast number of complex rules and regulations. Therefore rail traffic controllers, who are responsible for save and hitch-free railway operations, need a profound knowledge and action competencies to consider the regulations in everyday work. Before being able to work as rail traffic controllers, they have passed an apprenticeship of three years. In addition, because of local characteristics of tracks and infrastructure, a rail traffic controller needs an instruction phase for a couple of months, just to be able to work at one single signal box. To cope with the high demands of the job, a virtual learning environment for trainees was created to increase their vocational action competences, to enhance their knowledge and to ease the passage to job. A prototype of the software was created using a usability engineering approach. A strong collaboration with rail traffic controllers and potential users ensured the usability of the system. The final concept and prototype of the learning environment will be presented in this paper. It consists of three different learning sections and one test section, where trainees can check their knowledge.
2
DAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.
Анотація:
The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.
3
Ming, Li, Kuncharee Kakhai, and Yuwen Meng. "PROBLEMS AND COUNTERMEASURES OF DOUBLE-QUALIFIED TEACHER COMPETENCE IN VOCATIONAL COLLEGES - TAKING GUANGXI REGION AS AN EXAMPLE." In THE 2023 INTERNATIONAL CONFERENCE ON CREATIITY, MANAGEMENT, EDUCATION, TECHNOLOGY AND SCIENCES. EDUCATION STUDIO, 2023. http://dx.doi.org/10.62788/38fe1wk.
Анотація:
With the rapid development of vocational education, how to improve the competence of double-qualified teachers in vocational colleges and improve the quality of vocational education is particularly important. In this study, 292 teachers from vocational colleges in Guangxi region are selected as research objects, and quantitative and qualitative research is carried out in seven aspects, such as teaching age, gender, education level, title, vocational qualification grade, double-qualified teacher qualification grade, and teaching profession, etc., to construct four dimensions of teacher's knowledge accomplishment, teaching ability, vocational skills, and personal traits, to analyze the current status of double-qualified teacher's competence in vocational colleges, to find out the limiting the current situation of double-qualified teacher competence in vocational colleges is analyzed to find out the reasons restricting the improvement of teachers' competence, and four countermeasures are put forward, namely, constructing a cooperative learning mode, integrating the training mode, broadening the channels of practicing competence exercise, and perfecting the teaching incentive mechanism. It provides new perspectives and methods for the study of double-qualified teachers in vocational colleges, and is conducive to providing theoretical references and policy guidance for teachers, colleges, and education authorities in the construction of the teaching force.
4
Herlandy, Pratama Benny, Edi Ismanto, Melly Novalia, Rahmad Al Rian, Noverta Effendi, and Defrizal Hamka. "Factors that Contribute to the Achievement of Vocational Competencies of Vocational School Students in Pekanbaru." In Proceedings of the International Conference of CELSciTech 2019 - Social Sciences and Humanities track (ICCELST-SS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccelst-ss-19.2019.9.
5
Kithinji, Winfred. "Adapting Apprenticeships Learning for Youth Employability: Evidences from Selected Dual Vocational Training Projects in Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.272.
Анотація:
Apprenticeships learning is part of the ongoing educational reforms to combat youth unemployment in Kenya. This paper presents findings of a study that assessed five donor-funded apprenticeships training projects using a descriptive research design. Using a sample of 54 respondents from apprentices, employers, schoo-based and in-company trainers, the study established that apprenticeship training improved the quality of vocational training. Moreover, apprenticeship training equipped trainees with market-ready skills that enabled a school-to work transition for employment, with a higher employer preference of apprenticeships’ graduates compared to the school-based track. Similarly, the collaborative engagement of employers during training gave them a source of low cost labor and high productivity so that they could support trainees and the vocational schools. The study recommended the need to mainstream apprenticeships learning in formal vocational training as a sure way of increasing employment opportunities.
6
Somov, Denis Sergeevich, and Aleksandr Tagirovich Mukhametshin. "Vocational Education at the University: Renewal Priorities." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86009.
Анотація:
The priorities of updating vocational education at a university are disclosed. The characteristic of the university as a historically proven system of higher education is given. In the historical and pedagogical analysis revealed a variety of types of higher schools in different eras. The saturation line of the higher education level of the professional component in domestic and foreign experience is traced. The experience of continuing the traditions of vocational education at Gzhel State University is given.
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Andra, Craciun, and Barbara Craciun. "DOMINANT VOCATIONAL PROFILE IDENTIFIED AMONG STUDENTS OF POLYTECHNICS UNIVERSITY, BUCHAREST." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-205.
Анотація:
The present paper proposes to offer a detailed presentation of the vocational profile identified among students of Polytechnics University of Bucharest, Romania. Having contact with the students of this University we have identified their need of getting to know themselves but also to identify those activities for which they might be most suitable for. We consider that it is vital within the contact with students to draw their vocational profiles as basis of a constructive collaboration and support needed for them to find potential activities that fit their interests and potential. We consider that identifying the vocational profile of students we come in contact with as professors or trainers facilitates obtaining optimal results for both sides; therefore, students benefit from educational programs adapted to their needs and developmental potential (sighting personal aspects such as aptitudes, temperamental foundation to vocational aspects such as interests, hobbies, activities in which they seem to be naturally productive in) - a way in which they become more likely to obtain both personal satisfactions and easy to identify, consistent results in their activities. As for professors, having to know the vocational profile of students they collaborate with allows them to adapt faster in relationship with them and to potentiate their own personal traits according to their audience. We may assert that applying identifying such vocational profiles among students will gradually increase their satisfaction towards the educational environement along with the optimism and positive appraisal towards future professional outcome. In this regard, we propose a cantitative instrument elaborated in order to support our objective and which we consider to be suitable and adaptable for other University domains.
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Kurrokhmat, Toni, and Dedi Rohendi. "WEB-Based Tracer Study in Vocational High School." In 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220305.028.
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Handayani, Luh Nyoman Chandra, I. Made Sumartana, and I. Nyoman Suka Sanjaya. "Second Language Pragmatic Knowledge of Indonesian Higher Vocational Education Students." In Proceedings of the International Conference On Applied Science and Technology 2019 - Social Sciences Track (iCASTSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icastss-19.2019.31.
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Mitevska, Mayiana, and Paulina Tsvetkova. "THE MEDIATING EFFECT OF EMOTIONAL INTELLIGENCE ON THE BIG FIVE PERSONALITY TRAITS AND THE BIG SIX VOCATIONAL INTERESTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact063.
Анотація:
"A central theme in the present study is the assumption that the influence on the human behavior is mediated by different internal processes in the career choice. Emotional intelligence is defined as a variable which is a cause for the relationship between personality traits and the choice of a certain career. Three causal paths to the dependent variable were tracked – a path to the direct impact of the emotional intelligence on the career choice, a path to the influence of personality traits on the emotional intelligence as well as a path to the impact of personality traits on the career choice via the emotional intelligence. The aim of the study is to show the mediating role of emotional intelligence in the relationship between personality traits and career choice. A total of 100 Bulgarian secondary and university students (42 males and 58 females), aged 17-40 years, were included in the research. The following measures were used for the purpose of the study - Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF), The Big five questionnaire and the Big six method for career choices. The Bulgarian version of the emotional intelligence questionnaire was translated and adapted for Bulgarian sociocultural context by Antonina Kardasheva (Kardasheva, 2012). The Big five questionnaire and the Big six method for career choices were adapted for Bulgarian conditions by S. Karabelyova (Karabelyova, 2015). The results showed that there was a direct positive impact of the emotional intelligence on the relationship between the enterprising type and conscientiousness, the artistic type and neuroticism and a negative impact on the relationship between the conventional type and extraversion. The conclusions derived from the study could be used for further psychological research in the field, as well as for enhancing the knowledge of one’s personality."
Звіти організацій з теми "Vocational tracks":
1
De Lucena, Thiago, Sammara Soares, Juliana Camargo, André Portela Souza, Amanda Arabage, and Lycia Lima. Vocational Education and Training in Brazil: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean. Inter-American Development Bank, June 2015. http://dx.doi.org/10.18235/0006998.
Анотація:
The past decade has witnessed an unprecedented surge in the emphasis given to the role of vocational education and training in Brazil. This has been characterized by an increasing flow of resources from the government to vocational education and training and a substantial increase in the number of enrollments. Particularly from 2011 onwards, with the launch of the PRONATEC program as one of the main flagship initiatives of President Dilma Roussef's government, VET has gained even more visibility.The coverage of vocational education and training in Brazil is low, but it has an increasing trend. When compared to general education courses over time, the path is clear: VET education is gaining momentum, attracting more students that would otherwise follow a purely general track. Enrollment in VET courses still represents a small portion of total secondary education in Brazil but it has notably increased over the past years. The Federal government's spending on vocational education has risen from 0.04% of GDP in 2007 to around 0.2% of GDP in 2013. As a result, in 2007, 9% of total students enrolled in general secondary education were also enrolled in a VET program whereas in 2013, this number reached 17%. Regarding VET provision, although private institutions still enroll less students than public ones, their importance is far from negligible. Such institutions play an important role in VET in Brazil, with special attention to the so-called S System, which is privately managed but receive public funds through taxes over firms' payrolls. The S System is responsible for the provision of approximately 43% of professional and technical education in Brazil. Alongside of undeniable advancements pertaining to the recent surge of VET in Brazil, there are also several challenges. The challenges related to VET students and providers in Brazil are multidimensional and stretch over the entire student experience from a student's entry in a VET program, passing through school retention until the transition of students to the labor market. Among the main challenges pertaining VET in Brazil are the mismatch between supply and demand of professional skills, school evasion and lack of transparency by the government and VET providers.