Thematische Bibliographien / National Curriculum (Vocational) L2

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Auswahl der wissenschaftlichen Literatur zum Thema „National Curriculum (Vocational) L2“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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Zeitschriftenartikel zum Thema "National Curriculum (Vocational) L2"

Medgyes, Péter. "The National L2 Curriculum in Hungary." Annual Review of Applied Linguistics 13 (March 1992): 24–36. http://dx.doi.org/10.1017/s0267190500002373.

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Hungary is a small landlocked country in Central Europe with a population of over ten million. The official language, and the mother tongue of the vast majority of the population, is Hungarian. Belonging to the Uralic language family, Hungarian is unrelated to any other European language except Finnish. In order to minimize the effects of their linguistic isolation, Hungarians have always attached great importance to the learning of foreign languages.

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Billett, Stephen. "Vocational Curriculum and Pedagogy: An Activity Theory Perspective." European Educational Research Journal 2, no. 1 (2003): 6–21. http://dx.doi.org/10.2304/eerj.2003.2.1.11.

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This article advances a scheme that proposes how curriculum goals and content might be conceptualised for vocational education. The scheme is founded in socio-historical activity theory. An account of the social sources of vocational knowledge (sociogeneses) comprising history, culture and situation is discussed to illuminate how both the canonical requirements of vocational practice and its manifestations in actual practice need to be accounted for in curriculum goals and content. Currently, curriculum frameworks for vocational programmes focus on the sociocultural level of practice (e.g. nat

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Ramdhan, Mala, Priyanto, and Iskandar Ranu. "ICT to Vocational Education National Curriculum Implementation in Indonesia: Requirements, Challenges, and Opportunities." International Journal of Management and Humanities (IJMH) 4, no. 6 (2020): 69–72. https://doi.org/10.35940/ijmh.F0608.024620.

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Implementations stage is becoming a crucial to develop a vocational education curriculum and consider of this stage a new curriculum is doing by public testing, socialized for a society and related parties, implemented teacher’s training, and delivery a book guide. This research is literature review research. The aims of this research are describing (1) implementation needed of vocational education in Indonesia; (2) Challenges of vocational education curriculum implementation in Indonesia; and (3) Opportunities that gained by using ICT of vocational education implementation in Indonesia.

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Rihatmi, Rihatmi, Margana Margana, Riris Handayani, Fani Nabila Titania, and Sharizan Sharizan. "English Learning Outcomes Based on Indonesian Enacted Current Curriculum in the Perspective of Vocational Students’ Need: A Critical Discourse Analysis." AL-ISHLAH: Jurnal Pendidikan 17, no. 1 (2025): 90–104. https://doi.org/10.35445/alishlah.v17i1.6056.

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English learning outcomes in vocational education must align with enacted curriculum policies and the specific needs of vocational students. In Indonesia, the Merdeka Curriculum (Freedom to Learn Curriculum) 2022 sets national educational standards, including English language policies. This study examines the alignment between these policies and the English for Specific Purposes (ESP) approach, which is essential for vocational students preparing for future professions. This qualitative study employs Critical Discourse Analysis (CDA) to analyze pedagogical discourse at the policy level. Conten

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Maryanti, Rina, and Asep Bayu Dani Nandiyanto. "Curriculum Development in Science Education in Vocational School." ASEAN Journal of Science and Engineering Education 1, no. 3 (2021): 151–56. http://dx.doi.org/10.17509/ajsee.v1i3.38429.

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The purpose of this study was to determine the science education curriculum in vocational high schools. We used the literature review method to obtain data. We analyzed the national curriculum in Indonesia regarding science education in vocational schools. The results showed that almost all vocational programs in vocational schools contain material about science education. The science education curriculum was contained in class X material in the content of vocational specialization (C1, C2, and C3), especially integrated science subjects. That is because science material was the basis for stud

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Aliyu, S.M. "Revitalizing Nigeria's Educational System: Innovative Policies for National Development." Zamfara International Journal of Education 4, no. 4 (2025): 291–95. https://doi.org/10.5281/zenodo.14611060.

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Nigeria's educational system faces numerous challenges, hindering national development. This article proposes innovative policies to revamp the system, focusing on access, equity, curriculum reform, teacher development, infrastructure, assessment, vocational education, digital learning, community engagement, and funding. Implementing these policies can improve learning outcomes, drive economic growth, and foster global competitiveness. This article provides a comprehensive review of Nigeria's educational challenges and presents evidence-based solutions for policymakers, educators, and stakehol

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Kim, Seo-Heui. "A Study on the Systematic Changes in Vocational High School Beauty Departments Reflected in the National Curriculum." Journal of the Korean Society of Cosmetology 30, no. 5 (2024): 1097–105. http://dx.doi.org/10.52660/jksc.2024.30.5.1097.

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This study was conducted to analyze and examine the general guidelines of the national curriculum presented at the national level and to propose development strategies for enhanced beauty education. For the study, the curriculum documents were collected and analyzed according to the revision periods, from the 1st period to the 2022 revised curriculum, through the National Law Information Center and the National Curriculum Information Center website The analysis revealed that vocational high schools, which are secondary vocational education institutions, underwent a name change from “industrial

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Humaisi, M. Syafiq, Muhammad Thoyib, and Nur Alim. "Pesantren-Based Vocational Curriculum Management in Improving The Quality of Madrasa Education in Indonesia." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 20, no. 2 (2022): 288–300. http://dx.doi.org/10.21154/cendekia.v20i2.5002.

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This article aims to explain the urgency of pesantren-based vocational curriculum management in improving the quality of madrasa education in the current era of global competition. This research used a qualitative approach and the interactive analysis model of Miles, Huberman, and Saldana to analyze the data. The results of this study confirm some aspects. First, the vocational curriculum planning at MA Nurul Jadid is based on the vision, mission, goals, and educational concepts that rely on a curriculum trilogy, including the madrasa curriculum, skills curriculum, and pesantren curriculum bas

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Molla, Md Feroj Alom. "Strengthening Bangladesh’s Workforce: An Analysis of qualification framework-NTVQF Implementation Challenges, Gaps and Opportunities." Journal of Diversity Studies 4, no. 1 (2025): 62–67. https://doi.org/10.51470/jod.2025.4.1.62.

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The qualification framework of National Technical and Vocational Qualifications (NTVQF) has been implemented in Bangladesh to enhance the quality and standardization of technical and vocational education and training (TVET), its implementation has faced challenges and also presented opportunities for improvement. NTVQF includes the requirement for capacity building, resource constraints, stakeholder coordination, awareness among industry-academy partners [training service provider (TSP)] and curriculum. Gaps and opportunities for progress include the potential for competency-based training and

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Weng, Zongxiang. "Research on "Curriculum-Certificate Integration" Teaching Case of CNC Machining Technology and Programming Based on 1+X Certificate System." Journal of Higher Education Research 4, no. 4 (2023): 124. http://dx.doi.org/10.32629/jher.v4i4.1420.

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The 1+X skill level certificate system is a brand-new system design to implement "the Implementation Plan of the National Vocational Education Reform" and actively promote the academic certificate plus several vocational skill level certificate systems. This paper studies "curriculum-certificate integration" teaching case of CNC machining technology and programming of CNC Technology Specialty in higher vocational colleges based on 1+X certificate system. It can effectively promote the implementation of "curriculum-certificate integration" in the course teaching process, and it can also provide

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Dissertationen zum Thema "National Curriculum (Vocational) L2"

Sehole, Lorraine Mmabyalwa. "Mathematics difficulties experienced by National Certificate (Vocational) Level 2 students in the learning of functions." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78493.

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The learning difficulties prevalent among mathematics students are widely documented. This case study explores the difficulties experienced by National Certificate (Vocational) Level 2 mathematics students at a Technical and Vocational Education and Training (TVET) College in Gauteng in the learning of functions. The primary research question was: What conceptual and procedural knowledge difficulties do NC(V) L2 students experience when learning the concept of functions in mathematics? Qualitative data was generated from the students (n=17) through lesson observations, test responses and inter

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Langa, Phakama Perry Macmillan. "Assessment of the implementation of the National Certificate (Vocational) plant production modules." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2359.

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From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementar

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Ngubane, Phiwokuhle Bongiwe. "Compliance of technical and vocational education and training colleges’ curriculum implementation with the national strategy and policy." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1588.

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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017<br>The purpose of this study was to determine whether the Technical and Vocational Education and Training colleges’ NCV curriculum structure complies with the national strategy and policy stipulations in offering WBE for students. The CASE study was conducted at the Umfolozi TVET College, specifically on two campuses of the college in northern KwaZulu-Natal. The NCV programmes

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De, Bruler Curran A. "Assessment, knowledge and the curriculum : the effects of a competence-based approach to the training of teachers in further and adult education." Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=131.

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Fisher, Roy. "The vocational curriculum in England 1974-1994 : a socio-historical study of the Business and Technology Education Council's National Diploma in Business and Finance." Thesis, University of Huddersfield, 1999. http://eprints.hud.ac.uk/id/eprint/4848/.

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The BEC/BTEC National Diploma in Business and Finance was, from the late 1970s to the mid 1990s, a major vocational award in England, Wales and Northern Ireland. Although the majority of BEC/BTEC students were located in the further education colleges within the somewhat marginalised postcompulsory sector, the BEC/BTEC National level curriculum was directly experienced by hundreds of thousands of students as well as their lecturers, and indirectly by a range of educational stakeholders including employers and university tutors coming into contact with former BEC/BTEC students. Having transform

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Wood, Paula Reese. "The Importance of Technical Competencies for Beginning Secondary Business Teachers in Virginia." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27907.

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The purpose of this study was to determine the degree of importance of each of the curriculum competencies in the National Standards for Business Education (NBEA, 1995) for the successful performance of beginning secondary business teachers in Virginia as perceived by experienced and inexperienced business teachers. The standards consist of 102 competencies in the 11 subject areas of business education. The questionnaire used in the research study was an original survey instrument developed by the researcher after a review of the literature did not reveal an instrument that could be used wit

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Mariano, Andréa Daniele Müller. "AS DIRETRIZES CURRICULARES NACIONAIS PARA A EDUCAÇÃO PROFISSIONAL TÉCNICA DE NÍVEL MÉDIO: AVANÇOS, RETROCESSOS OU PERMANÊNCIAS?" UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2015. http://tede2.uepg.br/jspui/handle/prefix/1175.

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Made available in DSpace on 2017-07-21T20:31:21Z (GMT). No. of bitstreams: 1 Andrea Mulle Mariano.pdf: 1078642 bytes, checksum: 7a4c8e934bf5f15238a8ad5a7f945f64 (MD5) Previous issue date: 2015-02-24<br>This study aims to analyze the conception of vocational education in the National Curriculum Guidelines for the Middle Level Technical Vocational Education in order to understand how is the relationship between capital and labor and its implications for the formulation of the mentioned document. In this sense, the theoretical framework that guides this research lies within the dialectical and

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Wigley, Jonathan James. "Understanding workplace-based learning contexts to inform curriculum development : the case of a Level 5 Environmental Education, Training and Development Practice Qualification /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/498/.

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Phuroe, Marotole Richard. "An investigation into the factors which influence the implementation of the national curriculum statement (NCS) by the school management team (SMT) at selected further education and training schools (FET schools) in the Motheo district." Thesis, Bloemfontein : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/140.

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Thesis (D. Phil. Education) -- Central University of Technology, Free State, 2011<br>After the inception of the new government in 1994, a new curriculum was introduced, replacing the then existing curriculum. This new curriculum brought about challenges confronting the School Management Team (SMT) regarding its management and implementation. The changes required a paradigm shift and a proactive leadership approach by the SMT and particularly the principals of the Further Education and Training Schools (FET Schools). New policies were developed in respect of the management of this curriculum,

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Govender, Rajuvelu. "The contestation, ambiguities and dilemmas of curriculum development at the Solomon Mahlangu Freedom College, 1978-1992." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6042_1320317218.

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The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the 20th century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institution

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Bücher zum Thema "National Curriculum (Vocational) L2"

Careers Research and Advisory Centre., ed. Horizons: A vocational approach to the National Curriculum. Hobsons, 1992.

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University of Exeter. Centre for Secondary & Tertiary Inservice Training., ed. TVEI and the National Curriculum: Proceedings of a national conference 16-17 February 1990, Torquay. Centre for Secondary & Tertiary Inservice Training, School of Education, University of Exeter, 1990.

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ERIC Clearinghouse on Adult, Career, and Vocational Education., ed. Using national and state skill standards for vocational-technical education curriculum development. ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2000.

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Kelsey, Ben. BTEC National: An implementation strategy : year 1 and 2. Pitman in association with the National Business and Information Studies Project and Hampshire Education Authority, 1989.

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Roger, Lewis. Business: Vocational A level. 3rd ed. Stanley Thornes, 2000.

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Great Britain. Department for Education and Employment., ed. Building the framework: A consultation paper on bringing together the work of the National Council for Vocational Qualifications and the School Curriculum and Assessment Authority. Department for Education Employment, 1996.

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Longmate, Dave. GCSE sociology: Social life. Hodder & Stoughton, 2001.

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Lee, E. Financial record keeping: An active-learning approach. DP Publications, 1991.

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Building the Framework. Department for Education and Employment, 1997.

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ZHANG WEI . ZOU BEN JIE. Philosophy and Life Study Guide secondary vocational education moral education curriculum reform of national planning of new teaching materials supporting the book. Higher Education Press, 2009.

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Buchteile zum Thema "National Curriculum (Vocational) L2"

Billett, Stephen, Gun-Britt Wärvik, and Sarojni Choy. "Concepts, Purposes and Practices of Integration Across National Curriculum." In Technical and Vocational Education and Training: Issues, Concerns and Prospects. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8857-5_17.

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De Smet, Cindy, and Christine Schmider. "Assessing Student Perceptions of Professionalization Measures and Coherence after the 2011 French Curriculum Reform." In Coherence in European Teacher Education. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43721-3_6.

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AbstractThis chapter examines the 2011 curriculum reform in France, which aimed to professionalize the teacher training system and establish national frameworks for teacher competencies in primary and secondary schools. Inspired by European guidelines for teacher education, this reform represented a paradigm shift in the French system, integrating pedagogical knowledge and pedagogical content knowledge alongside traditional content knowledge. The result was a closing of the professional orientation gap with other European teacher education systems and a greater vocational coherence.

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"Outcomes and National (Scottish) Vocational Qualifications." In Outcomes, Learning And The Curriculum. Routledge, 2002. http://dx.doi.org/10.4324/9780203485835-10.

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Anshu Kumari, Dr. "SYNERGIZING VOCATIONALIZATION IN SCHOOL EDUCATION: TRANSFORMING EDUCATION AND EMPOWERING INDIVIDUALS." In Futuristic Trends in Social Sciences Volume 3 Book 2. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3beso2p4ch5.

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The paper tries to explore the vocational space of the Indian education system and its trajectory from the Kothari Commission to the National Education Policy 2020. The paper provides a glimpse of the national credit framework as well as the previous qualification frameworks that are widely used in India. The paper focused on the demographic dividend of India as one of the youngest nations and its needs to became world skill capital. The National Curriculum Framework for School Education is also addressed in reference to vocationalization. The challenges of vocational education are also mentio

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Mesuwini, Joseph, Elison S. Ganya, and Sanele Jerome Mlotshwa. "Greening Initiatives for TVET Colleges Through Innovative Curriculum and Technology." In Advances in Computational Intelligence and Robotics. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8915-7.ch012.

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In the face of rising environmental challenges, integrating green principles into Technical and Vocational Education and Training (TVET) programs is essential. This study explored the potential of implementing greening initiatives in South African TVET colleges through an innovative National Certificate (Vocational) (NC(V)) Engineering curriculum incorporating advanced technology and creative thinking. Using a qualitative approach with document analysis and narrative-based interviews, the research examined NC(V) studies within the context of green technology. Narratives and researcher experien

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Dimitriu, Angela, and Nina Bîrnaz. "PECULIARITIES OF THE COMPETENCE OF PRAGMATIC COMMUNICATION IN A FOREIGN LANGUAGE IN THE CONTEXT OF THE PROFESSIONAL CAREER DEVELOPMENT OF STUDENTS IN VOCATIONAL EDUCATION." In Education, Society, Family. Interdisciplinary Perspectives and Analyses. Eikon Publishing House, 2021. http://dx.doi.org/10.56177/epvl.ch10.2021.en.

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Professional competence includes the abilities to properly select, combine and use the knowledge, skills, values and attitudes necessary to successfully, effectively and efficiently perform the work or the learning tasks related to a particular profession. During the vocational education of students, the development of communication skills plays an important role.In the context of globalization, the competence of pragmatic communication in a foreign language is an imperative in the vocational development.This article conceptualizes the competence of pragmatic communication in a foreign languag

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Ren, Ji, and Wencheng Cao. "Digital Talent Education Models of “1+X” Certification System Based on National Educational Credit Bank." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2023. http://dx.doi.org/10.3233/faia230029.

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The construction of a national education credit bank (ECBS) and the “1+X” certification (XCERT) are both key ways to build a modern vocational education system in China. The XCERT has laid the practical foundation for the construction of ECBS. The ECBS has created an excellent institutional environment for implementing the XCERT . Therefore, from the perspective of the ECBS, the current situation of digital talent cultivation and the implementation cases of the XCERT are sorted out. Using the case study method, we analyzed the problems of lack of cooperation among organizations, lack of profes

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Mentor, Dominic. "TLC for MOOCS." In Computer-Mediated Learning for Workforce Development. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4111-0.ch005.

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This chapter reports on efforts to create a sustainable model to increase engagement, success, and retention in a MOOC for learning computer programming, for a U.S.-based national vocational program. In 2014, the training organization was one a few national and regional organizations who were awarded scholarships by a telecommunication's company to participate in a MOOC whose curriculum was informed and designed by multinational corporations to try and address the dearth of young computer programming talent. The vocational training program aimed to convert MOOC registrations into active and su

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Sun, Hui, and Congli Li. "Critical Thinking on the Promotion of 1+X Certificate for Applied English Majors in Vocational College from the Perspective of SWOT Analysis in AI Era." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2024. https://doi.org/10.3233/faia241364.

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VETS serves as an efficacious endorsement for the 1+X model in foreign language fields, emblematic of the pivotal role of new era vocational education reform and development. Adopting the SWOT(Strengths, Weaknesses, Opportunities and Threats) methodology, we distill the meritorious strengths of the Applied English program within higher vocational education’s implementation of the 1+X certification system: implementation of 1+X certificate–VETS(Vocational English Test System) is strongly supported in Vocational colleges; students’ high enthusiasm for obtaining VETS certificates; however, there

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Freeman, Tyrone McKinley. "Education." In Madam C. J. Walker's Gospel of Giving. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043451.003.0004.

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Chapter 3 focuses on Walker’s gift of education through her national network of beauty schools as a model of urban industrial vocational education at the same time that Booker T. Washington’s southern rural model of industrial education was prominent. Washington’s Tuskegee model has been critiqued as not successful in addressing black educational needs despite its proliferation because it appeased the white South and focused on the fading agricultural economy. Walker’s beauty schools, in contrast, offered an urban alternative for migrating black women to earn credentials, enabling their gainfu

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Konferenzberichte zum Thema "National Curriculum (Vocational) L2"

Phathithak, Phouvieng, Nutchanat Chumchuen, and Somsak Akatimagool. "Development of Instructional Package on Thyristor and Applications, Curriculum of Technician Diploma, Savannakhet Technical-Vocational College, Lao PDR." In The 12th National Conference on Technical Education and The 7th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2020. http://dx.doi.org/10.14416/c.fte.2020.03.023.

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Chumthong, Natthanon, Kamonchanok Chomthong, Surtya Nareepon, et al. "Development and Efficiency of Competency-integrated cross-disciplinary Curriculum with Integrated Intelligent Electronics Competency to Create Innovations for the Field of Industrial Technicians. Vocational Certificate Program (Vocational Certificate) under the Office of Vocational Education Commission in the Southern Region." In The 14th National Conference on Technical Education and The 9th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2022. http://dx.doi.org/10.14416/c.fte.2022.06.039.

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Sinbouphet, Sitthikanh, and Ekkamol Boonyapalanant. "The Construction and Efficient Validation of Instructional Package for Power Transmission Line Calculation, Higher Diploma Curriculum, SAVANNAKHET Technical-Vocational College, Laos PDR." In The 12th National Conference on Technical Education and The 7th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2020. http://dx.doi.org/10.14416/c.fte.2020.03.025.

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Muslim, Muslim, Selamat Riadi, and Nur Basuki. "Development of interactive tutorial video based on curriculum based on Indonesian national qualification framework in machinery material Basic completion of completion." In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285677.

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Ingtyas, Fatma, Nuwairi Hilda, and Nila Handayani. "Development of A "Product Design" Guidelines Book Based on Indonesia National Curriculum Framework (KKNI) to Develop Creative Industries Students of Education Department of Family Welfare State University of Medan." In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285835.

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Parseliunas, Eimuntas, and Saulius Urbanas. "Features of Flexible E-Learning Modules Within Geographical Information Science for Vocational Training." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59093.

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The main features and general structures of two distant learning modules within geographical information science for vocational training are presented in this paper. “European Level Developments of Flexible Learning Models within Geographical Information Science (GIS) for Vocational Training (E-GIS)” was a pilot project under the Leonardo de Vinci Community action Programme on vocational training, within Geographical Information Science (GIS), to be implemented over a three year period, 2002–05. The project will be continued in 2008–2009 under the abbreviation eGIS+. The main objectives of the

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Kaulēns, Oskars, Inese Lūsēna-Ezera, Gunta Siliņa-Jasjukeviča, and Ilze Briška. "Implementation of the School as a Learning Organisation: Latvian Educators’ Experience." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.16.

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The idea of the school as a learning organisation (SLO) has become a topical issue in many countries due to the rapid changes in curricula and the management of educational institutions. The process of purposeful implementation of SLO has started in the Latvian education system too. Within the framework of the project “Competence Approach to Curriculum” (School2030) implemented by the National Centre for Education (Republic of Latvia), not only the current curriculum documents are reviewed and improved, but also the introduction of SLO in general and vocational education in Latvia is realised

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Oleksandr, Osaulenko, Volodymyr Panteleiev, and Yakiv Karchev. "Statistical literacy in Ukraine: problems and developments." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17701.

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This poster summarizes the current state of affairs in the Ukrainian system of statistical education and prospects for its development. Ukrainian higher educational institutions teaching economics have trained statistics throughout the study period - both within a general mathematical curriculum (probability theory, mathematical statistics, econometrics, etc.) and as part of vocational training for various economic specialties. Thanks to such features, statistical education is an integral part of training financiers, accountants, auditors, managers, etc. Ukraine has made significant achievemen

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Pavaloiu, Ionel bujorel, Andrei Vasilateanu, Maria iuliana Dascalu, George Dragoi, and George Carutasu. "INTERACTIVE LEARNING METHODS USING A SIMULATED ENTERPRISE." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-213.

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The CONPROF project developed by the automation engineering company IPA SA, the University Politehnica of Bucharest and the Romanian-American University contributes to the sustainable development of the cooperation between higher education institutions and businesses by facilitating the training of students in higher education and the transition from being a student to being employed. It ensures in this way the increased employability of the graduates through counseling, vocational guidance, practical training and integrating three main components: curriculum, the student's initial skills and

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Rusu, Alexandra, and Dragos Gheorghiu. "BLENDED LEARNING PRACTICES IN ARTISTIC EDUCATION. THE "TIME MAPS" PROJECT EXPERIENCE." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-269.

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Over the past decade the online learning options have increased, they became more accessible and popular, thus determining higher education institutions to adapt their curriculum to incorporate the new educational paradigm. Blended education either made the transition between the traditional learning practices and the online learning or emphasised the need to balance the two opposites: face-to-face (in classroom) and online education. It shifted the perspective on a more complex student-centred education, acknowledging the differences in needs, environments and learning spaces required. In the

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Berichte der Organisationen zum Thema "National Curriculum (Vocational) L2"

Chea, Sathya, Sopheak Song, and Seyhakunthy Hun. Competency-Based TVET in Cambodia: Promise and Reality. Cambodia Development Resource Institute, 2020. https://doi.org/10.64202/wp.124.202008.

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Modernisation brings new economic and social challenges around the globe. In this era of the knowledge economy, knowledge and skills have become valuable assets for national development. Many countries have been working out how best to enhance their knowledge and skills pool. Focus has recently turned to competency-based training (CBT), which is believed to enrich students with practical competencies relevant to labour market needs and thus enhance their productivity and, ultimately, national economic growth. The CBT is characterised by a student-centred approach and module-based course with a

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Madhur, Srinivasa. Cambodia’s Skill Gap: An Anatomy of Issues and Policy Options. Cambodia Development Resource Institute, 2014. https://doi.org/10.64202/wp.98.201408.

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There is growing consensus that an emerging skill gap could impose human costs and constraints on Cambodia’s economic growth and development. The country is facing a shortage of skilled human resources even for low-to-medium skill intensive industries. There is a widening gap between the skills that industries and businesses need and what the education institutions, whether academic or vocational training, are producing. Cambodia’s skill gap is emerging at a time when the Association of Southeast Asian Nations (ASEAN) is preparing to launch the ASEAN Economic Community (AEC) in 2015. The AEC w

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