Relevant bibliographies by topics / Apprenticeship based training system

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Academic literature on the topic 'Apprenticeship based training system'

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Published: 19 February 2023

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Journal articles on the topic "Apprenticeship based training system"

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Aspøy, Tove Mogstad, and Torgeir Nyen. "Short-Term Benefits, Long-Term Harm? Alternative Training to Apprenticeships in Norway." International Journal for Research in Vocational Education and Training 4, no. 4 (December 21, 2017): 306–24. http://dx.doi.org/10.13152/ijrvet.4.4.1.

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Many countries with apprenticeship-based systems of VET face a shortage of apprenticeships. Some countries, including Denmark and Norway, address this supply-demand mismatch by offering alternative school-based routes to vocational qualifications for students not able to secure an apprenticeship. Other countries offer no alternative routes, but focus instead on pre-vocational education and training to prepare students for apprenticeships. This paper discusses the effects on the VET system of a recent Norwegian attempt to organise alternative training primarily as workplace training. Unlike the more established Danish system of alternative training, which relies primarily on school-based training in learning centres, Norway has attempted to make alternative training as similar to apprenticeship-based learning as possible. Most training in the pilot projects takes place in the work environment of a company, rather than in vocational schools. Our paper shows that the students in the pilot projects experience many of the learning and motivational benefits offered by workplace learning in general, and apprenticeships in particular. In certain circumstances, such schemes can improve the chances of completing VET despite for young people without an apprenticeship. However, such training schemes also generate important dilemmas. In particular, there is a risk that full-scale implementation of a system of alternative workplace-based training could reduce the number of new apprenticeships, potentially undermining the apprenticeship model on which Norwegian VET is based.
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Andersson, Ingela, Gun-Britt Wärvik, and Per-Olof Thång. "Formation of Apprenticeships in the Swedish Education System: Different Stakeholder Perspectives." International Journal for Research in Vocational Education and Training 2, no. 1 (April 30, 2015): 1–24. http://dx.doi.org/10.13152/ijrvet.2.1.1.

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The article explores the major features of the Swedish Government’s new initiative - a school based Upper Secondary Apprenticeship model. The analyses are guided by activity theory. The analysed texts are part of the parliamentary reform-making process of the 2011 Upper Secondary School reform. The analyses unfold how the Government, the Swedish Trade Union Confederation (LO), and the Confederation of Swedish Enterprise (SN) construct Upper Secondary Apprenticeship as an activity in the 21st century. The conclusion highlights how three traditional aspects of Swedish initial vocational education and training (IVET) collide in the formation of Upper Secondary Apprenticeship – a curriculum of labour market based apprenticeships, a curriculum of school based IVET, and ill-defined curriculums of school based apprenticeships. The emerging Upper Secondary Apprenticeship curriculum foreshadows multifaceted educational trajectories where the learning targets, and not the responsibility for the student’s learning are displaced from the school to the workplace setting.
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Hu, Wei, and Fengbo Zhen. "Research on the Reform and Construction of Talents Training Mode Based on Modern Apprenticeship." Journal of Education and Educational Research 1, no. 2 (December 1, 2022): 67–69. http://dx.doi.org/10.54097/jeer.v1i2.3235.

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Modern apprenticeship is a talent training mode in which schools cooperate with enterprises to strengthen practical teaching with teachers. Promoting modern apprenticeship is the inevitable requirement of social and economic development, and the conclusion of the reform and development of vocational education talent training mode. The practice of our school in exploring modern apprenticeship system shows that the implementation of modern apprenticeship in higher vocational education should solve the problems of education mode, student identity, curriculum system, tutor mechanism and evaluation method from five aspects: building a "dual subject" talent training mode, solving the problem of "dual identity" apprenticeship, forming a "dual system" school enterprise curriculum structure, building a "dual tutor" full-time and part-time teacher team, and establishing a "dual standard" evaluation system.
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Liu, Yue. "Research on teaching reform of rehabilitation nursing major based on modern apprenticeship system†." Frontiers of Nursing 8, no. 2 (June 1, 2021): 177–92. http://dx.doi.org/10.2478/fon-2021-0020.

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Abstract Objective To determine the specific indicators of nursing students’ competency in rehabilitation nursing posts; to form a training mode of competency of nursing students in rehabilitation nursing posts based on a modern apprenticeship system; and to preliminarily explore the effect of this training mode. Methods The literature review method and the Delphi method were used to determine the specific indicators of nursing students’ competency in rehabilitation nursing posts. Based on the competency index results, the training mode of modern apprenticeship in rehabilitation nursing specialty was determined. Taking a university as an example, the modern apprenticeship training model of rehabilitation nursing specialty was put into the operation group, and the students were selected into the experimental group. The nursing students who accepted the traditional training mode were selected as the control group to compare the competency of the two groups of nursing students before graduation. Results Form a total of 191 indicators of nursing students rehabilitation nursing post competency content. The competency scores of nursing students in the rehabilitation nursing posts of the experimental group were higher than those in the control group in 24 work tasks, and the difference was statistically significant (P < 0.05). Conclusions Based on the modern apprenticeship system, the training model of nursing students’ competency in rehabilitation nursing posts could improve the matching degree of nursing posts of nursing students and may provide a reference for improving the training of rehabilitation nursing talents.
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Hu, Yankun. "Research on the Training Model of Electronic Business Professionals in Higher Vocational Colleges Based on Modern Apprenticeship." Journal of Educational Theory and Management 1, no. 1 (October 16, 2017): 38. http://dx.doi.org/10.26549/jetm.v1i1.574.

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For vocational education, modern apprenticeship is of great importance to its teaching quality, and the application of modern apprenticeship in training e-commerce professionals in higher vocational colleges can promote the training of e-commerce professionals. This paper briefly introduces the modern apprenticeship system, and has analyzed the existing problems in the teaching of e-commerce specialty in higher vocational colleges and the training model of modern apprenticeship for e-commerce professionals in higher vocational colleges, and finally, it puts forward several problems which we should pay attention to in the application of the modern apprenticeship to improve the teaching level of the major of e-commerce and promote the development of contemporary vocational education.
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Muehlemann, Samuel, and Stefan C. Wolter. "Can Spanish firms offer dual apprenticeships without making a net investment? Empirical evidence based on ex ante simulations of different training scenarios." Evidence-based HRM: a Global Forum for Empirical Scholarship 5, no. 1 (April 3, 2017): 107–18. http://dx.doi.org/10.1108/ebhrm-04-2016-0009.

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Purpose The purpose of this paper is to simulate the potential costs and benefits for Spanish firms providing dual apprenticeship training. Design/methodology/approach The paper conducts simulations of ten training occupations in six different industries in Spain. For these simulations, the authors combined Spanish wage data and the existing training curriculum regarding instruction times in vocational school in Spain with data from Swiss firms offering training in similar occupations. These data contain information regarding the amount of workplace training, relative apprentice productivity, and the relative importance of non-wage training costs (such as training equipment). Findings The authors found that training occupation, training scenario, and firm size are important determinants of the authors’ simulations for the expected net costs of apprenticeship training in Spanish firms. Consequently, the break-even level of apprentices’ wages differs significantly by training occupation and training scenario, suggesting that one prescribed apprentice wage for all sectors and occupations would be detrimental to the willingness of many firms to provide training places. Practical implications Dual apprenticeship training may improve the labor market transition for Spanish youth. The paper provides guidelines for regulatory frameworks that allow firms to provide apprenticeship training without having to bear net training costs – an important condition given that apprentices are free to leave the training firm upon graduation. Social implications The authors’ simulations show that Spanish firms would be able to provide high-quality apprenticeship training programs that would also appeal to more talented youth because of the combination of a decent earning opportunity during the apprenticeship and good future career options. Originality/value This paper provides novel and direct empirical evidence regarding the framework conditions within the Spanish apprenticeship system, thus incentivizing both firms and individuals to participate in dual apprenticeship training programs.
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Koch, Benno, Samuel Muehlemann, and Harald Pfeifer. "Do works councils improve the quality of apprenticeship training? Evidence from German workplace data." Journal of Participation and Employee Ownership 2, no. 1 (June 20, 2019): 47–59. http://dx.doi.org/10.1108/jpeo-12-2017-0009.

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PurposeWorks councils have the legal right to participate in a firm’s training process and, where necessary, call for a replacement of training instructors. The purpose of this paper is to empirically test whether works councils are associated with a higher quality of apprenticeship training – or its inputs or outputs – in Germany.Design/methodology/approachThe authors use two representative cross-sectional surveys of German workplaces in 2007 and 2012/2013 that were conducted by the Federal Institute for Vocational Education and Training in Germany. To account for selection on observables, the authors apply nearest neighbor matching models to estimate the extent to which works councils are associated with training quality.FindingsThe results shed light on the influence of works councils on the quality of apprenticeship training in Germany. Based on a quality model, the authors show that works councils are associated with a (moderately) higher output quality of apprenticeships, particularly with respect to the share of retained apprentices. However, the authors do not find empirical evidence for a positive association between works councils and input- and process-quality indicators.Research limitations/implicationsAlthough the identification of causal effects due to the existence of works councils is difficult and cannot be fully addressed in the analysis, the authors can use a number of important control variables at the workplace level. The results suggest that a works council only plays a moderate role in enhancing the quality of the German apprenticeship system.Originality/valueThe authors provide the first direct empirical evidence of how the existence of a works council is associated with the input-, process- and outcome-quality measures of the German apprenticeship system.
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Eberhardt, Christiane, and Klaus Berger. "CO-DETERMINATION AND APPRENTICESHIP IN SME: A QUALITATIVE STUDY ON WORK COUNCILS AND THEIR CONTRIBUTION TO THE QUALITY OF APPRENTICESHIP TRAINING." Professional Pedagogics 2, no. 21 (January 21, 2021): 153–58. http://dx.doi.org/10.32835/2707-3092.2020.21.153-158.

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Relevance. Training systems which are based on the principle of apprenticeship and involve the company as a central venue are gaining in significance in international terms. The fundamental recognition here is, “Apprenticeships as one successful form of work-based learning ease the transition from education and training to work, and evidence suggests that countries with a strong VET and apprenticeship system have lower levels of youth unemployment” (Euro-pean Commission, year of publication not stated).Aim: the purpose of the article is to prove that the competitiveness of companies on the market crucially depends on their skilled workers.Methods: іn methodological terms, we based our study on an industrial sociology case study approach.Results: іn our study we showed that the stakeholders at the companies forming the object of our investigations are working towards quality. If the high quality requirements of training are also to be realised at a company level, crucial significance needs to be attached to the central players within the company. In our case, these are the works councils.Conclusions: іn our study, we have shown that “good training” can be equated with the terms of “vocational proficiency” and “matching”. This combination, which aims both to impart employability skills and to facilitate inte-gration into the company, provides the bedrock which enables skilled workers to act autonomously and independently. Works councils bring their influence to bear if they believe that these principles are in jeopardy. This makes an essential contribution to integrating apprentices into a company in respect of skills and socialisation.
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Chen, Wei, and Fengwei Dai. "Evaluation of Talent Cultivation Quality of Modern Apprenticeship Based on Context-Input-Process-Product Model." International Journal of Emerging Technologies in Learning (iJET) 16, no. 14 (July 28, 2021): 197. http://dx.doi.org/10.3991/ijet.v16i14.24053.

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Based on context-input-process-product (CIPP) model, this paper proposed an evaluation system of the talent cultivation quality of modern apprenticeship in high vocational education schools, and applied the proposed system to evaluate the talent cultivation quality of modern apprenticeship in an example school H. The research findings of this study revealed that, on the one hand, it will greatly improve the quality of cultivated talents if the talent cultivation objectives are kept in line with the requirements of employer companies, the apprenticeship system is built according to the law of student growth and development, and there’re good apprenticeship project resources, support and management; on the other hand, it will have an adverse impact on the effect of apprenticeship projects if students’ employment willingness has not been fully motivated, or the implementation environment is poor for the apprenticeship, or the tutors in enterprises change frequently. Based on these findings, this paper proposed a few countermeasures for improving the talent cultivation quality of modern apprenticeship, that is: fully consider students’ appeals and boost their desire for employment; forge a team of enterprise tutors capable of and good at teaching; improve the quality of apprenticeship projects for junior year students; deepen the integration between industry and education and provide strong guarantee for both school education and enterprise training.
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Coletti, Michele. "Why Triple Helix governance is useful to dual apprenticeship systems." Industry and Higher Education 33, no. 6 (September 19, 2019): 381–90. http://dx.doi.org/10.1177/0950422219876864.

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Apprenticeship is a contractual form of work-based learning that has existed for centuries, but despite its historical impact on innovation and competitiveness, it has been perceived as a system for the shop floor or low-skill jobs. The dual apprenticeship system combines school study with training on the job. Well developed in several European countries it can lead to highly qualified jobs, so attracting the interest of universities and other higher education institutions. Academic, business and government stakeholders working together enact a Triple Helix (TH) framework. This article analyses how the TH is suitable for the governance of apprenticeship systems and discusses the implications of the model.
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Dissertations / Theses on the topic "Apprenticeship based training system"

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Adenowo, Adetokunbo. "Augmented conversation and cognitive apprenticeship metamodel based intelligent learning activity builder system." Thesis, De Montfort University, 2012. http://hdl.handle.net/2086/8238.

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This research focused on a formal (theory based) approach to designing Intelligent Tutoring System (ITS) authoring tool involving two specific conventional pedagogical theories—Conversation Theory (CT) and Cognitive Apprenticeship (CA). The research conceptualised an Augmented Conversation and Cognitive Apprenticeship Metamodel (ACCAM) based on apriori theoretical knowledge and assumptions of its underlying theories. ACCAM was implemented in an Intelligent Learning Activity Builder System (ILABS)—an ITS authoring tool. ACCAM’s implementation aims to facilitate formally designed tutoring systems, hence, ILABS―the practical implementation of ACCAM― constructs metamodels for Intelligent Learning Activity Tools (ILATs) in a numerical problem-solving context (focusing on the construction of procedural knowledge in applied numerical disciplines). Also, an Intelligent Learning Activity Management System (ILAMS), although not the focus of this research, was developed as a launchpad for ILATs constructed and to administer learning activities. Hence, ACCAM and ILABS constitute the conceptual and practical contributions that respectively flow from this research. ACCAM’s implementation was tested through the evaluation of ILABS and ILATs within an applied numerical domain―the accounting domain. The evaluation focused on the key constructs of ACCAM―cognitive visibility and conversation, implemented through a tutoring strategy employing Process Monitoring (PM). PM augments conversation within a cognitive apprenticeship framework; it aims to improve the visibility of the cognitive process of a learner and infers intelligence in tutoring systems. PM was implemented via an interface that attempts to bring learner’s thought process to the surface. This approach contrasted with previous studies that adopted standard Artificial Intelligence (AI) based inference techniques. The interface-based PM extends the existing CT and CA work. The strategy (i.e. interface-based PM) makes available a new tutoring approach that aimed fine-grain (or step-wise) feedbacks, unlike the goal-oriented feedbacks of model-tracing. The impact of PM—as a preventive strategy (or intervention) and to aid diagnosis of learners’ cognitive process—was investigated in relation to other constructs from the literature (such as detection of misconception, feedback generation and perceived learning effectiveness). Thus, the conceptualisation and implementation of PM via an interface also contributes to knowledge and practice. The evaluation of the ACCAM-based design approach and investigation of the above mentioned constructs were undertaken through users’ reaction/perception to ILABS and ILAT. This involved, principally, quantitative approach. However, a qualitative approach was also utilised to gain deeper insight. Findings from the evaluation supports the formal (theory based) design approach—the design of ILABS through interaction with ACCAM. Empirical data revealed the presence of conversation and cognitive visibility constructs in ILATs, which were determined through its behaviour during the learning process. This research identified some other theoretical elements (e.g. motivation, reflection, remediation, evaluation, etc.) that possibly play out in a learning process. This clarifies key conceptual variables that should be considered when constructing tutoring systems for applied numerical disciplines (e.g. accounting, engineering). Also, the research revealed that PM enhances the detection of a learner’s misconception and feedback generation. Nevertheless, qualitative data revealed that frequent feedbacks due to the implementation of PM could be obstructive to thought process at advance stage of learning. Thus, PM implementations should also include delayed diagnosis, especially for advance learners who prefer to have it on request. Despite that, current implementation allows users to turn PM off, thereby using alternative learning route. Overall, the research revealed that the implementation of interface-based PM (i.e. conversation and cognitive visibility) improved the visibility of learner’s cognitive process, and this in turn enhanced learning—as perceived.
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May, Roger N. "An exposition of the apprentice assessment systems in Western Australia." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1244.

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This study assessed the dilemmas associated with apprentice assessment systems in the New Apprenticeship Training and Assessment System (NATAS), (State based system), and the Modular system (National system) in Western Australia. Although both were described as competency-based systems these different schemes showed the variations that existed under this general description of training and assessment. The Modular system was a competency-based system which emphasised outcomes rather than the process of training.The emphasis on the process of training was what sustained decades of traditional apprenticeship training. The competency-based approach, discussed in detail later, was a performance-based methodology. Conceptually the apprentice either could perform a given task or task element as set by a specific performance criterion, or s/he could not. The person was judged, based upon the performance outcome to be either competent or incompetent. The basic assumption was that the person could not be partially competent.The competencies approach was a cornerstone of the Australian National training provision. It was administered by the National Training Board through an Australian Standards Framework. The key target group in this assessment of the competency area and the focus of this study was the young apprentice who would become a skilled tradesperson in a relatively short period of four years.Supporting the apprentices in the NATAS system were monitors, lecturers, and employer's members of these groups, who together with apprentices were used to gain insights into the new training initiatives.A previous study Williamson, Lowe and Boyd (1990) had looked at the Western Australian New Apprenticeship and Training System (NATAS). The intention was to develop ideas further and in greater depth using qualitative methodology in the area of effectiveness of the training and assessment system. The research also had critically assessed the Modular system (National) which in most cases progressively replaced NATAS during the period of the research.
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Garg, Anubha. "SCORM based learning management system for online training." Kansas State University, 2012. http://hdl.handle.net/2097/14627.

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Master of Science
Department of Computing and Information Sciences
Mitchell Neilsen
The Biosecurity Research Institute (BRI) facility at Kansas State University is a huge biocontainment facility to conduct research on infectious diseases that pose a threat to plant, animal and human health. The BRI Training and Education Program is currently offline; i.e., classroom sessions are taken to provide this training and education. The objective behind taking up this project was to move the entire training and education module of Biosecurity Research Institute online, instead of having a classroom session for each training course, with an subject matter expert (SME) to come and take the training session. The aim is to develop an online training system which is synchronized with the information in the BRI Research Project Database. The employees will only have to login to the website, scroll through the list of courses they are enrolled in, take the courses, write the assignments/quizzes assigned to the course and then submit the quizzes. They can also self-enroll themselves into courses, if they are given the permission to do so. The SME’s of the courses can create new courses, upload the course materials, enroll users into the courses, and assign deadlines to course completion. Once the student submits the course quiz or assignments, the SME’s can grade the quiz, assign a final grade to the students, and give feedback on their performance. They can even reassign the course in case of poor performance by the student. The administrators of the website can assign roles to different personnel, give permissions according to need and requirement, add/delete courses, and change the appearance of the website. The project is to be done using a Learning Management System called Moodle. Moodle (Modular Object Oriented Dynamic Learning Environment) is an online learning management system designed to allow interaction between teachers and students. The back-end database used is SQL Server 2008 R2 and additional tools used are Adobe Presenter (with Microsoft Power Point 2010) to create the courses in SCORM format.
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May, Roger N. "An exposition of the apprentice assessment systems in Western Australia." Curtin University of Technology, Curtin Business School, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11464.

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This study assessed the dilemmas associated with apprentice assessment systems in the New Apprenticeship Training and Assessment System (NATAS), (State based system), and the Modular system (National system) in Western Australia. Although both were described as competency-based systems these different schemes showed the variations that existed under this general description of training and assessment. The Modular system was a competency-based system which emphasised outcomes rather than the process of training.The emphasis on the process of training was what sustained decades of traditional apprenticeship training. The competency-based approach, discussed in detail later, was a performance-based methodology. Conceptually the apprentice either could perform a given task or task element as set by a specific performance criterion, or s/he could not. The person was judged, based upon the performance outcome to be either competent or incompetent. The basic assumption was that the person could not be partially competent.The competencies approach was a cornerstone of the Australian National training provision. It was administered by the National Training Board through an Australian Standards Framework. The key target group in this assessment of the competency area and the focus of this study was the young apprentice who would become a skilled tradesperson in a relatively short period of four years.Supporting the apprentices in the NATAS system were monitors, lecturers, and employer's members of these groups, who together with apprentices were used to gain insights into the new training initiatives.A previous study Williamson, Lowe and Boyd (1990) had looked at the Western Australian New Apprenticeship and Training System (NATAS). The intention was to develop ideas further and in greater depth using qualitative methodology in the area of effectiveness of the training and ++
assessment system. The research also had critically assessed the Modular system (National) which in most cases progressively replaced NATAS during the period of the research.
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Müns, Andrea, Jürgen Meixensberger, and Dirk Lindner. "Evaluation of a novel phantom‑based neurosurgical training system." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-157794.

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Background: The complexity of neurosurgical interventions demands innovative training solutions and standardized evaluation methods that in recent times have been the object of increased research interest. The objective is to establish an education curriculum on a phantom‑based training system incorporating theoretical and practical components for important aspects of brain tumor surgery. Methods: Training covers surgical planning of the optimal access path based on real patient data, setup of the navigation system including phantom registration and navigated craniotomy with real instruments. Nine residents from different education levels carried out three simulations on different data sets with varying tumor locations. Trainings were evaluated by a specialist using a uniform score system assessing tumor identification, registration accuracy, injured structures, planning and execution accuracy, tumor accessibility and required time. Results: Average scores improved from 16.9 to 20.4 between first and third training. Average time to craniotomy improved from 28.97 to 21.07 min, average time to suture improved from 37.83 to 27.47 min. Significant correlations were found between time to craniotomy and number of training (P < 0.05), between time to suture and number of training (P < 0.05) as well as between score and number of training (P < 0.01). Conclusion: The training system is evaluated to be a suitable training tool for residents to become familiar with the complex procedures of autonomous neurosurgical planning and conducting of craniotomies in tumor surgeries. Becoming more confident is supposed to result in less error‑prone and faster operation procedures and thus is a benefit for both physicians and patients.
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Spiers, Gary F. "An analogical reasoning based mathematics tutoring system." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337556.

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Miller, Michael Scott. "A framework for knowledge-based team training." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1760.

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Kassianides, Symeon Christofer. "An integrated system for computer based training of process operators." Thesis, Imperial College London, 1991. http://hdl.handle.net/10044/1/46858.

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Gentles, Jeremy A. "Monitoring Training Loads with a Web Based Athlete Monitoring System." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3988.

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Kaminskienė, Lina. "Social partnership in the school based vocational education and training system." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20081202_100208-13474.

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Social partnership, as interaction between the state, employees and employers, functions in all the democratic states. Social partnership became one of the important quality assurance factors in VET, which make influence on the change, innovation and renewal processes in the VET system. On the one hand, social partners have been involved into the identification of the curriculum aims, implementation and evaluation processes; on the other hand, they have been also involved into the VET policy-making. For Lithuania, with the dominating school-based VET model, it is characteristic that for a long time the interaction between the activity and education systems was influenced by the supply principle: training of specialists was organised according to the decisions and possibilities of the educational system not taking into consideration demands from the labour market. Social dialogue in Lithuania had to be born in extremely difficult situation. Initiatives of social partners were blocked by the centralised system; there was no culture and tradition of social dialogue, labour relations were affected by the soviet regime. The research problem is defined by still fragmented relations and interaction between the activity and education systems, vocational education and training sub-system, and vocational education and training quality assurance processes, influencing social partnership. The research focuses on the questions of social partnership forms in the school based VET system... [to full text]
Socialinė partnerystė darbdavių, darbuotojų ir valstybės institucijų sąveika – veikia visose demokratinėse valstybėse. Socialinė partnerystė tapo vienu iš svarbių profesinio rengimo kokybės užtikrinimo veiksnių, sąlygojančių kaitos ir atsinaujinimo procesus profesinio rengimo sistemoje. Socialiniai partneriai ne tik įtraukiami į profesinio rengimo turinio tikslų nustatymą, jų įgyvendinimą, pasiekimų ir rezultatų vertinimą, bet ir dalyvauja formuojant profesinio rengimo politiką, administruojant ir organizuojant profesinio rengimo veiklą. Lietuvoje, kur dominuoja mokyklinis profesinio rengimo modelis, švietimo sistemos ir veiklos pasaulio ryšiai ilgą laiką buvo veikiami pasiūlos principo: specialistai buvo rengiami neatsižvelgiant arba minimaliai atsižvelgiant į veiklos pasaulio poreikius. Socialinis dialogas Lietuvoje turėjo gimti ypatingai sudėtingomis sąlygomis. Viena vertus, socialinių partnerių iniciatyvą stabdė ne tik centralizuotai valdoma profesinio rengimo sistema, žemas profesinio mokymo prestižas, bet ir darbo santykiai, kurių formavimuisi įtakos turėjo sovietinė sistema. Antra vertus, socialinė partnerystė, kaip reiškinys, atsirado tik prasidėjus demokratizacijos procesams, todėl neturėjo nei tradicijos, nei partnerystei palaikyti reikiamos infrastruktūros, resursų ir kompetencijų, todėl dar ir šiandien socialinė partnerystė, kaip organizacinė forma, priimama be didelio pasitikėjimo, neaiškūs jos principai ir siekiai, neapsispręsta, kaip ir kokiu būdu ji turėtų... [toliau žr. visą tekstą]
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Books on the topic "Apprenticeship based training system"

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McCowan, Richard J. Training management system. Buffalo, N.Y: Center for Development of Human Services, Buffalo State College, 1998.

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Alberta. Alberta Career Development and Employment. Alberta's apprenticeship & trade certification system, programs & services: Excellence through training and experience. [Edmonton, Alta.]: Alberta Career Development and Employment, 1990.

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Alberta Apprenticeship and Industry Training Board. Alberta apprenticeship and industry training system: Historical overview, April 1, 1994 to March 31, 1996. S.l.]: Alberta Apprenticeship and Industry Training Board, 1996.

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Greinert, Wolf-Dietrich. Das " deutsche System" der Berufsausbildung: Geschichte, Organisation, Perspektiven. Baden-Baden: Nomos, 1993.

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The " German system" of vocational education: History, organization, prospects. Baden-Baden: Nomos Verlagsgesellschaft, 1994.

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Williamson, John. Evaluation of the monitoring and validation procedures in the new apprenticeship training and assessment system (NATAS). [Western Australia: Govt. Printer], 1990.

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Killion, Thomas H. Common computer-based training system: A recommended approach. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1987.

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Hölzel, Petra. Dressage tips and training solutions: Based on the German training system. North Pomfret, Vt: Trafalgar Square Pub., 1995.

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Dun, J. J. A. M. van. Training the trainers: An investigation into the training and qualifications of practical instructors working in the apprenticeship system. Berlin: CEDEFOP, European Centre for the Development of Vocational Training, 1990.

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Maubant, Philippe. Apprendre en situations: Un analyseur de la professionnalisation dans les métiers adressés à autrui. Québec (Québec): Presses de l'Université du Québec, 2013.

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Book chapters on the topic "Apprenticeship based training system"

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Liang, Haihong. "Modern Apprenticeship Talent Training Mechanism System Based on Cloud and Network Integration." In Advances in Intelligent Systems and Computing, 711–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69999-4_97.

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Gessler, Michael. "Areas of Learning: The Shift Towards Work and Competence Orientation Within the School-based Vocational Education in the German Dual Apprenticeship System." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 695–717. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41713-4_32.

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van der Ent, D., and Peter de Jong. "FPA training within the Dutch apprenticeship system." In Qualification for Computer-Integrated Manufacturing, 196–206. London: Springer London, 1995. http://dx.doi.org/10.1007/978-1-4471-3064-2_20.

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Frantz, Christopher, Martin K. Purvis, Mariusz Nowostawski, and Bastin Tony Roy Savarimuthu. "Analysing the Apprenticeship System in the Maghribi Traders Coalition." In Multi-Agent-Based Simulation XV, 180–96. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14627-0_13.

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Seedhouse, Erik, Anthony Brickhouse, Kimberly Szathmary, and E. David Williams. "Flight Crew System-Based Training." In Human Factors in Air Transport, 165–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13848-6_10.

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Jeng, Yu-Lin, Yueh-Min Huang, Yen-Hung Kuo, Juei-Nan Chen, and William C. Chu. "ANTS: Agent-Based Navigational Training System." In Advances in Web-Based Learning – ICWL 2005, 320–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11528043_32.

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Hovmand, Peter S. "Core Modeling Team Planning, Training, and Capacity Building." In Community Based System Dynamics, 55–60. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8763-0_5.

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Furuta, Katsuhisa, and Yasuhiro Ohyama. "Computer Control System for the Training Simulator." In Microprocessor-Based Control Systems, 249–62. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4708-5_12.

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Chandler, Terrell N., and Craig Earon. "A Classification System for Web-Based Training." In Intelligent Tutoring Systems, 604. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-68716-5_67.

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Andre, Terence, Kerri Conning Chik, Ryan Meyer, Gregg Liming, Rod Ford, Camilla Knott, Caitlin Robie, and Danyele Harris-Thompson. "Competency-Based Training System for Personalized Learning." In Advances in Intelligent Systems and Computing, 186–96. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60018-5_19.

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Conference papers on the topic "Apprenticeship based training system"

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"The Construction of Clinical Medical Skill Training System based on Modern Apprenticeship." In 2020 International Conference on Educational Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000255.

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Xu, Jin-e. "Training Model Construction of Personnel Majored in Cultural Market Operation and Management based on Modern Apprenticeship System." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.213.

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Yuan, Shijun, and Xiangyang Liao. "Construction of “Modular” Off-Campus Training Project System for Logistics Management Major in Higher Vocational Colleges Based on Modern Apprenticeship System*." In Proceedings of the 5th International Conference on Economics, Management, Law and Education (EMLE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.191225.143.

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Permana, Agus Aan Jiwa, Luh Joni Erawati Dewi, and Komang Setemen. "Recommendation System for Selection of Majors and Apprenticeship on Vocational and Training Education Based on Competency to Produce Demand Driven Graduates." In 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icirad-17.2017.29.

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Yahaya, Norhayati, Mohamad Sattar Rasul, and Ruhizan Mohamad Yasin. "Social Skills and Social Values in Malaysian Dual Training System Apprenticeship." In 2015 International Conference on Innovation in Engineering and Vocational Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icieve-15.2016.36.

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Satdykov, Ayrat. "System approach to the aspects of apprenticeship training by inducrtial corporations and vocational education and training system." In System analysis in economics – 2018. Prometheus publishing house, 2018. http://dx.doi.org/10.33278/sae-2018.eng.240-243.

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Kotsifakos, Dimitrios, Nikolaos Almalis, Panagiotis Adamopoulos, and Christos Douligeris. "Web-based services to support the vocational education and training apprenticeship." In 2017 South Eastern European Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM). IEEE, 2017. http://dx.doi.org/10.23919/seeda-cecnsm.2017.8089995.

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"Research on Practice Teaching System of Marketing Major under Modern Apprenticeship Mode." In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29029.

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"Research on Talent Training Mode of "Iron Man" Craftsman under Modern Apprenticeship System." In 2019 International Conference on Arts, Management, Education and Innovation. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/icamei.2019.254.

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Guralnick, David A. "Past meets future: Online, self-paced vocational training based on the apprenticeship model." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059573.

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Reports on the topic "Apprenticeship based training system"

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Sinek, R. L. Computer-Based Training Technology: Overview and System Selection Criteria. Fort Belvoir, VA: Defense Technical Information Center, October 1986. http://dx.doi.org/10.21236/ada172988.

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Wampler, Richard L., and Stephen C. Livingston. Battle Staff Training System II: Computer-Based Instruction Supporting the Force XXI Training Program. Fort Belvoir, VA: Defense Technical Information Center, November 1998. http://dx.doi.org/10.21236/ada359252.

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Park, Ok-Choon, and Robert J. Seidel. Selection of a Computer-Based Training Authoring System: Functional Requirements and Evaluation Criteria. Fort Belvoir, VA: Defense Technical Information Center, February 1989. http://dx.doi.org/10.21236/ada207141.

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Woehr, David J., Michael J. Miller, Winston Bennett, and Jr. Application of a Distribution-Based Assessment of Mission Readiness System for the Evaluation of Personnel Training,. Fort Belvoir, VA: Defense Technical Information Center, January 1999. http://dx.doi.org/10.21236/ada363972.

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Andelis, Diana I., and William A. Gibson. The Impact of Computer-Based Training on Operating and Support Costs for the AN/SQQ-89 (v) Sonar System. Fort Belvoir, VA: Defense Technical Information Center, April 2013. http://dx.doi.org/10.21236/ada585047.

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Shabelnyk, Tetiana V., Serhii V. Krivenko, Nataliia Yu Rotanova, Oksana F. Diachenko, Iryna B. Tymofieieva, and Arnold E. Kiv. Integration of chatbots into the system of professional training of Masters. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4439.

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The article presents and describes innovative technologies of training in the professional training of Masters. For high-quality training of students of technical specialties, it becomes necessary to rethink the purpose, results of studying and means of teaching professional disciplines in modern educational conditions. The experience of implementing the chatbot tool in teaching the discipline “Mathematical modeling of socio-economic systems” in the educational and professional program 124 System Analysis is described. The characteristics of the generalized structure of the chatbot information system for investment analysis are presented and given: input information, information processing system, output information, which creates a closed cycle (system) of direct and feedback interaction. The information processing system is represented by accounting and analytical data management blocks. The investment analysis chatbot will help masters of the specialty system analysis to manage the investment process efficiently based on making the right decisions, understanding investment analysis in the extensive structure of financial management and optimizing risks in these systems using a working mobile application. Also, the chatbot will allow you to systematically assess the disadvantages and advantages of investment projects or the direction of activity of a system analyst, while increasing interest in performing practical tasks. A set of software for developing a chatbot integrated into training is installed: Kotlin programming, a library for network interaction Retrofit, receiving and transmitting data, linking processes using the HTTP API. Based on the results of the study, it is noted that the impact of integrating a chatbot into the training of Masters ensures the development of their professional activities, which gives them the opportunity to be competent specialists and contributes to the organization of high-quality training.
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Khrykov, Yevhen M., Alla A. Kharkivska, and Halyna F. Ponomarova. Modeling the training system of masters of public service using Web 2.0. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3862.

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The article concerns grounding the technology of training masters of public service with the use of Web 2.0. This technology is based on the concept of sign-contextual learning, the positions of the laboratory-brigade method, the concept of Web 2.0, case technology, project method, problem learning. The main features of this technology are changes in the correlation between theoretical and practical training, in-class and individual studying; changing teachers’ functions; extensive use of information technology capabilities in learning.
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Korotun, Olha V., Tetiana A. Vakaliuk, and Vladimir N. Soloviev. Model of using cloud-based environment in training databases of future IT specialists. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3865.

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The authors substantiates and develops the model of using cloud-based environment (CBE) in the training of databases of future information technology (IT) specialists, which consists of interrelated units: target (purpose, task of using CBE), conceptual (pedagogical approaches, didactic principles), organizational and semantic (characteristics of CBE, basic requirements for CBE, subjects of training, CBE of the teacher, CBE of the student, curricula of institution of higher education, educational-methodical complex of discipline “Databases”, installation and configuration of database management system, development of educational material from the database in electronic form, selection of cloud-based systems of distance learning, introduction of cloud-based systems of distance learning in the training of students’ databases, selection of CBE in database training (databases, forms, methods, tools), evaluative (criteria, indicators, levels of professional and practical competence of future IT specialists on the use of CBE in database training), effective (increased formation of the information and communication technologies of future IT specialists on the use of CBE in database training).
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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.

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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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Hlushak, Oksana M., Svetlana O. Semenyaka, Volodymyr V. Proshkin, Stanislav V. Sapozhnykov, and Oksana S. Lytvyn. The usage of digital technologies in the university training of future bachelors (having been based on the data of mathematical subjects). [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3860.

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This article demonstrates that mathematics in the system of higher education has outgrown the status of the general education subject and should become an integral part of the professional training of future bachelors, including economists, on the basis of intersubject connection with special subjects. Such aspects as the importance of improving the scientific and methodological support of mathematical training of students by means of digital technologies are revealed. It is specified that in order to implement the task of qualified training of students learning econometrics and economic and mathematical modeling, it is necessary to use digital technologies in two directions: for the organization of electronic educational space and in the process of solving applied problems at the junction of the branches of economics and mathematics. The advantages of using e-learning courses in the educational process are presented (such as providing individualization of the educational process in accordance with the needs, characteristics and capabilities of students; improving the quality and efficiency of the educational process; ensuring systematic monitoring of the educational quality). The unified structures of “Econometrics”, “Economic and mathematical modeling” based on the Moodle platform are the following ones. The article presents the results of the pedagogical experiment on the attitude of students to the use of e-learning course (ELC) in the educational process of Borys Grinchenko Kyiv University and Alfred Nobel University (Dnipro city). We found that the following metrics need improvement: availability of time-appropriate mathematical materials; individual approach in training; students’ self-expression and the development of their creativity in the e-learning process. The following opportunities are brought to light the possibilities of digital technologies for the construction and research of econometric models (based on the problem of dependence of the level of the Ukrainian population employment). Various stages of building and testing of the econometric model are characterized: identification of variables, specification of the model, parameterization and verification of the statistical significance of the obtained results.
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