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Journal articles on the topic "Connections between school and training company"
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Jiménez Ramírez, Magdalena, Rocío Lorente García, and Juan García Fuentes. "Dual Vocational Education and Training Policy in Andalusia: The Nexus between the Education System and the Business Sector in the Higher-Level Training Cycle of Early Childhood Education." Social Sciences 12, no. 9 (2023): 519. http://dx.doi.org/10.3390/socsci12090519.
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Dual vocational education and training (dual VET) is a recent policy aimed at establishing strong connections between the education system and the business sector. It serves to ensure the continuity of training, reduce early school leaving, and actively involve the business sector in the training and qualification of students, known as apprentices. Consequently, this approach has a favourable impact on their successful integration into the labour market upon completion of the dual training program. In this study, we investigate the implementation of dual VET in the autonomous community of Andalusia, Spain, focusing on the higher-level training cycle of early childhood education, which falls under the professional family of sociocultural and community services. Through a thorough analysis of interview accounts involving various stakeholders, we shed light on the outcomes of this policy’s implementation. The findings suggest that this emerging policy may have a positive impact on the employability of young individuals by enabling in-company training, which provides them an opportunity to showcase their vocational skills and to combine practical experience with theoretical knowledge. Work mentors are identified as essential contributors to the success of in-company training, as they help foster the necessary capabilities to ensure that dual VET is perceived as a comprehensive training experience rather than as just work experience.
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Lopes, Albino Anjos, Luis Barrosa, Fernando Acabado Romana, and António Eduardo Martins. "Connecting Neuroscience Principles and Education People Profile of Culture and Leadership: A Labour Market Approach." Archives of Business Research 11, no. 7 (2023): 55–69. http://dx.doi.org/10.14738/abr.117.15094.
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Neurosciences, based on the founding idea of “neuroplasticity”, have helped to clarify the issue of initial (and integral) training of individuals based on the balanced structuring of the respective brain system. From what has been said, we would say that initial parental education, in times of an increasingly urban life (where parents delegate the education of children to school) does not seem to facilitate this balance of integrated development. It is important to discuss the connection between the neurosciences and education, concluding that this joint approach would be essential to guide quality levels and the researchers admit that the applicability of neuroscience research, for the improvement of pedagogy, has been, paradoxically, very limited. In general, we can define organizational culture as a set of beliefs, values and norms that influence the climate of a company, aligning employee behaviour and the strategic way in which the company positions itself in the market. Organizational culture is the essence of an organization. The supportive culture or clan culture presents a pleasant work environment, with a united organization that endures through loyalty and traditions, where interpersonal relationships are created, success is defended by teamwork, participation and consensus between employees and the organization. Leaders are considered mentors and there is a high level of commitment. In accordance with the updated works of Miranda, which seeks to reconcile the previous author and the OCAI model of R. Quinn and collaborators, a questionnaire was constructed, with twenty-eight questions, involving as many others adjectives that characterize a cognitive profile. In a first approximation, and taking only the descriptive statistics data into account, and taking only the sample data, there is a striking curiosity: the respondent students consider that the school made a visible and verifiable effort to correct the dominant profile. limbic pointing to a right cortical profile: intuition, entrepreneurship, vision.
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Amelina, S., and R. Tarasenko. "Dual form of education: the experience of german higher education institutions." HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 15, no. 2 (2024): 8–14. http://dx.doi.org/10.31548/hspedagog15(2).2024.8-14.
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The paper deals with the problem of dual education in the Federal Republic of Germany. The main features of the implementation of dual education programmes are identified. The correlation of branches and specialities in which dual education is carried out is presented. It is established that there are several models of regulation of theoretical education and practical training. The relationship of all parties within the framework of dual education programmes is clarified: student, higher education institution, participating company. The responsibilities of each party are stated. The authors emphasisethe main motivations for graduates to choose dual study programmes, which are a combination of theory and practice, financial support and good employment opportunities. Dual programmes create a unique opportunity for an effective connection between vocational and higher education. They are a format that combines the acquisition of academic and theoretical knowledge with the acquisition of practical professional competencies. The most popular are engineering and economics majors. Dual study programmes are implemented according to different models: block (most programmes), rotational, and distance learning. The division of responsibilities is usually as follows: practical training is provided by companies (enterprises, organisations, etc.), and theoretical training is provided by higher education institutions. They conclude relevant cooperation agreements. Students are not selected by universities of applied sciences or professional academies, but by participating companies. Therefore, applicants usually get a place in this programme not only on the basis of their high school diploma scores, but also on the basis of the results of an interview or other selection procedures for the company. In general, over the past few years, the following trends in the development of dual study programmes have been identified: dual study programmes are established as a separate study profile; the focus of dual study programmes continues to shift towards programmes integrated with practice; dual study programmes are differentiated by format, i.e. the combination of practical work experience and higher education, as well as by the timing and organisation of learning models; further structural changes are taking place at the state level.
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Boumaaize, Z., A. Bouhaba, H. Guider, M. A. Lafraxo, Y. El Madhi, and H. Hami. "E-Learning challenges and trainee teacher engagement: Lessons from the COVID-19 pandemic." European Psychiatry 67, S1 (2024): S547. http://dx.doi.org/10.1192/j.eurpsy.2024.1135.
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Introduction The sudden emergence of the COVID-19 pandemic resulted in a compulsory shift to distance learning due to school closures. Consequently, all educational courses were delivered virtually. To facilitate this transition for students and educators, the Ministry of Education implemented digital learning platforms, such as Taalim.ma and TelmidTice. Furthermore, the Broadcasting and Television National Company reorganized its television channels to maintain continuity throughout the academic year. As a result, trainee teachers have effectively shifted to distance learning, using resources such as e-Takwine, MOOC classes, and digital classrooms.Objectives This study examines the factors that cause discomfort among trainee teachers and evaluates their influence on satisfaction with distance learning during the COVID-19 pandemic.Methods We conducted a descriptive study with 370 Moroccan trainee teachers, with a mean age of 28.30 ± 5.99 years. We collected data using a self-administered questionnaire that was divided into three sections. The initial section examined sociodemographic and professional factors, including gender, age, marital status, academic level, and training cycle. The subsequent section focuses on discomfort-inducing factors, including living arrangements during lockdown, digital skills, material availability, network connectivity, and training schedules. Finally, the concluding section analyzes the trainees’ satisfaction and perceptions within their learning community.ResultsThe study indicated that 75% of trainee teachers lived in homes with four to seven residents, leading to confined living arrangements. Furthermore, 55% of the participants did not have a designated workspace for studying, focusing, or engaging with instructors. Participants identified various obstacles to online learning, including 80% lacking digital skills, 60% having insufficient equipment, 73.33% experiencing connection and network issues, 78.33% being unfamiliar with online learning, and 68.33% facing an unsuitable training schedule. The study indicates a positive correlation between trainee satisfaction and engagement (r = 0.422, p< 0.001).Conclusions The COVID-19 pandemic has necessitated online education as a crucial resource for ensuring the continuity of education. This study highlights the paramount significance of developing effective e-training policies to direct novice teachers toward successful online learning by alleviating their discomfort factors.Disclosure of InterestNone Declared
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Pan, Wan Gui, Hui Meng Cai, and Yun Gui Li. "Research on Developing Skilled Personnel by Mutual Cooperation between School and Factory." Advanced Materials Research 271-273 (July 2011): 1941–45. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1941.
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This article discussed the model of mutual cooperation between college and company, model of skilled personnel development, innovative teaching model. Make revolution on operation, changes management to form regional characteristic system will help to train high qualified and high skilled personnel for company needs. The cooperation model will solve problem of lack skilled staff in company and provide a flat for company to employ variety skilled personnel. College and company share resources will help to save more resources for each other. College will reduce invest on equipment and facility. Company will reduce cost on staff training and technical development. This continuous skilled personnel development model will promote common development for college, company and the student, realizing multi win.
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Gross, Valentin, Jean-Louis Berger, Matilde Wenger, and Florina Sauli. "Motivating styles in dual, initial vocational education and training." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (2020): 22. http://dx.doi.org/10.14426/jovacet.v3i1.126.
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In Switzerland, individuals who follow the typical dual form of an initial vocational education and training (VET) programme to learn a trade do so at two main learning sites: a training company and a vocational school. In this context, apprentices’ motivations differ noticeably between the school and the training company. Based on the self-determination theory constructs of motivating styles, basic psychological needs, and autonomous versus controlled motivations, this study aims to understand how apprentices perceive their teachers’ and trainers’ motivating styles, control and autonomy support at the two learning sites. Three hundred and twenty apprentices provided written answers to open-ended questions. We coded the data using thematic analysis. While the exercise of control appeared to be rather similar at the two learning sites, autonomy support varied greatly. At the vocational school, autonomy support was expressed through teachers’ listening skills and availability; at the training company, it was related to independence and equal recognition of apprentices and employees. The apprentices perceived teachers as having a more controlled motivating style and in-company trainers as having a more autonomy-supportive style. At the school, control was described primarily as organisational pressure and teachers’ demands, whereas, at the training company, it was reflected in a lack of recognition and thankless tasks. We discuss the relationship between motivating styles and the satisfaction of basic psychological needs in the context of dual VET.
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Michaelis, Christian, and Robin Busse. "Regional Disparities in the Training Market: Opportunities for Adolescents to Obtain a Company-Based Training Place Depending on Regional Training Market Conditions." International Journal for Research in Vocational Education and Training 8, no. 1 (2021): 87–114. http://dx.doi.org/10.13152/ijrvet.8.1.5.
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Context: Due to limited geographical mobility, opportunities for adolescents interested in company-based training are primarily dependent on regional training offers. Competition for company-based training among adolescents varies regionally, and thus, the chance to obtain a training contract varies as well. In this article, we investigate the opportunities for adolescents to obtain company-based training depending on regional training market conditions. We assume that the advantages of obtaining a company-based training place exist in areas of decreased competition among interested adolescents. However, the question is whether those advantages will differ between adolescents depending on characteristics such as school achievement, socioeconomic status or migration background. Furthermore, we assume that, above all, market-induced ease-of-access to company-based training exists for occupations that face hiring challenges and indicates less occupational attractiveness.Methods: The transition from school (after 9th and 10th grade) to company-based training is analysed using data from the German National Educational Panel Study (NEPS, starting cohort 4). This dataset is merged with the official regional training market data regarding local supply and demand ratio for training places (called "SDR") in the dual system of Vocational Education and Training in Germany. Logistic regressions are used to predict the probabilities of obtaining a training place. The focus lies on the interaction effects between SDR and adolescents’ education-related characteristics (school certificates and grade point average), socioeconomic characteristics and migration backgrounds. Subgroup-specific analyses of different clusters of hiring challenges for trainee occupations are used to examine whether these effects are valid for all occupations.Findings: The results confirm regional differences in obtaining a training place depending on the SDR. Here, applicant hierarchies according to educational achievement continue to exist if competition for company-based training among adolescents decreases. Beneficiaries are better-qualified adolescents with poorer GPAs. SDR hardly influences social disparities. However, the advantages of obtaining a company-based training place primarily exist for training occupations with hiring challenges when competition for company-based training among adolescents decreases. These occupations have a significantly lower occupational prestige (ISEI-08) compared to occupations with fewer hiring challenges.Conclusion: The results make it clear that market-induced ease-of-access to company-based training is not necessarily an advantage. Because the findings indicate that the advantages pertain mainly to low-prestige occupations, it can be assumed that career-path disadvantages can arise down the road. Future studies should investigate this in more differentiated ways.
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Sauli, Florinda, Matilde Wenger, and Jean-Louis Berger. "Supporting Apprentices' Integration of School- and Workplace-Based Learning in Swiss Initial Vocational Education and Training." Research in Post-Compulsory Education 26, no. 4 (2021): 387–409. https://doi.org/10.1080/13596748.2021.1980660.
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In a dual initial vocational education and training (IVET) system, an integration between school- and work-based learning is essential to provide apprentices with necessary trade-specific skills and to ensure the quality of training. However, apprentices often perceive a disconnection between learning sites. Accordingly, based on the concepts of boundary crossing and school-workplace connectivity, this study aimed to investigate how the integration between school- and work-based learning contributed to the quality of Swiss IVET from the perspective of apprentices, vocational teachers and in-company trainers. Data were collected through focus groups (n = 64) and thematic data analysis was carried out following an inductive and deductive approach. Key findings indicated some issues related to sociocultural differences between school and training company: a general devaluation of school-based learning (non-aligned with workplace-learning or perceived as useless) and the diversity of apprentices’ experiences at the training company. Furthermore, the analysis revealed how these situations perceived as disconnected can become learning opportunities: by applying a skill acquired at school in the workplace that is not part of the routine (learning mechanism of transformation); by bringing in the classroom authentic situations experienced by apprentices at work (learning mechanism of reflection). Implications for training and teaching are addressed.
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Gross, Valentin, Jean-Louis Berger, Matilde Wenger, and Florinda Sauli. "Motivating styles in dual, initial vocational education and training." Journal of Vocational, Adult and Continuing Education and Training (JOVACET) 3, no. 1 (2020): 22. https://doi.org/10.14426/jovacet.v3i1.126.
Full textAbstract:
In Switzerland, individuals who follow the typical dual form of an initial vocational education and training (VET) programme to learn a trade do so at two main learning sites: a training company and a vocational school. In this context, apprentices’ motivations differ noticeably between the school and the training company. Based on the self-determination theory constructs of motivating styles, basic psychological needs, and autonomous versus controlled motivations, this study aims to understand how apprentices perceive their teachers’ and trainers’ motivating styles, control and autonomy support at the two learning sites. Three hundred and twenty apprentices provided written answers to open-ended questions. We coded the data using thematic analysis. While the exercise of control appeared to be rather similar at the two learning sites, autonomy support varied greatly. At the vocational school, autonomy support was expressed through teachers’ listening skills and availability; at the training company, it was related to independence and equal recognition of apprentices and employees. The apprentices perceived teachers as having a more controlled motivating style and in-company trainers as having a more autonomy-supportive style. At the school, control was described primarily as organisational pressure and teachers’ demands, whereas, at the training company, it was reflected in a lack of recognition and thankless tasks. We discuss the relationship between motivating styles and the satisfaction of basic psychological needs in the context of dual VET.
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Sauli, Florinda. "The collaboration between Swiss initial vocational education and training partners: perceptions of apprentices, teachers, and in-company trainers." Empirical Research in Vocational Education and Training 2021, vol. 13, no. 10 (January 1, 2021): p. 1–22. https://doi.org/10.5281/zenodo.5760954.
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Summary This study aims to investigate the Swiss initial vocational education and training (IVET) partnership from the perspective of several stakeholders on the ground. Collaboration between stakeholders is essential in dual IVET to connect school- and workplace-based learning and to ensure the quality of the entire system. However, such collaboration can be challenging, given the diferent epistemic natures of the school and the training company. Apprentices, that regularly cross the boundaries of vocational school and training company, often struggle to connect the learnings that they have acquired from both places. Adopting a boundary crossing perspective, we explore perceptions of IVET partnership in terms of challenges and learning opportunities for the stakeholders on the ground. We realized focus groups with apprentices, vocational teachers, and in-company trainers (N=64) from several professional felds. The data were analyzed in an inductive and deductive manner, using a thematic analysis. The main results highlight that the participants consider the collaboration between stakeholders to be weak: the links between schools and training companies appear to be scarce and not supported by explicit or formal strategies. Further, the apprentices act as brokers, but they are often not supported in connecting school- and workplace-based learning. These results can provide new insights into how the IVET partnership could be designed.
Books on the topic "Connections between school and training company"
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Bednarčík, Jozef. School ofXFEL and Synchrotron RadiationUsers – SFEL 2024. Univerzita Pavla Jozefa Šafárika, Vydavateľstvo ŠafárikPress, 2024. http://dx.doi.org/10.33542/sru-0350-0.
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Pavol Jozef Šafárik University in Košice under the auspices of Ministry of Education, Research, Development and Youth of the Slovak Republic, Ministry of Economy of the Slovak Republic and European X-Ray Free-Electron Laser Facility GmbH in Hamburg organizes School of XFEL and Synchrotron Radiation Users 2024 (SFEL 2024). The school is continuation of the Winter Schools of Synchrotron radiation held in 2011, 2013, 2014 and SFEL 2017, 2018, 2019 and 2022. The aim of the SFEL2024 school is to facilitate the growth of new Slovak research community of high expertise in high-efficiency RTG laser and synchrotron and neutron sources. The SFEL school is designed for efficient transfer of the rapidly developing know-how in these areas to young generation – researchers and university students. The next aim of the SFEL2024 is strengthening of personal connections between the local Slovak research community and forming scientific teams of XFEL users. Slovak research community thus can take advantage of the fact that Slovakia is a shareholder of European XFEL GmbH Company in Hamburg, but also makes more efficient use of other closely related scientific facilities, including ILL and ESRF in Grenoble and DESY in Hamburg.
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Bryant, Hallman. Understanding A Separate Peace. Greenwood Publishing Group, Inc., 2001. http://dx.doi.org/10.5040/9798216029212.
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Since its publication in 1959, A Separate Peace has acquired the reputation of a minor classic of American literature. This insightful analysis helps young readers relate to the themes of disillusionment, guilt and betrayal, and the fear of failure and intergenerational conflicts experienced by the teenaged characters in the novel. This casebook also situates A Separate Peace against the backdrop of World War II, enabling students to see the connections between the fictional world of the novel and the real World as it existed for young people. Moving well beyond a standard literary treatment, this interdisciplinary casebook provides a collection of historical primary documents drawn from official records, War Department orders, institutional histories, personal memoirs and letters, and poignant interviews. With commentary by Knowles himself, the casebook takes readers from the prep school setting of the novel to the impact of wartime on American students and their schools. You're in the Army Now explores the difficult transitions through induction and military training. The Combat Zone graphically confronts the realities of war with interviews of two former P.O.W.'s who experienced firsthand the terrors and tragedies of WWII. The volume also examines some of the contemporary issues of the novel including current controversies in athletic programs, gender issues in education, and Post Traumatic Stress Disorder. Teachers and librarians will find helpful suggestions for oral discussion, research projects, and further suggested readings on these important topics.
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Hill-Saya, Blake, G. K. Butterfield, and C. Eileen Watts Welch. Aaron McDuffie Moore. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469655857.001.0001.
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Aaron McDuffie Moore (1863–1923) was born in rural Columbus County in eastern North Carolina at the close of the Civil War. Defying the odds stacked against an African American of this era, he pursued an education, alternating between work on the family farm and attending school. Moore originally dreamed of becoming an educator and attended notable teacher training schools in the state. But later, while at Shaw University, he followed another passion and entered Leonard Medical School. Dr. Moore graduated with honors in 1888 and became the first practicing African American physician in the city of Durham, North Carolina. He went on to establish the Durham Drug Company and the Durham Colored Library; spearhead and run Lincoln Hospital, the city's first secular, freestanding African American hospital; cofound North Carolina Mutual Life Insurance Company; help launch Rosenwald schools for African American children statewide; and foster the development of Durham's Hayti community. Dr. Moore was one-third of the mighty "Triumvirate" alongside John Merrick and C. C. Spaulding, credited with establishing Durham as the capital of the African American middle class in the late nineteenth and early twentieth centuries and founding Durham's famed Black Wall Street. His legacy can still be seen on the city streets and country backroads today, and an examination of his life provides key insights into the history of Durham, the state, and the nation during Reconstruction and the beginning of the Jim Crow Era.
Book chapters on the topic "Connections between school and training company"
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Luca, Martini. "Does the Algorithm Heal a Company Organization?" In Advances in Media, Entertainment, and the Arts. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8884-0.ch017.
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Web-based systems have entered the school and business environment widely and globally. Simultaneously, instant connections such as those enabled by twitter in everyday life have bled into the workplace, calling for a relational multimedia platform with a universal interface to facilitate knowledge flows, with cross-pollination in terms of “knowing that,” “knowing how,” and “knowing why.” The use of PEGs is interwoven throughout the processes related to the introduction of relational multimedia platforms into organizations—pre-implementation, during implementation, during on-job training, and in the process of work itself—helping develop the coherence necessary for successful and sustainable business.
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Drowos, Joanna Lauren, and Sarah K. Wood. "Preparing Future Physicians to Adapt to the Changing Health Care System." In Healthcare Community Synergism between Patients, Practitioners, and Researchers. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0640-9.ch006.
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One vital goal of medical education is to promote the development of desirable professional qualities among future physicians, such as compassion, empathy, and humanism. Future physicians must finish their training prepared to meet the changing health needs of society, yet in reality many students graduate from medical school more cynical and less empathetic than when they began. During clinical clerkships, many students experience an “ethical erosion” as they transition in to real world clinical settings. Through innovative longitudinal integrated curricular designs focusing on continuity, medical students participate in the comprehensive care of patients over time and have continuous ongoing learning relationships with the responsible clinicians. As patients place increasing importance on the doctor-patient relationship, learning models that foster stronger connections between medical students and their patients, as well as with their teachers and communities, are needed in order to better prepare the next generation of physicians to serve a changing health care system.
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Jiao, Megan G., Sarah Syed, Anson J. Koshy, and Renee J. Flores. "Collaborative projects in narrative medicine and the visual arts at the McGovern Center for Humanities and Ethics at McGovern Medical School." In Innovations in art and health. University of Houston Libraries, 2025. https://doi.org/10.52713/yodr5791.
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This chapter provides an overview of new opportunities for medical students, residents, faculty, and others to gain depth and insight into illness and suffering by exploring connections between arts and health. While all medical students have formal humanities exposure, there are extracurricular opportunities to explore healthcare and engage in reflective practice through art, media, poetry, literature, music, and writing. These activities enrich medical education, training, and practice, promoting ethics, professionalism, compassion, empathy, and resilience. This chapter describes a range of initiatives at the intersections of arts and health, including faculty writing workshops, student-led narrative medicine programs, and collaborations with local artists.
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Rudolph, John L. "Science Education for Building Public Trust." In Why We Teach Science (and Why We Should). Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780192867193.003.0008.
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Abstract The radical changes needed in science education will be difficult to accomplish. There are a number of forces keeping the status quo intact, including science teachers teaching the same, contentfocused way they have been taught, the societal emphasis on standards and standardized assessment, enduring assumptions about the connections between technical training and economic prosperity, and the deep-seated function of science education serving as a means of sorting and credentialing students for college admission and future careers. In order to effect the necessary change, we need to revitalize the civic mission of the high school, change the way we prepare science teachers, and build a science education based on evidence.
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Smidt, Jon. "Profesjonalisering av lærerutdanning og kamp om fag og faglighet: et personlig essay om norskdidaktikk og lærerutdanning." In Morsmålsdidaktisk forskning og profesjonalisert lærerutdanning: Fem nordiske beretninger om 50 års utvikling og kamp. Cappelen Damm Akademisk/NOASP, 2023. http://dx.doi.org/10.23865/noasp.197.ch5.
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This essay presents four ‘life histories’ (Goodson, 2016), each of them focusing on certain aspects of the process of professionalization in teacher education, as I have experienced them in my own professional life: 1) the development of concepts concerning the didactics of specified school subjects (‘fagdidaktikk’ and ‘norskdidaktikk’), 2) the importance of research in the process of professionalization, 3) academization as part of this development, and 4) educational movements and conflicts involved in this historical process. A common theme in all four histories is the movements, connections, and contradictions between three socio-cultural worlds: the world of the school, the academic world, and the world of teacher training. In a concluding section, I reflect on various aspects of the professionalization processes I have described. I argue for a professionalism in teacher education that combines scientific knowledge and experience-based knowledge, and for research not only on measurable competencies, but quite as much on the ongoing and changing dialogues between subject, teachers and students in the classroom.
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Rudolph, John L. "How To Get There." In Why We Teach Science (and Why We Should). Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780192867193.003.0009.
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Abstract The radical changes needed in science education will be difficult to accomplish. There are a number of forces keeping the status quo intact, including science teachers teaching the same, content-focused way they have been taught, the societal emphasis on standards and standardized assessment, enduring assumptions about the connections between technical training and economic prosperity, and the deep-seated function of science education serving as a means of sorting and credentialing students for college admission and future careers. In order to effect the necessary change, we need to revitalize the civic mission of the high school, change the way we prepare science teachers, and build a science education based on evidence.
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Dermendzhieva, Stella, and Tamara Draganova. "Normative Reading and didactic section to localize de place and role of posters in geography and economics training in the Bulgarian School." In The Overarching Issues Of The European Area - Moving towards Efficient Societies and Sustainable Ecosystems. Faculdade de Letras da Universidade do Porto, 2023. http://dx.doi.org/10.21747/978-989-9082-88-5/ovea20.
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The new modernity of the competence approach in training and lifelong learning are massively popularized mostly in the educational system, developed at a complex-active level and in combination with other approaches such as - interdisciplinary, reflexive, constructivist, activity-oriented, person-oriented, systemic, innovative, problematic, projectresearch, multicultural, etc. All approaches are interconnected and interpenetrating, interactive and multi-functionally dependent in the training process. If the approach represents a principle of action, then every activity is based on a given principle, and the implementation of the principles is carried out through approaches. The implementation and application of the approaches is done through different methods, which united in groups and with a common goal, hierarchical structure and tools form the foundations of technology in the training. In the new educational conditions, there is an added specificity, in line with global educational trends and educational strategies, where the educational perspective is also placed on the study, interpretation and presentation of information from different sources in order to form skills. Undoubtedly, the normative framework has been extended beyond specific geographical skills, being extended in the context of ICT, the requirements of the information society and digital transformations. The situational analysis of the geography and economics curricula in general preparation reveals the place and the scheduled expected results with a requirement to present geographic information only through a poster in school geography. The goals of this article are research, analysis and didactic interpretation of the normative framework of the competence for presenting a geographical object through a curricula poster; creating and justifying the life programstructural cycle of competence as an expected result for presenting geographic information through a poster; study of the connections and interactions of the competence for presenting a poster and in other subjects of the general educational preparation; identification and analyzation of examples of poster presentation and the relationship with key competence groups; systematizing the connections and creating a general model of the connections between the competence for presenting geographic information through a poster with the groups of key competences; presentation of an author's generalized model of a rule for making a poster in geography and economics. Within the research and didactic interpretation of the subject, methods such as content analysis, situational and comparative analysis, systematization, generalization, deduction and induction, multidisciplinary and integral approach, complex and systemic approach, scientific research approach, etc. have been applied. The content analysis for the application of the posters in geography and economics covers competencies as expected training results according to the curricula for general education (grades V - X) and profiled preparation (grades XI - XII) in the Bulgarian school - characterization and presentation through a poster of a geographical object , process or phenomenon. The overall structural model of application of the expected poster presentation result in terms of geographical objects, processes and phenomena is as follows: 8=[3(VI)+4(VII)]+[1*(X)]+[1(XI )]. Besides the author's model of the life cycle, other important results are: a normative systematization and didactic interpretation of the posters in geography training was made; it is ascertained that the normative framework does not contain rules and requirements for the manner and form of creating and presenting a poster; the deductive-inductive approach was applied in the spatial determination of the application of the posters by continents; an author's generalized model of a sequence of steps for making a geography and economics poster is proposed.
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Temkin, Sefton D. "Flirting with the Orthodox." In Creating American Reform Judaism. Liverpool University Press, 1998. http://dx.doi.org/10.3828/liverpool/9781874774457.003.0035.
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This chapter examines Isaac Mayer Wise’s connections with the Orthodox. His agitation for a convention had not made him forget his special concern for the training of rabbis in America, but here too he now harnessed it with his concern for an all-embracing union of American Jews. He wrote in the Israelite contesting the view that the question of Reform or Orthodoxy must be decided before a seminary was founded, because then the institution would have to be either exclusively Orthodox or exclusively Reform. He argued that the Jewish preacher needed, together with a good collegiate education, a ‘correct and comprehensive knowledge of the Jewish sources’. Therefore they needed ‘but one seminary for all parties’ but ‘no school of training of the conscience’; and if the congregations united in a convention, they could easily provide a seminary whatever forms one or the other might prefer. This was received with joy in an unexpected quarter. The New York Jewish Messenger, an organ of Orthodox viewpoint closely connected with the Board of Delegates of American Israelites, commended Wise for his views, thus beginning a series of friendly communications between Wise and the Orthodoxy.
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Chervonnaia, Svetlana Mikhailovna. "Between Russia, Lithuania and Poland: The Life, Pedagogique Activity and Work of Stefan NaręBski – the Architect-Artist of the Vilnius School." In Between Russia, Lithuania and Poland: The Life, Pedagogique Activity and Work of Stefan NaręBski – the Architect-Artist of the Vilnius School. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-74325.
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It cannot be said that the creative biography of the artist-architect Stefan Narębski (1892–1966) remains a completely unknown page in the history of art, but everything that has been written and published so far about the life and work of Stefan Narębski is only the top of the iceberg which is his complete biography. The author restores many forgotten and unknown facts of this biography, mainly based on the materials of the Archive of the Nicolaus Copernicus University, first of all, the artist’s own notes (“Diaries”), which had never been published before. Discoveries of this kind relate primarily to the childhood and adolescence of Narębski, held in the Caucasus and Vilnius; his participation in the 1905 revolution; his educational and creative activities in Włocławek in the 1920s; his connections with Stephen Batory University; as well as the repressions that he faced both during the years of the Nazi occupation of Lithuania and during the restoration of Soviet power here, in 1944–45. In the artistic heritage of Narębski, a close-up is highlighted by the types of residential buildings developed by him, educational institutions (museum, school, university department), modern churches, projects for the artistic transformation and decoration of public interiors (the residence of the archbishop; town halls in Vilnius and Torun). The theoretical development of the artistic training program for masters of architectural design (design and decoration of interiors), carried out by Narębski, and the practical implementation of this program at the Nicolaus Copernicus University contained an innovative beginning and provided the most important breakthrough of Polish post-war artistic pedagogy towards a modern, progressive methodology. Of great importance is the international aspect of the work of Narębski, whose personal biography is connected not only with Poland and the strongest impulses of Polish patriotism, but also with Lithuania, Russia, Belarus, Ukraine (with the places where he studied, lived, worked, built and planned the construction of new objects). His contribution to the development of art and artistic pedagogy is subject to measurement on the scale of not only national but also Eastern European culture.
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Roche, Helen. "The Demands of Total War." In The Third Reich's Elite Schools. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198726128.003.0011.
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The quality of school life at the NPEA gradually deteriorated during wartime—chronic shortages of everything from steel to salt, from teaching staff to stable-hands, increasingly impinged on the schools’ day-to-day functioning. This chapter begins by considering the great expectations placed on the Napolas by the Inspectorate and the armed forces, in their capacity as de facto officer training schools. Secondly, it describes daily life at the NPEA, including the ‘war missions’ (Kriegseinsätze) which pupils were expected to undertake as leaders on the children’s evacuation programme (KLV) or as anti-aircraft auxiliaries (Flakhelfer). It also explores the all-important connections between the Napola home-front and former pupils at the battle front, as exemplified by the school newsletters or Altkameradenbriefe, which were expressly designed to foster a transgenerational sense of comradeship among all who belonged to the Napolas’ ‘extended family’. Finally, the chapter briefly examines the ways in which the NPEA system profited from or abetted the wartime crimes of the Nazi regime, including the expropriation of asylums and Jewish property, and the use of forced labour (not least that of concentration-camp inmates). The conclusion then situates the experience of the Napolas within the context of existing scholarship on the state of German education and society during this turbulent period of total war. Ultimately, the NPEA were better able to withstand the privations of war than most ‘civilian’ schools during this period, due not least to their centralized administration, and their supposedly vital contribution to the war effort.
Conference papers on the topic "Connections between school and training company"
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Hantulie, Catalin, Elena laura Trifan, and Ioan cristian Mustata. "CASE STUDY: USING THE TRAINING FIRM CONCEPT TO DEVELOP THE BUSINESS COMPETENCES OF SCHOOL STUDENTS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-049.
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Lately, in Romania, a lot of campaigns for promoting the entrepreneurship were initiated, which led to a development of the knowledge about business and companies. The role of the schools was the most important in these campaigns as there were many students interested in entrepreneurship. This led to the apparition of a new notion, "training firm". This concept was used for the first time in Romania in 1996, as a new teaching method, following the Austrian model. This represents the model of a company, with educational purpose. Between 1997 and 2001 in Romania there were a few training firms and they didn't have a direct connection with the international web. Starting with 2001 the number of training firms has increased so that, nowadays, there are over 5000 firms registered in the national agency ROCT - Centrala Re?elei Firmelor de Exerci?iu/?ntreprinderilor Simulate din Rom?nia. ROCT is an online platform used by the students for all the activities in their companies, starting from the foundation of the company, to promoting their own products, meeting the suppliers, making transactions, online payment and all the other activities that are run in a company. The ROCT platform has not only the intermediary role, but it is also a way of informing on the specific activities of the different training firms across the country and abroad, on the contests organized in different places, on the regulations concerning the activity of the firms. This paper is a case study on the activity of the training firms through the online platform and its importance in the exchanges that help students and teachers use ideas and resources from all over the country and even the continent in order to be prepared for the real business world.
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Alhakbani, Noura. "Mobile Application for Job Recommender System Connecting Students and Startups/SMEs for Practical Experience and Skill Development." In Intelligent Human Systems Integration (IHSI 2024) Integrating People and Intelligent Systems. AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004604.
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Practical experience plays a vital role in helping students determine their desired fields, bridging the gap between the labor market and the academic output of university students. Startups and small and medium enterprises (SMEs) have been recognized as effective drivers of economic and social growth by providing valuable services and employment opportunities. These companies also contribute to the development of technical and managerial skills through training programs. However, SMEs often face challenges in recruiting and training manpower due to their limited resources and the absence of dedicated human resources (HR) departments.Technological advancements have revolutionized recruitment methods, offering solutions to various challenges. The recruitment process, a critical function of HR departments, aims to identify the most suitable candidates for company positions. Tech giants have introduced innovative approaches, utilizing technical services and improved e-recruitment platforms to enhance employee recruitment and extend work flexibility. While e-recruitment platforms efficiently reach a large pool of potential job seekers, they often struggle with accurately matching applicants with job requirements using the Boolean search technique.To address these challenges, artificial intelligence (AI) techniques are increasingly employed in e-recruitment processes. AI algorithms excel in handling repetitive tasks, enhancing hiring processes, increasing work flexibility, and improving decision-making, thereby reducing time and effort required for hiring. Organizations are encouraged to adopt these advanced technologies to gain a competitive advantage in recruitment and selection, with recommender systems (RSs) becoming crucial in achieving optimal matches between job seekers and jobs.This research project aims to design and develop a mobile application that supports the Arabic language. The application targets both students and startups/SMEs, offering a platform for startups and SMEs to find talented employees for essential tasks and projects. Simultaneously, students, including high school, university, and fresh graduates, can access job opportunities aligned with their interests, developing their skills and building their careers. The application provides flexibility, enabling students to utilize their free time and gain practical experience. By strengthening students' resumes and providing practical experience before graduation, they become familiar with market needs and can actively work towards meeting them.
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Borisov, Lyubomir. "INTERDISCIPLINARY TRAINING METHODOLOGY IMPACT ON MOTOR QUALITIES OF SCHOOL BOYS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/121.
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ABSTRACT The interdisciplinary approach encourages students to put into practice the new knowledge and skills they have acquired in the course of their education in different school subjects. It helps them develop abilities to find content and functional connections between processes and phenomena studied in different school disciplines. The present study aimed to establish the effect of the interdisciplinary methodology applied in the subject of Physical Education and Sport on the development of motor skills of boys in the second grade at primary school. The object of the study was the level of improvement of the motor skills of school boys in the second grade. The experimental group included 8 boys from the Primary School “Otez Paisii” in the town of Knezha, Bulgaria, where the new interdisciplinary methodology was implemented. The control group using the traditional education methods included 14 boys from the 120 Primary School “G.S. Rakovski” in Sofia, Bulgaria. The experimental methodology was applied for a period of two school years. The students were tested twice in this period; the first was in September 2020, and the second was in May 2022. The interdisciplinary methodology was specially developed to involve several school subjects – Physical Education and Sport, Bulgarian Language and Literature, Mathematics, English Language, Man and Society, and Man and Nature. The compulsory course program in Physical Education and Sport contains adapted educational content from the other school subjects, grounded on meaningful connections with them. The following tests were used to evaluate the students’ motor skills: 30-meter run, standing long jump (with a two-footed take-off), throwing a solid ball - 1 kg, 200-meter shuttle run, Т-test, sit-ups, depth of bending, and frequency of knocking. After processing the acquired test results, it was established that the methodology used for interdisciplinary education in Physical Education and Sport was very efficient in developing the motor skills of ten-year-old boys.
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Kozma, Tímea, Katalin Faragóné Lepp, and Rita Szabó-Geletóczki. "Relationship Factors Between Supply Chain Actors." In 7th FEB International Scientific Conference. University of Maribor, University Press, 2023. http://dx.doi.org/10.18690/um.epf.3.2023.26.
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The competition between companies is now in fact competition between value chains and supply chains. Nowadays, companies that participate in an efficiently managed supply chain based on partnerships are leading the increasingly competitive market. The companies must have recognising that the development of close strategic relationships and network cooperation between chain members is an essential part of market competition. The problem is that few company realise this yet. In the framework of the Budapest Business School Supply Chain and Value Chain Research Group, we are trying to explore the supply chain and logistics practices of Hungarian companies and institutions. Our research aims to identify the most important factors for successful business relationships. Our results show that long-term strategie business connections lead to success. Based on our research, we can say, a business point of view, trust, communication and cooperation become competitive factors.
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Böhme, D., and A. Ohliger. "Schulung und Prüfung von spritztechnischem Personal nach europäischen Normen und Richtlinien (Education, Training and Qualification of Thermal Spraying Personnel According to European Standards and Guidelines)." In ITSC 1999, edited by E. Lugscheider and P. A. Kammer. Verlag für Schweißen und verwandte Verfahren DVS-Verlag GmbH, 1999. http://dx.doi.org/10.31399/asm.cp.itsc1999p0402.
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Abstract Working with qualified personnel means for each industrial company effectiveness and competitiveness. International standards and guidelines help to continue not only on the domestic market. In the recent years a considerable standardisation was made specially in the European Community. In the field of thermal spraying EN standards were and will be worked out, which fix the approval testing of thermal sprayers and the tasks and responsibilities of spraying co-ordinators. At the same time EWF guidelines were created to define the minimum requirements for training and educating spraying personnel. These standards and guidelines will be introduced, showing connections between them. Paper text in German.
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Rotaru, Ramona Elena. "Some Aspects of the Creative Potential in Primary School Children." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/28.
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A notable theme in much recent primary education has been the concept of creativity. Nowadays it is highlighted the fact that creativity is directly responsible for the progress of the society. Creativity and creative potential are still seen as two abstracts concepts because literature in the field is updating day by day. The curriculum contributes the developing of trans and interdisciplinary activities. Throughout time, the most important innovations in different domains were possible only with the help of human who wanted to create something new, original and innovative. In this case, creativity plays a very important role. Developing the capacity of being creative, it is essential for surviving, as each of us is in great need of novelty and originality. The link between creativity and creative potential is very thin because it positively influences at the same time the educational process. In the article, the novelty is highlighted through the connections between creativity and creative potential in education and also, there are presented few theoretical interpretations of each concept. In order for an adult to become creative, fostering creativity and stimulating creative potential from an early age is required. The school system remains the main instrument, which society uses to cultivate and enhance creativity in young members, of school age. In this sense, the systemic modernization of education, in the light of pedagogy of creativity, is necessary. Although, the school play an essential role in training primary school children in order to be able to use their full creative potential in future productive activities. At the same time, creativity represents a condition of efficiency in both work and education. Creativity and creative potential in education stands for an important factor in developing primary school children in order to obtain an autonomous and creative personality.
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del Pino, Guido, and Ana Araneda. "Connecting mathematical and statistical teaching: the role of statistical variables." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15117.
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Teaching statistics is unappealing to most high school teachers, in part due to their deficient university training in this field and to the fact that people with a strong mathematical preparation tend to look down on areas that use only elementary mathematics. To lessen this problem this paper establishes some connections between descriptive statistics, probability, and mathematics, comparing statistical variables, random variables, and functions. Several arguments are given to justify that in statistical applications, it is not the function representing the variable that matters, but the key element is the induced frequency distribution, which is important for the teaching probability theory. Some pedagogical ideas are given for teaching continuous variables, a topic that poses subtle mathematical issues, like the meaning of a real number, of continuous functions, and of infinite domains, and that the exact value of a continuous variable is not observable.
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Alekseyev, Jesslyn, Madeline Chmielinski, Emmanuel Mallea, Jo Kurucar, Vincent Mancuso, and Robert Seater. "Fun as a Strategic Advantage: Applying Lessons in Engagement from Commercial Games to Military Logistics Training." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002399.
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Games have been identified as a potential solution to improving learning outcomes in educational settings. Game environments offer many elements to augment traditional classroom learning such as lectures and static reading assignments. They enable players to explore concepts through repeat play in a low-risk environment, and can integrate feedback into gameplay to enable students to evaluate their own performance. Commercial games leverage a number of features to engage players and hold their attention; they typically use enticing graphics and visual elements, and break game play down for new players. But do those methods have a place in instructional environments with a captive and motivated audience? Our experience and measures suggest that yes; applying lessons in engagement from commercial games can help students become more invested in their learning. Though the military may not prioritize fun, they are interested in leveraging potentially effective training methods.MIT Lincoln Laboratory worked with the Office of Naval Research Global TechSolutions (ONR Global TechSolutions), the Marine Corps University Expeditionary Warfighting School (MCU EWS), and the Marine Corps Expeditionary Energy Office (E2O) to develop an interactive, web-based serious game prototype that teaches the principles of logistics and their trade-offs. Developed from a proposal by Marine Corps Captains, the game’s overarching objective was to improve the education and training of Marine Corps University students on the topic of energy management and logistics. Throughout development, MIT LL conducted game assessments at regular intervals, both with internal personnel and Marine Corps University students to validate project goals and guide development. A final test was conducted at the conclusion of development to measure usability against earlier results to measure learning outcomes, and examine the impact of engagement on learning outcomes as well as user reported experience. The game was tested with 12 students and 4 non-student personnel, who represented a mix of operations, logistics, and other disciplines. Students were split between “engaged” (7 students) and “de-engaged” conditions (5 students), where the “de-engaged” condition replaced introductory movies with equivalent static content, and removed decorative elements. Game rules, game information, user support information, and user workflows did not change between the conditions. Though testing was conducted throughout with a relatively small sample size, qualitative and quantitative measures suggest results relevant to how game-based and digital learning tools are designed. Reported usability increased considerably throughout development with less coaching and support, including during development phases focused almost exclusively on improving engagement and applying lessons from entertainment games. In the final assessment, those in the “engaged” condition reported higher usability scores as expected, but also reported making less mistakes and finding play easier. Additionally, those in the “engaged” condition reported finding stronger connections between the principles of logistics presented, indicating that there is a connection between engaging features and learning outcomes. Though more research is needed to see if results hold up more broadly, these results indicate that the integration of engaging features can improve engagement and perception as well as potentially improving learning outcomes even with communities that may not traditionally prioritize engagement.
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Oprea, Crenguta lacramioara. "A WAY TO AN AUTHENTIC, INTERACTIVE AND CREATIVE LEARNING." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-212.
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school of the future intends to be the place where students would learn with pleasure, participating creatively in building their own knowledge. From this point of view, the teachers are the main factors involved in stimulating students to learn in a creative and interactive way. In this regard we propose a new concept, the interactive-creative learning, as an evolutionary process based on receptivity to the new experiences identified and resolved through exploration, deduction, analysis, synthesis, generalization, abstraction, concretization, focusing on achievement of the connections between meanings and requiring a deep intellectual involvement, psychomotor, affective and volitional. Thus the student discovers, imagines, builds and redefines the meanings, filtering them through the prism of his own personality and using higher mental processes of thought and creation. It occurs as a result of the individual and collective efforts, of the interaction between the educated and others, based on social exchanges in the achieving the new. Many studies demonstrate that learning is most effective when students are involved in this process. Training strategies that engage the students in learning stimulate the critical thinking increase the level of awareness and responsibility on their part. The interactivity is based on mutual relationships and refers to the process of active learning in which the student acts on information to transform it into a new, personal and interiorized one. In a constructivist sense, the one who learn re-builds new senses by exploring the educational environment, solving problems and / or applying the information acquired in new circumstances. The present study does not wish to tell you what you should do but to present what you can do to stimulate interactive-creative learning of students in the school: interactive teaching strategies, theater games and more.
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Stefan, Andra sybil, and Diana Tutuianu. "CURRENT APPROACHES IN E-TEACHING AND LEARNING." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-153.
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Science and technology have started to advance at an incredible pace already, the political, social, and economic environment is to be found in a perpetual state of transformation, therefore the usual life of the ,,usual" people has to adapt, too. After graduating school, more often than not, we no longer have the physical time to go to school, but still we need to learn. Life-long learning is the key to success in our era. This is one of the main reasons why e-learning has been gaining so much ground lately imposing a different perspective on teaching means. Together with the means, the teaching methods are changed too and teachers, before being able to pass on their knowledge, they must assume the students' roles themselves. The goal of this paper is to approach the concept of e-learning for foreign languages from various angles: that of the course organizer, that of the course ,,final" beneficiary (the company or organization sending an employee to be trained thus) who, willy-nilly, gives me as a teacher the course purpose and direction. The second beneficiary is taken into account afterwards, the ,,direct" beneficiary, that who takes part in the course. In this respect we will refer to different teaching methods, making the difference between the approaches used in the organization of a traditional language course - according to the level - and the approaches used in organizing an on-line course, underlining the most significant aspects that must not be overlooked in order to obtain the best results. Although we support the importance of e-learning in foreign language training nowadays, we intend to also reveal some drawbacks of this system, with the sole intention of showing that, if correctly identified and analyzed, each drawback can be ,,corrected". The third point in our agenda will be that of the technical means used in language e-learning which are relevant for the teaching process and are considered to have emerged as such together with Web 2.0. Finally, we will mention some of the possibilities of implementing this system of teaching/learning by anyone, no matter where they are.