To see the other types of publications on this topic, follow the link: Apprenticeship based training system.
Journal articles on the topic 'Apprenticeship based training system'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Apprenticeship based training system.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Deissinger, Thomas, and Philipp Gonon. "Stakeholders in the German and Swiss vocational educational and training system." Education + Training 58, no. 6 (July 11, 2016): 568–77. http://dx.doi.org/10.1108/et-02-2016-0034.
Full textAbstract:
Purpose – The purpose of this paper is to compare stakeholders’ roles in Germany and Switzerland when it comes to promoting innovation in the dual apprenticeship model. In both countries, the relevant stakeholders who represent the various occupations and, in a more narrow sense, the social partners, actively shape vocational education and training (VET) reforms. They represent the area of public educational policy, besides governments, political parties and the public, who, in both countries, appreciate the decisive role of apprenticeships for youth education, employment and social stability. Thus, the broad consensus of the relevant stakeholders is crucial in order to keep apprenticeship systems alive. Both countries face challenges related to academisation, which means, that the Gymnasium (high school) and higher education now are even more the first option for parents than in former times. On several levels German and Swiss policy makers try to strengthen VET paying tribute to and trying to cope with these developments. Design/methodology/approach – The paper is situated in the field of comparative VET research. Based on policy documents and findings from research the paper analyses the discourse and perspectives related to VET reforms. The authors deliberately focus on two countries, Germany and Switzerland, which share a great deal of common features in relation to VET, nevertheless developed different measures in order to cope with the pressure of increasing the ratio of students in higher education. The comparative paper looks at the topical reform discourse and taken measures and the specific culture of apprenticeships in the two countries by focusing on those stakeholders, which, besides governments, are crucially involved in the system. The paper draws its insights from the VET policy debate and from both national policy documents and national and international expert publications in the field of VET. A strong focus is given to the emerging new environment of the VET system. Methodologically, the paper draws from an institutional view on VET, which is being discussed broadly in comparative research, since VET systems with a “dual system”, such as the two discussed here, may be categorized as “state-steered market models”, “occupation-based qualifications styles”, “collective skill formation systems” or specific realizations of “transition systems”. All these categories refer to the observation that in these societies it is not the state alone, who defines the structure of the respective VET system, but non-state stakeholders are capable of influencing VET policy and VET reform in a substantial and visible way. Findings – In both countries, Germany and Switzerland, the importance and value of VET is based on an overall consensus, shared by all relevant actors. The basis of this consensus is that the dual system so far successfully opened and should continue to open career paths in industry. Apprenticeships undoubtedly are cornerstones of economic welfare in these countries and can be associated with low youth unemployment rates. A supplementary aspect in the last years however is the political will that VET should also have some kind of link with higher education. Despite some interesting reform measures ambivalences cannot be ignored: against what could be called “academic fallacy” the importance of a highly qualified workforce, trained in non-academic fields, and the future of this kind of skill formation have become major topics and concerns in both societies. Originality/value – This paper is comparing two similar cases, Switzerland and Germany, in VET in order to profile reform alternatives. Furthermore the actors beyond state are highlighted as important element for reform in VET education.
12
Baidoo, Mohammed Kwaku, Akosua Tachie-Menson, Nana Ama Pokua Arthur, and Eric Appau Asante. "Understanding informal jewellery apprenticeship in Ghana: Nature, processes and challanges." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 45–66. http://dx.doi.org/10.13152/10.13152/ijrvet.7.1.3.
Full textAbstract:
Context: The processes of acquiring education in jewellery in Ghana has been dominated by the informal apprenticeship system and it forms the backbone of the workforce of the jewellery industry in Ghana. However, the patronage of informal jewellery apprenticeship in Ghana in recent times has been on decline even though it has the potential of training human resources to transform Ghana’s precious mineral resources sector.This is based on the belief that jewellery trade and its training are shrouded in secrecy, in other words, the jewellery trade is considered to be a sacred profession where information on its operating systems are not allowed to be shared easily. It is believed to be associated with cult and magic, hence the reluctant to admit people who are from outside the family of particular jewellery enterprise. This study is sought to bring to fore the understanding nature, processes and challenges of the informal jewellery apprenticeship in Ghana. Approach: The study adopted the descriptive and phenomenology research designs (qualitative research methods). Jewellers who own a jewellery business and who are training other people through apprenticeships as well as people who are trained are observed and interviewed. A sample size was selected through purposive and convenience sampling techniques from four jewellery enterprises in Accra, Ghana. A thematic analysis plan was adopted to generate fndings of the study. Findings: The results show that for a person to train as a jeweller, s/he has to enrol by going through induction, futhremore fees (money and perishable items) are to be paid. The training content is driven by orders received by the master jeweller, thereby making it unstructured and lacking criteria for assessing the performance and progress of apprentice jewellers. Teaching and learning methods are usually on-the-job training that rely on demonstrations and observation.Conclusion: Informal jewellery apprenticeship in Ghana uses a fexible, cost-efective approach for transferring jewellery making skills from masters to apprentice jewellers, and it has substantial potential for improving skills training in the country. Sometimes the reluctant of some jeweller to train others is to keep the trade to family members only.
13
Baidoo, Mohammed Kwaku, Akosua Tachie-Menson, Nana Ama Pokua Arthur, and Eric Appau Asante. "Understanding informal jewellery apprenticeship in Ghana: Nature, processes and challanges." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 45–66. http://dx.doi.org/10.13152/ijrvet.7.1.3.
Full textAbstract:
Context: The processes of acquiring education in jewellery in Ghana has been dominated by the informal apprenticeship system and it forms the backbone of the workforce of the jewellery industry in Ghana. However, the patronage of informal jewellery apprenticeship in Ghana in recent times has been on decline even though it has the potential of training human resources to transform Ghana’s precious mineral resources sector.This is based on the belief that jewellery trade and its training are shrouded in secrecy, in other words, the jewellery trade is considered to be a sacred profession where information on its operating systems are not allowed to be shared easily. It is believed to be associated with cult and magic, hence the reluctant to admit people who are from outside the family of particular jewellery enterprise. This study is sought to bring to fore the understanding nature, processes and challenges of the informal jewellery apprenticeship in Ghana. Approach: The study adopted the descriptive and phenomenology research designs (qualitative research methods). Jewellers who own a jewellery business and who are training other people through apprenticeships as well as people who are trained are observed and interviewed. A sample size was selected through purposive and convenience sampling techniques from four jewellery enterprises in Accra, Ghana. A thematic analysis plan was adopted to generate fndings of the study. Findings: The results show that for a person to train as a jeweller, s/he has to enrol by going through induction, futhremore fees (money and perishable items) are to be paid. The training content is driven by orders received by the master jeweller, thereby making it unstructured and lacking criteria for assessing the performance and progress of apprentice jewellers. Teaching and learning methods are usually on-the-job training that rely on demonstrations and observation.Conclusion: Informal jewellery apprenticeship in Ghana uses a fexible, cost-efective approach for transferring jewellery making skills from masters to apprentice jewellers, and it has substantial potential for improving skills training in the country. Sometimes the reluctant of some jeweller to train others is to keep the trade to family members only.
14
Moretti, Luca, Martin Mayerl, Samuel Muehlemann, Peter Schlögl, and Stefan C. Wolter. "So similar and yet so different." Evidence-based HRM: a Global Forum for Empirical Scholarship 7, no. 2 (August 5, 2019): 229–46. http://dx.doi.org/10.1108/ebhrm-08-2018-0047.
Full textAbstract:
Purpose The purpose of this paper is to compare a firm’s net cost and post-apprenticeship benefits of providing apprenticeship training in Austria and Switzerland: two countries with many similarities but some critical institutional differences. Design/methodology/approach The authors draw on detailed workplace data with information on the costs and benefits of apprenticeship training, as well as on hiring costs for skilled workers from the external labour market. The authors use nearest-neighbour matching models to compare Austrian firms with similar Swiss firms based on observable characteristics. Findings On average, a Swiss firm generates an annual net benefit of €3,400 from training an apprentice, whereas a firm in Austria incurs net costs of €4,200. The impetus for this difference is largely a higher relative apprentice pay in Austria. However, compared with Swiss firms, Austrian firms generate a higher post-training return by retaining a higher share of apprentices and savings on future hiring costs. Practical implications The authors demonstrate that apprenticeship systems can exist under different institutional environments. For countries currently in the process of establishing or expanding apprenticeship systems, the comparative analysis clearly shows that policymakers should consider more than just one country’s particular apprenticeship model. Originality/value The authors provide a first comparative analysis between two apprenticeship countries that empirically assesses a firm’s costs and benefits of training during an apprenticeship programme and also provides a monetary value of a particular type of post-training benefits that firms can generate by retaining former apprentices as skilled workers (i.e. savings in future hiring costs for skilled workers).
15
Nore, Hæge, and Leif C. Lahn. "Bridging the Gap between Work and Education in Vocational Education and Training. A study of Norwegian Apprenticeship Training Offices and E-portfolio Systems." International Journal for Research in Vocational Education and Training 1, no. 1 (August 31, 2014): 21–34. http://dx.doi.org/10.13152/ijrvet.1.1.2.
Full textAbstract:
This article explores the effect that the use of e-portfolios initiated and organized by apprenticeship training offices has had on the learning processes and assessment practices of apprentices in Norwegian vocational education and training. Although these intermediate structures have the potential to bridge the gap between work and education, they seem to maintain a system of two parallel learning arenas. However, the article summarizes the innovative effects of these transformations as supportive structures for expansive apprenticeship. The study is based on data from a national project on quality assessment, which is supported by documentary evidence from e-portfolios in three different trades: plumbing, industrial mechanics and sales.
16
Andersson, Per, and Karolina Muhrman. "Swedish Vocational Adult Education in the Wake of Marketisation." International Journal for Research in Vocational Education and Training 9, no. 1 (February 5, 2022): 1–22. http://dx.doi.org/10.13152/ijrvet.9.1.1.
Full textAbstract:
Context: This study is about vocational education and training for adults within municipal adult education (MAE). Sweden has a long tradition of adult education, and has one of the world's highest proportions of participants in adult education. The Swedish education system is characterised by extensive marketisation with many private actors, particularly in adult education. The focus of this article is on the enactment of the market orientation in vocational adult education, with the purpose of showing how vocational adult education is organised in different ways in Swedish municipalities and how national adult education policy is enacted in local VET practices. Methods: The data consist of documents presenting relevant national policies for adult education, in particular on vocational education, and semi-structured interviews with adult education leaders in 20 municipalities. Findings: The findings show that MAE in Sweden has a clear labour market focus on offering education that corresponds to working life's labour requirements. Most municipalities have a shortage of staff in elderly care and childcare, which is why they offer a large number of training places in these professions. Many immigrants choose these training programmes to get a job. It is also common for municipalities to offer these training programmes in combination with SFI (Swedish for immigrants). This means that MAE fulfils an important function for integration. VET in MAE is offered as school-based training, apprenticeships or distance education. Offering VET at a distance makes it possible to provide a wider range of training programmes, and enables people who have difficulties participating in on-site training (due to commitments such as work or young children) to take part. Apprenticeship training provides work experience and often leads to employment. However, a weak interest in apprenticeship training among students and difficulties finding apprenticeship placements are examples of reasons why the number of apprenticeships is often very limited. Conclusion: Swedish MAE is characterised by flexibility and a broad supply of courses. However, there is a clear focus on certain vocational areas – mainly within the municipal organisation. This gives reason to question whether publicly funded VET for adults should mainly prepare participants for publicly funded labour-market sectors, or whether other sectors could also benefit from newly trained adults. Since vocational training within MAE is of great importance for immigrants' establishment in the labour market, there is a risk that unilateral investments in certain vocations will limit immigrants' career opportunities.
17
Nyen, Torgeir, and Anna Hagen Tønder. "Capacity for reform: the changing roles of apprenticeship in three Nordic countries." Transfer: European Review of Labour and Research 26, no. 1 (February 2020): 43–56. http://dx.doi.org/10.1177/1024258919896903.
Full textAbstract:
Despite similar societal systems that have given rise to the concept of a Nordic model, the vocational education and training (VET) systems in the Nordic countries are strikingly diverse. This article provides an analysis of why the role of apprenticeship in the Danish, Norwegian and Swedish VET systems evolved along different paths from the late 1970s until the present (2020). During this period, the most fundamental changes took place in Norway, as apprenticeship was established in most VET programmes through a major reform in 1994. Sweden took the opposite course in the 1990s and instead strengthened the statist and school-based nature of its system. In Denmark, a dual system with apprenticeship where the social partners have a decisive influence has remained largely intact. We argue that differing policy positions taken by organised labour are important in order to explain the three countries’ different trajectories over the last 40 years.
18
Ji, Shu, and Jun Li. "Evaluation of the Motivation Status of Enterprises and Higher Vocational Schools Participating in Modern Apprenticeship and Its Key Influencing Factors Based on Artificial Neural Network." International Journal of Emerging Technologies in Learning (iJET) 16, no. 08 (April 23, 2021): 188. http://dx.doi.org/10.3991/ijet.v16i08.22133.
Full textAbstract:
During the reform of talent training mode, higher vocational schools must promote and apply modern apprenticeship to meet the needs of intelligent manufacturing. However, most enterprises and schools differ greatly in the participation enthusiasm and implementation motivation for modern apprenticeship. To enhance the participation motivation, it is critical to correctly evaluate the motivation status of enterprises and schools participating in modern apprenticeship, and analyze its key influencing factors. For this reason, this paper employs the Artificial Neural Network (ANN) to evaluate such motivation status. Firstly, a Modern Apprenticeship Motivation Status (MAMS) evaluation model was established, along with its evaluation index system (EIS). Then, differences in the motivation status were compared from seven aspects. After that, an improved backpropagation (BP) neural network was built to construct and optimize the MAMS prediction model. Finally, the constructed model was proved valid through experiments.
19
Steedman, Hilary. "Five Years of the Modern Apprenticeship Initiative: An Assessment against Continental European Models." National Institute Economic Review 178 (October 2001): 75–87. http://dx.doi.org/10.1177/002795010117800112.
Full textAbstract:
Government has promised that Britain will build a vocational route based on apprenticeship to match that found in the rest of Europe. However, judged on the first five years of Modern Apprenticeship, every important aspect of apprenticeship in Britain will need to be strengthened and improved if the government's aspirations are to be realised.‘Beyond compulsory school age, we are determined to build a coherent and high-quality vocational education and training system that is the envy of the world.’ [Opportunity and Skills in the Knowledge-Driven Economy, a final statement on the work of the National Skills Task Force from the Secretary of State for Education and Employment, 2001.]
20
Sarghie, Bogdan, Andreas Saniter, Arina Seul, and Aura Mihai. "Integrating Romanian Footwear Companies in a Sustainable Apprenticeship System and Experience from Piloting Work Based Learning." Leather and Footwear Journal 20, no. 3 (September 30, 2020): 301–12. http://dx.doi.org/10.24264/lfj.20.3.8.
Full textAbstract:
The Work Based Learning (WBL) pilot stands on a Locally Developed Curriculum elaborated within a partnership consisting of an Educational Institution (Technical high school), Economic operator (Footwear company) and a Public institution (University) and serves as a good apprenticeship model for both, VET providers and footwear companies. The goal of this study is to describes the apprenticeship experience and the stages of implementing WBL in Romanian footwear company, namely: selection of apprentices, WBL pilot planning, tutors training on WBL, WBL pilot implementation, and formative quality assurance. WBL pilot programme in Romania was applied at Papucei footwear company and involved three young apprentices from “Ion Holban” Technical College of Iasi with background in Textile and Clothing field. During one year, according to the developed WBL pilot program and guided by previously trained tutors from Papucei and TUIASI, the apprentices followed all the Core Spheres (Cutting, Pre-stitching, Stitching, Pre-lasting, Lasting, Assembly and Finishing) and Peripheral Spheres (Technical Development, Production planning, design and Quality Assurance) specific to industrial footwear manufacturing. The apprentices' achievements were evaluated by the responsible tutors using the special designed Matrices found in the Manuals developed by ICSAS to support tutors involved in WBL process. The entire apprenticeship experience was then investigated and evaluated by relevant stakeholders using SWOT analysis to highlight the strengths, weaknesses, opportunities and threats.
21
Ahmad, Iftikhar. "MEDICAL EDUCATION IS CHANGING IN PAKISTAN." Gomal Journal of Medical Sciences 18, no. 4 (August 16, 2021): 139–40. http://dx.doi.org/10.46903/gjms/18.04.906.
Full textAbstract:
In 1910, Flexner report was published accusing the incompetent American, apprenticeship-based, medical education system. This system was producing low-grade physicians, with poor teaching and training standards in medical schools. The post-Flexnarian, discipline-based system transformed the structure of medical education in US, Canada and UK, by establishing the gold standard; the biomedical model of medical training. It became one of the most important revelations in the history of medicine and a foundation for the upcoming problem-based and clinical presentation based models of medical curricula.
22
Haasler, Simone R. "The German system of vocational education and training: challenges of gender, academisation and the integration of low-achieving youth." Transfer: European Review of Labour and Research 26, no. 1 (February 2020): 57–71. http://dx.doi.org/10.1177/1024258919898115.
Full textAbstract:
In Germany, the dual system of apprenticeship training has traditionally been very strong. The dominant position of the dual system, however, is being challenged by other training routes gaining significance, particularly tertiary education. This article investigates the extent to which this is leading to a restructuring of the dual system. Developments in school-based vocational programmes, trends of academisation and challenges deriving from qualifying low achievers are discussed. The growing significance of school-based programmes is linked to the gender impact of the vocational education and training (VET) system and the gender segmentation of the German labour market, while academisation reflects labour market demands for high skills. With dual study programmes and three and a half-year dual training, the dual system seeks to provide attractive training options for highly skilled young people. This, however, has made access to fully-qualifying vocational programmes very difficult for low-achieving young people, including migrants and refugees, thereby challenging the integration function of the German VET system.
23
안재영. "A Study of Analysis NCS-based Curriculum Organization of the Apprenticeship Program of Vocational Education and Training High Schools Participating in the Apprenticeship System." Journal of the Korean Institute of industrial educators 43, no. 2 (September 2018): 1–23. http://dx.doi.org/10.35140/kiiedu.2018.43.2.1.
Full text
24
Persson Thunqvist, Daniel, Anna Hagen Tønder, and Kaja Reegård. "A tale of two reforms: Institutional change in vocational education and training in Norway and Sweden in the 1990s." European Educational Research Journal 18, no. 3 (January 10, 2019): 298–313. http://dx.doi.org/10.1177/1474904118823104.
Full textAbstract:
Political reforms of the 1990s ushered in sweeping socio-economic changes in the Nordic countries, including radical changes in their vocational education and training systems. However, the reforms led to a school-based vocational education and training system with a strong orientation towards higher education in Sweden, and a hybrid system with a stronger apprenticeship component in Norway. Drawing on comparative literature about institutional change in education systems, the aim of this article is to consider why such different vocational education and training systems emerged in countries that shared numerous commonalities following political reforms with similar neoliberal agendas. Our findings, based on secondary data analyses, show that national education reforms played a key role in transforming vocational education and training systems to promote greater flexibility and lifelong learning in line with societal changes. They also show that differences in the roles played by the social partners in Sweden and Norway in the reform processes, in conjunction with differences in political priorities, have led to major differences despite the similarities of national histories and attitudes.
25
Sutikno, Baedhowi, Siswandari, and Roemintoyo. "THE PRACTICALITY OF ELECTRONIC MONITORING PRAKERIN BASED ON ANDROID SYSTEM IN VOCATIONAL HIGH SCHOOL STUDENT INTERNSHIPS." Humanities & Social Sciences Reviews 8, no. 3 (May 16, 2020): 294–301. http://dx.doi.org/10.18510/hssr.2020.8331.
Full textAbstract:
Purpose of the study: This research aims to find out 1) the facts of electronic internship monitoring and 2) the practicality of using android-based electronic monitoring in the vocational student internship program.
Methodology: The method applied in this research is a descriptive qualitative thorough survey on the implementation of electronic internship training. The respondents were the teachers at Public Vocational High School 1 Mondokan as the supervisors of the student internship program. The instrument used was a questionnaire for the implementation of e-monPrakerin. The data analysis technique used descriptive analysis with percentages.
Main findings: The results of the research show that Android-based electronic monitoring of internship. 1) facilitates monitoring; 2) is practical, with very high criteria (83,08%). An electronic monitoring internship based on Android is more practical according to the response from the internship supervisor.
The implication of this study: The concept of electronic monitoring is easily understood by the supervisor. There are very few errors in using the features. The internship monitoring application the supervisor has already understood a guide before guiding the students.
Novelty/Originality of this study: The novelty of this study lies in the strategy of monitoring electronically, this provides new insight in apprenticeship supervision compared to conventional apprenticeship supervision. Conventional monitoring is considered less effective because there are weaknesses.
26
King, Desmond S. "The Conservatives and Training Policy 1979–1992: From a Tripartite to a Neoliberal Regime." Political Studies 41, no. 2 (June 1993): 214–35. http://dx.doi.org/10.1111/j.1467-9248.1993.tb01403.x.
Full textAbstract:
Despite the growth in government spending upon training programmes under the Conservatives, this policy remains understudied in the literature on Thatcherism. To explain this policy the author identifies four, New Right-based, components of the Conservatives' training objectives: the weakening of trade unions and the apprenticeship system; linking the receipt of unemployment benefits with participation in training or work activity; advantaging employer preferences in the implementation of training programmes; minimising government intervention and acting only in response to unemployment. The author argues that these aims have been developed in a way consistent with neoliberal principles. The Conservatives have effected a shift from a national tripartite regime to a local, employer-dominated neoliberal training regime.
27
Hussain, Mohd Azlan Mohammad, Rafeizah Mohd Zulkifli, Arasinah Kamis, Mark D. Threeton, and Khaizer Omar. "Industrial Engagement in the Technical and Vocational Training (TVET) System." International Journal of Learning, Teaching and Educational Research 20, no. 12 (December 30, 2021): 19–34. http://dx.doi.org/10.26803/ijlter.20.12.2.
Full textAbstract:
From 2010 through to 2021, this study critically assessed Malaysia's government efforts to increase industrial involvement in the country's TVET system. The goal of this research is to look at what the Malaysian government has done to strengthen industrial involvement in the country's TVET system from 2010 to 2021, as well as to make recommendations for any future changes. A textual narrative synthesis, based on three elements: strategy, execution, and the impact of those policies in promoting industrial involvement in the Malaysian TVET system, was used to conduct a systematic review. Five government policies since 2010 have been extracted from 231 linked-literature sources, each of which presented a strategy to improve industry-TVET cooperation. All of these government measures, according to the report, adopted a corporatist paradigm, in order to encourage corporate participation in the national TVET system. This was done by providing various incentives, including tax breaks, training grants, and subsidies. Improvements have been suggested to boost the industry-TVET relationship in Malaysia, particularly by giving connected industries some obligations to participate in the country's human-resource development, in comparison to the German model of the dual Apprenticeship programme.
28
Кулалаєва, Наталя, and Сніжана Леу. "WORK-BASED LEARNING INVOLVING THE DUAL EDUCATION ELEMENTS." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 162–68. http://dx.doi.org/10.32835/2223-5752.2019.18.162-168.
Full textAbstract:
The article analyses the dual education capacity for implementing work-based learning (WBL) for future skilled workers in order to improve the quality and enhance their professional training practice orientation. It is emphasised on information accumulating in the national scientific-pedagogical dimension on dual education elements introducing into future skilled workers professional training. Therefore, the appropriate issues on relevance, expediency, perspective and necessity are actively studied. It is noted that dual education applying is to create real production situations, assure cooperation of students and experienced mentors from enterprises, and demonstrate students’ autonomy and initiative in the workplace. It also represents the students’ involvement into professional culture and their professional identity, recruitment possibility for the youth of appropriate qualification, strengthening the practical component of professional (vocational) education (P(V)E) system, etc. It provides characteristics for WBL activities and its main forms: work experience, traineeship, work-shadowing, mentoring, apprenticeship, cooperative learning, partnership-based learning, internship or work placement.
29
Baumann, Fabienne-Agnes, and Janis Vossiek. "Changing Skill Formation in Greece and Italy – Crisis-Induced Reforms in Light of Common Institutional Legacies." International Journal for Research in Vocational Education and Training 9, no. 3 (November 9, 2022): 340–62. http://dx.doi.org/10.13152/ijrvet.9.3.3.
Full textAbstract:
Context: After the Eurozone crisis unfolded a decade ago, comparative political economy has investigated reforms of public administration, labour market, welfare state and economic policy particularly in Southern European nations which were hit hardest by the crisis. However, analyses of skill formation reform, particularly vocational education and training (VET), have been scant, despite a common problem pressure for reforms emanating from stubbornly high rates of youth unemployment and similar legacies of statist VET. Approach: We investigate VET reforms brought underway in Greece and Italy during and in the aftermath of the crisis, asking how far apprenticeship-like forms of learning within their VET systems were strengthened. Empirically, we base our analysis on primary and secondary sources, having conducted semi-structured expert interviews in Greece and Italy in 2019. Results: We find that both countries attempted to strengthen the role of apprenticeship and work-based learning, but that politics differed across the two cases in the context of the Eurozone crisis. While in Italy, reforms were 'internalised' and shaped by domestic politics, Greek reforms were largely driven exogenously by the negotiations with the Troika. Conclusion: Although Italy and Greece have undertaken reforms to reduce the dominance of the state in VET provision by expanding apprenticeships and work-based learning, these do not amount to large scale changes to the dominant logic of school-based VET provision. In order to boost their potential in terms of practical learning both countries would need to continue on their reform pathways.
30
Lahiff, Ann, Junmin Li, Lorna Unwin, Lea Zenner-Höffkes, and Matthias Pilz. "Industrial standardisation as a driver for cross-national convergence in training processes." European Journal of Training and Development 43, no. 7/8 (September 2, 2019): 752–66. http://dx.doi.org/10.1108/ejtd-11-2018-0112.
Full textAbstract:
Purpose The purpose of this paper is to address a gap in the comparative research literature on vocational education and training (VET) and skill formation systems. It examines the impact of international technical standardisation and regulation on the design, organisation and delivery of apprenticeships in the aeronautical and aerospace sectors in England and Germany. Design/methodology/approach The research design was informed by insights from economics, workplace and work-based learning and comparative education. Academic experts in the fields of aerospace and aeronautical standardisation and regulation, VET, human resource development and business organisation were consulted. The generic occupation of “aircraft mechanic” was selected as being the closest match for comparison. Interviews and non-participant observation in workplaces and training centres were carried out involving three companies in England and four in Germany. Findings Findings show that there is considerable convergence across the pedagogical approaches to apprenticeships in England and Germany related to fostering the capacity to take responsibility for the quality of one’s work, to work in and lead teams, and to respond to and work with customers. Increasing international regulation and technical standardisation underpins a shared language about learning through practice in technologically advanced workplaces. Originality/value This paper is original because it turns the lens of inquiry to workplace processes to reveal the level of convergence in training philosophies and practices in an internationally highly regulated sector. It shows how international technical standardisation and regulation is leading to pedagogical innovation. The findings have implications for VET and apprenticeship policy at the national and international level.
31
Cheok, B. T., K. B. Lim, and A. Y. C. Nee. "An Interactive Knowledge-Based Multimedia Intelligent Tutoring System for Apprenticeship Training in the Precision Engineering Industry: Implementation of IPD_ITS." International Journal of Mechanical Engineering Education 30, no. 3 (July 2002): 249–64. http://dx.doi.org/10.7227/ijmee.30.3.7.
Full textAbstract:
We discuss the cognitive aspects of skills training in progressive die design, and the ways to incorporate them into the ITS. We also give an overview of the IPD progressive die design system and explain how the design knowledge base can be exploited for development into an ITS. In this paper, we describe IPD_ITS, the tutoring module of IPD and explain its implementation for burring.
32
Sun, LinLin, ChunChao Liu, MaoNian Lin, and Ying Zhou. "A Computer-Aided Assessment and Evaluation System for Modern Apprenticeship of Accounting Class On-the-Job Training." Mathematical Problems in Engineering 2022 (July 30, 2022): 1–11. http://dx.doi.org/10.1155/2022/6437885.
Full textAbstract:
With China’s economy and the accelerated pace of globalization, the accounting environment is constantly changing, some accounting laws and regulations are constantly being revised or promulgated, and the accounting system and system are gradually being improved. At the same time, breach of trust in economic activities and violation of financial laws and regulations are common, making the accounting environment more complex. All these have put forward higher requirements for accounting practitioners, which require accounting personnel to receive systematic and professional accounting professional training. Therefore, it is very important for the construction of the assessment and evaluation system for accounting internship. Based on this paper, we study the construction of the computer-aided implementation of the assessment and evaluation system of accounting internship for modern apprenticeship in order to improve the practical and effective help for the employment of accounting students.
33
Murphy, Mary. "Surgical Simulation: The Way Forward or a Waste of Time?" Bulletin of the Royal College of Surgeons of England 95, no. 9 (October 1, 2013): 288. http://dx.doi.org/10.1308/147363513x13690603818020.
Full textAbstract:
Traditional surgeons, trained in the old-fashioned apprenticeship system, are often bemused by new training models, and the role of modern training methods such as surgical simulation. Regulation of work time for junior doctors and expectations of the public have led to an increasing role for simulation. Now there is even official recognition of 'simulated cases' in trainees' logbooks and as part of their work-based assessments. So, is this revolution for better or for worse? Traditionally surgeons have always advocated dissection, simulation and courses using cadavers. How does operating on cadavers and synthetic models compare? Cadavers can be useful for teaching and appreciating anatomy but how useful are they for simulation of surgical procedures and operations?
34
You, Ji-Sun. "Exploring the Direction of Practical Curriculum for Fostering Experts on the Development of School Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 2 (January 31, 2023): 513–33. http://dx.doi.org/10.22251/jlcci.2023.23.2.513.
Full textAbstract:
Objectives This study attempted to examine the direction of training experts in school curriculum development based on the concept of expertise and implications through curriculum analysis for professional development, focusing on the ‘doctor’, which is referred to as a representative professional occupation group.
Methods In order to analyze the practical curriculum that contributes to improving doctor expertise for the study, the basic curriculum system of domestic and foreign practice, clinical practice curriculum in doctor basic curriculum, apprenticeship education, and practical test in doctor's national test were analyzed.
Results The directions of the practical curriculum for fostering experts in the development of the school curriculum are as follows. First, the school curriculum development expert was considered to be an expert who can plan, design, operate, and manage the school curriculum based on a wide understanding of the school-level curriculum. Second, the qualifications of experts in the development of the school curriculum were divided into teachers and researchers, and the range was four years with Year 1 to 4, and the scope was presented separately by knowledge and practice. Third, three educational methods were presented: apprenticeship education, problem-based learning, and presentation of practice cases. Fourth, for the education evaluation test, two practical tests for problem situations by item and problem-solving practical tests were designed.
Conclusions First, it is necessary to continuously discuss the necessity of the curriculum for training experts in school curriculum development. Second, there is a need for social consensus on the importance and necessity of practical and practical education to cultivate experts in the development of the school curriculum. Third, legal institutionalization of the school curriculum development expert training and certification system should be made.
35
Mobo FRIEdr, Froilan D. "Effectiveness of Social Media in Monitoring Cadets’ Performance on Shipboard Training in Selected Maritime Schools Using System Quality Metrics." Oriental journal of computer science and technology 11, no. 2 (May 24, 2018): 103–6. http://dx.doi.org/10.13005/ojcst11.02.05.
Full textAbstract:
The Shipboard Training in the selected Maritime Institution uses a distributed documentation partially manual process in monitoring the performance of the cadets that most likely causes the delay and inconsistency of reports. Their Department uses any Social Media Website in assessing/validating the reports on the performance of the cadets. The Department of Shipboard Training receives a summary of the report through Social Media Website. Technology nowadays is overwhelming that resulted to change faster from a stand-alone system to a web based technology which is capable of supporting almost all of the computerized transactions using an open source mobile applet and Content Management Systems. Most of the organizations have embraced technology and have developed exceptional online programs that provide easy access and massive communication. These maritime schools entirely take after the IMO model courses as proclaimed by the 1978 tradition on Standards of Training, Certification and Watch keeping for seafarers (STCW), as altered in 1995, and are the main ones permitted by our legislature to lead and regulate baccalaureate courses with 3-year scholastics in addition to 1 year managed shipboard apprenticeship for deck and engine cadets.
36
Watson, Ian. "Culture, Memory, and American Performer Training." New Theatre Quarterly 19, no. 1 (January 10, 2003): 33–40. http://dx.doi.org/10.1017/s0266464x02000040.
Full textAbstract:
In today's technologically complex and racially hybrid society, what is the meaning of ‘cultural memory’? Like performance, Ian Watson argues, culture ‘exists only in the doing’ – yet if our formative experiences are in that sense ‘rehearsals’ for life, the subsequent ‘performance’ is in a constant state of flux and renewal. Here, Ian Watson looks at the interface between theatrical and cultural training in American society, from the old apprenticeship system of the stock companies, through the Delsarte-based approach of the earliest conservatoires and the pervasiveness of Americanized Stanislavsky in the post-war period, towards a renewed concern with the techniques of voice and movement to meet the demands of both the classical and the contemporary experimental repertoires. In contrast to the deep cultural roots of much eastern theatrical training, perceptions of actor training in America are, he argues, as eclectic and diffuse as American society itself, and so (using Eugenio Barba's distinction) lean strongly towards creating a ‘professional’ rather than a ‘personal’ identity for the performer – one which ‘bears the signature of the hybrid narrative it springs from’. Ian Watson, who is an Advisory Editor of New Theatre Quarterly, teaches at Rutgers University–Newark, where he is the Acting Chair of the Department of Visual and Performing Arts. He is author of Towards a Third Theatre: Eugenio Barba and the Odin Teatret (Routledge, 1993) and of Negotiating Cultures: Eugenio Barba and the Intercultural Debate (Manchester University Press, 2002). He edited Performer Training across Cultures (Routledge, 2001), and has also published numerous articles on theatre in scholarly journals.
37
Berding, Florian, Andreas Slopinski, Regina Frerichs, and Karin Rebmann. "Opportunities for Adaptive Learning Environments to Promote Sustainability-Oriented Innovation Competence in Vocational Education and Training." Journal of Sustainable Development 14, no. 2 (March 6, 2021): 96. http://dx.doi.org/10.5539/jsd.v14n2p96.
Full textAbstract:
Achieving a sustainable economic system is a key challenge facing society. However, sustainable business to date has been only minimally considered when it comes to the requisites and curricula of business trainees. It generally has been left up to schools and teachers to provide their students with sustainable business skills. This involves creating teaching and training that effectively harmonize with learner requirements.
To support teachers in this process, the following develops a sustainability-oriented innovation competence typology using a latent profile analysis based on data gathered from 1,149 business trainees who were in the first, second, or third year of their apprenticeship. This typology can be used to plan and develop classroom teaching. Competency assessment was done using a multiple-choice test along with a questionnaire to determine students’ beliefs about sustainable development.
The latent profile analysis revealed six groups of learner competence profiles, each of which require specific teaching when it comes to achieving sustainable innovation skills. Based on these, the following paper develops recommendations for specific teaching methods and lessons that effectively promote business trainee sustainability-oriented innovation competence, while at the same time including their specific requirements into teaching.
38
Lesnikova, М. V. "Statistical Reporting in Vocational Education: Review and Ways of Improving." Statistics of Ukraine, no. 2(77) (September 20, 2017): 58–69. http://dx.doi.org/10.31767/su.2(77).2017.02.09.
Full textAbstract:
Labor potential for the Ukrainian economy cannot be formed without professional training of staff. The system for professional technical education (PTE) consists of professional technical institutions in an industry, other enterprises, institutions, organizations, and education or supervisory offices charged with the administration of the former. The studies demonstrate that the existing PTE network in Ukraine is ineffective and distanced from the needs of regional economies in terms of their demography problems and needs of their labor markets. The abovementioned raises the importance of the issues of access to high quality and complete statistical information, incorporating a wide range of statistical indicators, first and foremost the ones on labor market performance, enabling for effective decision-making. The author’s review of the respective statistical reports shows that the existing statistical indicators form three linked modules (labor market, formation of PTE system, national accounts of education), containing quantitative data on network, enrolment, teaching personnel, material-technical and methodological provision of professional technical education institutions, PTE financing.
Sufficiency of the existing statistical information is assessed by use of multi-step typology by the technology based on the statistics of non-numeric data. The data obtained from users and makers of PTE system in time of Turin process in 2016 show that the existing statistical reports fails to meet information needs of labor markets in high quality statistical data. According to the respondents, the main barrier is unstable economic situation; more than one quarter of the respondents (27%) mention irrelevance of the body supervising the collection of statistical data, and lack of advanced methodologies and methods for recording of jobs. A pressing problem is related with overlooking the scopes of shadow jobs and reluctance of a major part of employers to inform the development plans of their enterprises.
Measures to improve the existing statistical reporting on PTE are as follows:
introduce the questionnaire-based interviews of employers, to calculate the number of graduates kept on jobs, by specialty;
considering large number of small enterprises and private enterprises, improve the existing method for collection and processing of bid data;
construct a standard method for calculating the rate of graduates’ job placement using the shadow economy ratio;
create an integrated information and analytical system for PTE;
calculate the rate of apprenticeship passed, by specialty, ours of apprenticeship, and location of apprenticeship;
introduce the monitoring-based assessment of PTE quality;
develop the method for balancing the scopes of professional technical staff trained in education institutions and labor market needs.
39
Yao, Hong. "Construction of Incentive Model for Young Teachers’ Professional Development Based on Artificial Neural Network." WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 19 (October 21, 2022): 1716–22. http://dx.doi.org/10.37394/23207.2022.19.155.
Full textAbstract:
Because the traditional incentive model for young teachers’ professional development does not combine incentive measures with independent professional development, the incentive effect is poor. And the relationship between external support measures and teachers’ independent professional development has not been well connected. In order to solve the problem of poor effect of the incentive model, an incentive model for young teachers’ professional development based on artificial neural network was designed., constructs an evaluation system of incentive measures for young teachers’ professional development, divides incentive measures into three primary indicators and nine secondary indicators, evaluates nine secondary indicators by using artificial neural network model, and obtains that the secondary indicators are all good. According to the incentive measures in the secondary indicators and the target management theory, the incentive model of young teachers’ professional development is constructed. The results show that the scores of robustness, incentive selection, scope of use and homomorphism of the model are 95.6, 96.7, 94.2 and 93.8 respectively; after using the model, the professional development perspectives of young teachers, such as learning aid, professional training and teacher-apprenticeship, have been improved by 47.80%, 52.00% and 53.20% respectively.
40
Макринова, Елена, Elena Makrinova, Ирина Каплунова, and Irina Kaplunova. "A Model of Professional Training in Tourism in the System of Territorial Brand Formation and Promotion (Case Study: the city of Belgorod and the Belgorod region)." Universities for Tourism and Service Association Bulletin 8, no. 2 (May 27, 2014): 61–68. http://dx.doi.org/10.12737/3877.
Full textAbstract:
The article proposes a model of professional training development, as applied to professional training in
tourism. The model provides for the peculiarities of a transboundary region and enhances the attractiveness
of urban areas as centers of scientific and educational tourism. The authors systematize the modes of formation and promotion of the city of Belgorod’s tourist brand incorporating a variety of tourism types.
Special attention is paid to identifying innovative approaches to an integration of educational and research
activities at HE institutions offering professional training in tourism. The authors suggest revising the content
of the «educational quality» concept, and claim that its tasks, objectives, technologies, forms and educational
strategies be differently interpreted in the light of educational transformations. With the view to improving
the quality of professional training in tourism and educational process optimization, the authors insist that
innovative teaching strategies, on-site learning, academic exchange and students’ apprenticeship in Russia
and abroad should be recognized as the major contributors. The authors conclude that among the most
valuable in the context of tourist activity and employability-enhancing competences are design and destination
management skills. In this regard, the authors demonstrate the process of industry-specific education content
formation in general and concerning skills in tourist destination management in particular. The rationale for
developing the content of a training module connected with territorial tourist brand formation is based on the
conceptual definition of the specifics of tourist activity types and a consideration of the existing and potential
major target tourist flows. The authors emphasise the role of excursion-and-education programmes in the
implementation of the educational evolution as outlined in the article.
41
Eicker, Friedhelm, and Martin Hartmann. "Regional Network Learning in Vocational Education and Training." Industry and Higher Education 16, no. 6 (December 2002): 369–77. http://dx.doi.org/10.5367/000000002101296531.
Full textAbstract:
The vocational education system in Germany is challenged by the wide range of societal demands made on it. The current organizational structure of the ‘Dual System’ of vocational education is too rigid. Teaching in vocational schools and the parallel company apprenticeships are too isolated from each other. Educational provision thus follows the systemic logic of this separation: there is inadequate and only superficial cooperation between school and firm. This paper recommends a change in approach from cooperation to networking. Based on the theoretical instrument of a ‘reflection step model’, an approach for bringing the two sectors together is developed. Examples are given of two research projects that indicate the potential of this approach.
42
Psifidou, Irene, and Antonio Ranieri. "European cooperation in vocational education and training: towards a common ambition." Revista Española de Educación Comparada, no. 36 (July 1, 2020): 32. http://dx.doi.org/10.5944/reec.36.2020.26879.
Full textAbstract:
As the policy cycle for European cooperation in vocational education and training (VET) is coming to an end in 2020, the need for high-skilled labour is increasingly seen as paramount to ensure future sustainable and inclusive development in Europe. Drawing on Cedefop review and analysis of VET policies and their implementation, this article provides a brief overview of the progress made so far, areas of weakness, and persistent and new challenges ahead. Analysis confirms the gradual but continuous progress being made over the last decade despite the years spent in the long shadow of the financial crisis and the consequent economic and political uncertainty affecting many European countries. While participation to and, importantly, quality of VET varies across national systems, most Member States have progressed towards the achievements set in the Bruges Communique in 2010. This includes improved transparency, quality assurance and permeability of national qualification systems, as well as the enhanced responsiveness of VET provision to labour market needs through the wider recognition of the role of work-based learning and apprenticeship schemes. What is apparent today, more than ever before, is that the European institutional and policy framework represents a unique strength for Member States to focus on the big picture over the long term and make the most of the opportunities that an enhanced cooperation among national systems may offer to improve the overall performance, quality and attractiveness of VET in Europe.
43
Schroeder, M. S., N. G. Creamer, H. M. Linker, J. P. Mueller, and P. Rzewnicki. "Interdisciplinary and Multilevel Approach to Organic and Sustainable Agriculture Education at North Carolina State University." HortTechnology 16, no. 3 (January 2006): 418–26. http://dx.doi.org/10.21273/horttech.16.3.0418.
Full textAbstract:
There is an increasing demand for education in organic and sustainable agriculture from undergraduates, graduate students and extension agents. In this paper, we discuss highlights and evaluations of a multilevel approach to education currently being developed at North Carolina State University (NCSU) that integrates interdisciplinary training in organic and sustainable agriculture and the related discipline of agroecology through a variety of programs for undergraduate students, graduate students, and extension agents. These educational programs are possible because of a committed interdisciplinary faculty team and the Center for Environmental Farming Systems, a facility dedicated to sustainable and organic agriculture research, education, and outreach. Undergraduate programs include an inquiry-based sustainable agriculture summer internship program, a sustainable agriculture apprenticeship program, and an interdisciplinary agroecology minor that includes two newly developed courses in agroecology and a web-based agroecology course. Research projects and a diversity of courses focusing on aspects of sustainable and organic agriculture are available at NCSU for graduate students and a PhD sustainable agriculture minor is under development. A series of workshops on organic systems training offered as a graduate-level course at NCSU for extension agents is also described. Connecting experiential training to a strong interdisciplinary academic curriculum in organic and sustainable agriculture was a primary objective and a common element across all programs. We believe the NCSU educational approach and programs described here may offer insights for other land grant universities considering developing multilevel sustainable agriculture educational programs.
44
Hablase, R., R. Mallick, and F. Odejinmi. "Visualising surgical training in O&G following the COVID-19 pandemic - The European view." Facts, Views and Vision in ObGyn 14, no. 4 (December 30, 2022): 317–23. http://dx.doi.org/10.52054/fvvo.14.4.044.
Full textAbstract:
Background & Objectives: Obstetrics and Gynaecology (O&G) training programmes that traditionally relied on the hands-on apprenticeship-training model, became crippled with the global response to the COVID-19 pandemic. Methods: Web-based anonymised survey was circulated to trainee members of the European Society for Gynaecological Endoscopy (ESGE) over 8-weeks period commencing June 2021. Results: 213 trainees from 20 countries responded. Trainees from medium Human Development Index (HDI) countries were less represented. 78% (166/213) were in approved training programmes and 81% (174/213) had access to personal PPE. The vaccine uptake was 87% (185/213). 39% (89/213) and 55% (118/213) experienced negative impact on their physical and mental wellbeing with 36% (76/213) COVID-19 related absence. 15% (32/213) were redeployed to areas outside O&G. 25% (53 /213) had negative impact on their obstetric experience compared to 54% (114/213) reported lower gynaecology surgical exposure and 43% (91/213) failed to meet their gynaecology surgical competencies during the pandemic. 64% (137/213) perceived simulation training as an alternative training tool. Conclusion: In the post-pandemic recovery phase, gynaecological societies and national institutes across Europe continue to develop training curricula implementing virtual and hybrid training modules. The aim is to develop a robust blueprint to safeguard the gynaecological surgical training in the future. What is new? The ongoing impact on the training in the post pandemic era remains to be evaluated. Our pan Europe survey highlights areas that remain affected from trainees’ perspective and assesses differences in the healthcare systems across continent. We then discuss the novel initiatives taken to overcome training gaps.
45
Markowitsch, Jörg, and Günter Hefler. "Staying in the Loop: Formal Feedback Mechanisms Connecting Vocational Training to the World of Work in Europe." International Journal for Research in Vocational Education and Training 5, no. 4 (December 17, 2018): 285–306. http://dx.doi.org/10.13152/ijrvet.5.4.3.
Full textAbstract:
Context: Vocational education and training (VET) is expected to be designed for creating learning outcomes which meet the needs for skills and competences in the labour market. Hence, identifying current and upcoming skill requirements and ensuring that these requirements are incorporated into education has long been the subject of academic and policy discussion. Governance processes keeping VET systems up-to-date have been more recently addressed as `feedback mechanisms'. The term broadly summarizes the interplay of institutions, actors and processes which allows the continuous renewal of VET provision (i.e. by creating new qualifications or updating curricula). The aim of the paper is to enhance the understanding of cross-national variations in formally institutionalised `feedback mechanisms' between VET and the labour market.Method: The research builds on a comparative analysis of case studies in 15 European countries. The paper presents examples for four different `formal feedback mechanisms' in Germany, France, England, and Austria.Results: Four main types of formal mechanism have been identified: 1) The liberal model explained by VET in England and Higher VET in Austria; 2) The statist model explained by school-based VET in Austria; 3) the participatory model explained by VET in France and 4) the coordinated model explained by apprenticeship training in Germany and Austria.Conclusions: Existing approaches in the economic sociology of labour markets, the varieties of capitalism approach as well as comparative research on welfare states are useful in predicting whether particular VET systems are likely to be predominant. However, they do not provide an alternative in describing differences in VET systems which the concept of formal feedback mechanism does. Moreover, by analysing formal feedback mechanisms, it is possible to demarcate where a VET sub-system ends and another VET sub-systems begins. In this sense research presented here also asks for new standards for comparative VET research as it suggests that entities to be compared are not countries' overall VET systems, but their potential sub-systems.
46
Al-Ali, Salah. "How Successful is Field Training Program offered by the Public Authority for Applied Education and Training, PAAE&T, Kuwait, in Reducing Dependence on Expatriates?" Technium Social Sciences Journal 23 (September 9, 2021): 54–66. http://dx.doi.org/10.47577/tssj.v23i1.4602.
Full textAbstract:
Technical and vocational education would significantly serve the need of developing countries in terms of lower the rate of poverty, reducing the number of people/youth unemployment, ensuring a stable economy, reducing rate of crimes, higher earning, and increasing self-development. It is also essential for the gulf states such as: Kuwait, Qatar, United Arab Emirates, where the lack of skilled and semi-skilled indigenous manpower is notable in essential sectors of their economy (e.g., electricity and water, health care, oil sector, infrastructure). Technical and vocational education is a dual type of educational system that would facilitate the transmission of students into work place. It is considered as a ‘golden” opportunity particularly for youth to be easily employed by industries and business. The success of technical and vocational education would depend, to great extent, on the efficiency of apprenticeship where students spend certain time at industrial premises to gain the required skills. It allows students to experience the real work environment and to interact with machine, devices, and tools applied in industrial production site. This paper examines how successful is the field training program offered by the selected colleges and institutions at the Public Authority for Applied Education and Training, PAAE&T, in providing local industries with indigenous skilled and semi-skilled qualified manpower. The research is based on extensive field work that encompasses a review of the related literature, interviews with sample of heads of supervisors/heads of departments at the Ministry of Health, Ministry of Communications, Ministry of Electricity and Water, and the oil sector in order to assess the quality of field training program. Finally, the research will argue that unless the management of technical and vocational colleges and institutions recognize and appreciate the value of enhancing the quality of field training program with local industries, its contribution in tackling the shortage of skilled and semi-skilled indigenous in essential sectors on the economy will be below the government expectations, thus continuing relaying on expatriates for years ahead.
47
Fitra Ariansyah, Laode Asrul, and Eymal, B. Demmallino. "Strategy In Support Of Micro, Small And Medium Agro-Based." International Journal of Science, Technology & Management 2, no. 1 (January 27, 2021): 398–420. http://dx.doi.org/10.46729/ijstm.v2i1.133.
Full textAbstract:
This study aims to identify and evaluate the factors including internal (strengths and weaknesses) and external scope (opportunities and threats) in determining the strategy of the Balai Diklat in support the growth of agro-based micro, small and medium enterprises in Makassar City, as well as to determine the Balai Diklat strategy with a deep SWOT analysis support the growth of small and medium agro-based enterprises in the City Area Makassar. Data collection techniques use observation, documentation, interview, with the analysis used is the SWOT analysis. Research result indicates that the factors comprising the internal environment with pay attention to the strengths and weaknesses and the external environment, namely opportunities and threats. Wherefrom the analysis of the internal and external environment hence the results of this study the Makassar Industrial Education and Training Center still has strength and great opportunities in overcoming weaknesses and threats. From the analysis of the results of strategy determination using SWOT analysis, including strategic planning, strategy determination, and decision-making stages regarding the strategy, the strategy carried out by BDI Makassar in encouraging the growth of agro-based micro, small and medium enterprises
Develop competency-based training modules and curriculum, Implement monitoring and evaluating programs/activities, recruiting processing machine instructors, general graphic and functional design instructor, Organizing 3 in 1 training, competency-based industrial system training and business incubator, and Improve the quality of human resources by attending training, industrial apprenticeships and writing KTI.
48
Ifeoma Obidile, Dr Jacinta, Peace Nonyelu Nwankwo, and Lydia Okpara. "DETERMINATION OF FACTORS AFFECTING THE GROWTH AND SURVIVAL OF SMALL AND MEDIUM ENTERPRISES (SMES) IN ANAMBRA STATE." International Journal of Education Humanities and Social Science 05, no. 03 (2022): 162–70. http://dx.doi.org/10.54922/ijehss.2022.0395.
Full textAbstract:
The need to enhance the growth and survival of Small and Medium Enterprises (SMEs) necessitated the study, to ascertain the factors affecting the growth and survival of SMEs in Anambra State. Three research questions guided the study. A total of Two thousand, eight hundred and thirty-two registered SME owners and managers constituted the population. Simple random sampling was used to select 950 SME owners and managers as the sample for the study. Structured questionnaire validated by three experts with a reliability coefficient of 0.83 was the instrument for data collection. Data collected were analyzed using Mean and Standard deviation. The study found that factors such as; Inadequate experience, Lack of creativity, Lack of focus/determination (personal competencies) and Inadequate equipment and tools, Insufficient capital, Change in the market trend (environmental factors) affect the growth and survival of SMEs. Also, the study revealed the ways through which the growth and survival of SMEs could be enhanced as; Provision of adequate financial support to SME operators by the government, philanthropists and Nongovernmental Organizations (NGOs), Government provision of favourable business policies for SMEs, and Provision of business and managerial skill training programme free of charge to SMEs through public private partnership, among others. Based on the findings of the study, it was recommended among others that, SME owners and managers should equip themselves with the necessary competencies required for the growth and survival of SMEs either through formal training or apprenticeship system or both to enhance the growth and survival of Small and Medium Enterprises (SMEs).
49
Blinov, V. I., A. I. Satdykov, and I. V. Seliverstova. "Current status of interaction between vet institutions and enterprises." Education and science journal 23, no. 7 (September 17, 2021): 41–70. http://dx.doi.org/10.17853/1994-5639-2021-7-41-70.
Full textAbstract:
Introduction. The implementation of work-based learning in the process of joint vocational instruction by enterprises and VET (vocational education and training) institutions is the most important focus of the educational policy in developed countries. In the Russian Federation, over the past decade, such kind of partnership has been developing both through spontaneous self-organisation and purposefully in the form of several government projects. VET education policy was focused mainly on implementing the World Skills championship movement in the domestic field. As a result, no fundamental changes in institutional and economic structure were implemented to make apprenticeship training compelling for enterprises. Nevertheless, no full-fledged accumulation of information on the dynamics of the development of various forms of work-based learning was carried out to prevent the decent assessment of the current state of apprenticeship training in the Russian Federation and to conduct a comparative international analysis.The present article aims to determine the current status of interaction between enterprises and VET institutions, fulfil the lack of quantitative information on the topic, and test the hypothesis that under the current institutional conditions the interaction frequency and intensity between enterprises and VET institutions in the Russian Federation lag behind similar international indicators.Methodology and research methods. In the course of the research, the methods of socio-historical analysis, the instruments of theoretical and methodological analysis, hypothesis building, assessment and generalisation methods were applied. The empirical part of the present research was formed by the methods of secondary analysis of the Russian and foreign studies on the development of the VET and its interaction with the labour market. In addition, the method of comparative and retrospective analysis of statistical data from Russian and international studies was employed. Finally, the method of questionnaire survey and the method of content analysis of websites of educational institutions and enterprises were used. The study involved 603 VET institutions from 29 constituent entities of the Russian Federation.Results and scientific novelty. One of the most significant research findings is a systemic description of the current status of the partnership between VET institutions and enterprises in the Russian Federation. Main directions and forms of interaction between VET institutions and enterprises in Russia at the end of the second decade of the XXI century were outlined (curricula development, internship for students, and participation in education results assessment). The prospects for the development of partnership between VET institutions and enterprises and the influencing factors (economic and institutional) were determined. The particular Russian characteristics of the interaction between the VET system and the labour market were identified and described as an inharmonious partnership with the employer’s active articulation of a request for a high-quality human resource without proportionate participation in its instruction. The quantitative assessment of current interaction between enterprises and VET institutions in Russia allowed comparative analysis with the indicators of foreign countries to be conducted. In our country, the authors revealed a lower level of enterprises investments (especially financial ones) in the students’ human capital development.Practical significance. The sociological toolkit and schemes of dynamic and comparative analysis developed in the course of the research can be used in further research on the education system and on the related issues. The research findings can be applied while planning and implementing educational policy measures.
50
Білоусова, Н. А., О. В. Гетало, and О. С. Яковлева. "Training of specialists of Health Technology Assessment: experience of foreign countries." Farmatsevtychnyi zhurnal, no. 1 (February 23, 2022): 63–73. http://dx.doi.org/10.32352/0367-3057.1.22.06.
Full textAbstract:
According to the main values of international HTA organizations regarding the development of scientific potential and training of specialists in this field and taking into account the conditions of implementation of medical technology assessment in Ukraine, the scientific interest includes the professional training of HTA users and developers. In this regard, the need of studying the foreign experience and best practices in the use of various curricula, the introduction of forms, methods and technologies is actualized. The author pays special attention to the issue of training these specialists in the system of postgraduate education.
The aim of the article was to analyze the use of modern forms, methods and technologies in vocational education and training of specialists in the assessment of medical technologies.
Materials and methods of the research were strategic programs of EU and Ukraine development, normative and legal documents regulating the implementation of HTA, legislative acts on education development in Ukraine, publications in scientometric databases of Scopus, Web of Science and others.
Research methods used: systematic search of information using search engines, databases and websites by keywords; content analysis of documents; situational and comparative analysis; generalization; prognostication.
According to the results of the analysis of scientific works, the study of international experience revealed that in foreign countries all types of education are used to train specialists in HTA: formal, non-formal, informal. It was found out that the most common forms of obtaining this specialty in the system of formal education are bachelor’s degree, master’s degree, training of doctors of philosophy. At the same time, for the training of such specialists in the middle-income countries, the programs of various duration in the system of non-formal education are used the most often. Among them: courses, trainings, seminars, internships, apprenticeships, mentoring, etc. Certification upon completion of the training is required.
Based on the foreign experience and the analysis of scientific literature, the feasibility of creating and implementing various programs (long-term and short-term, in-service and non-in-service, distance, extramural, full-time, etc.) of the HTA specialists’ training in non-formal education completion of training was proved.