Relevant bibliographies by topics / Non-formal vocational education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Non-formal vocational education'

Author: Grafiati
Published: 28 May 2022
Last updated: 31 July 2025

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Journal articles on the topic "Non-formal vocational education"

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Kagara, Abdul Bello, Abdulwasiu Alim, Lauwali Mansur, and Adeniyi Joseph Adetunji. "In the inception, Technical Vocational Education and Training (TVET)was more of informal and non-formal education." International Journal of Innovative Science and Research Technology 7, no. 12 (2023): 1172–76. https://doi.org/10.5281/zenodo.7509328.

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In the inception, Technical Vocational Education and Training (TVET)was more of informal and non-formal education. Later, it was planned based on bureaucracies which is a system based on logic, order and the legitimate use of formal authority. Hierarchy of offices and authority exist in vocational and technical schools, colleges and vocational and technical educations and the practice is more pronounced in the ministries as compared to the educational settings. A close look at Nigeria’s vocational and technical institutions today reveals basically a bureaucratic organization. There is hi
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Ahmad, Ahmad, Adelia Jihan Tiara Sari, Ahmad Hadziq Wardana, Moch Nur Ilham Rosyid, Edi Widianto, and Ach Rasyad. "TREN PERKEMBANGAN PENDIDIKAN NON-FORMAL." Jurnal Pendidikan (Teori dan Praktik) 7, no. 2 (2023): 76–82. http://dx.doi.org/10.26740/jp.v7n2.p76-82.

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Non-formal education has a long history in Indonesia, first appearing in the pre-colonial period and continues to grow today. In today's era, the development of non-formal education is very helpful as self-development and improving the quality of learning citizens and can improve the quality of dignity and quality in life. The purpose of this article is to find out the trend of the development of Non-Formal Education in Indonesia. This literature review article uses references sourced from scientific reference articles and books, then analyzed descriptively. The results of after the Indonesian
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Hadiwijaya, Denden Sudarman, and Ahmad Hilal Hadiwijaya. "PENDIDIKAN VOCATIONAL SKILLS." THORIQOTUNA: Jurnal Pendidikan Islam 2, no. 1 (2019): 68–87. http://dx.doi.org/10.47971/tjpi.v2i1.120.

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This article aims to determine how important the vocational skill education for students in the Darussalam Islamic Boarding School of Kersamanah Garut. The background of this research is that ideally the person who was educated both formal and non-formal schools at least have the skills of life that it faces, especially in the world of work. In fact there are a lot of unemployment among educated either issued by the formal and non-formal education is still unused and still many educational institutions interventioned with offices and civil service, and there are still doubts in the world of wo
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Läänemets, Urve, Katrin Kalamees-Ruubel, Kristi Kiilu, and Anu Sepp. "CURRICULUM DEVELOPMENT CONSIDERING FORMAL, NON-FORMAL AND INFORMAL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 286–95. http://dx.doi.org/10.17770/sie2018vol1.3182.

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Curriculum development for general comprehensive and also vocational schools needs consideration of the context, in which availability of non-formal and informal education (extracurricular activities=EA) plays an important role forming a meaningful whole with formal education. This pilot study attempted to find out what motivates students (aged 13–15) for participation and teachers organizing/supervising these activities. The methods used for data collection were questionnaires for students (n=258), focus groups of students (n=4), and interviews with teachers (n=8) which provided preliminary d
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Manuel, Alzira, Oleg Popov, and Domingos Buque. "TOWARDS PROGRAMME IMPROVEMENT IN NON-FORMAL VOCATIONAL EDUCATION AND TRAINING IN MOZAMBIQUE." Problems of Education in the 21st Century 67, no. 1 (2015): 61–71. http://dx.doi.org/10.33225/pec/15.67.61.

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The current situation of Mozambique, characterized by limited but highly needed Formal Vocational Education, demands the development and improvement of Non-formal Vocational Education and Training (NFVET). NFVET can provide relevant knowledge and skills, particularly for out of school and unemployed youth and adults to promote social inclusion and development. This is a qualitative case study with some elements of action research. Semi-structured interviews with six educators, classroom observations and two focus group interviews with former participants were implemented. The research aims to
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Suebnusorn, Wanwisa. "Non-Formal Vocational Education for Pineapple Farmers: Promoting ‘Relevance’ of Education to Rural Economy." Journal of Education and Research 6, no. 2 (2018): 26–40. http://dx.doi.org/10.3126/jer.v6i2.22147.

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Canned-pineapple is one of the most important exports of Thailand. Unfortunately, the more pineapples the farmers cultivate, the more they are likely to fall into debt and become poorer. Therefore, in 2011, the Phetchaburi College of Agriculture and Technology in collaboration with Kuiburi Fruit Canning Company Limited initiated a non-formal vocational education program tailored to the pineapple farmers who were normally in the age between 40 and 60. The primary aims of the program were to build trust between the farmers and the factories and to equip the farmers with necessary skills for pine
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Kuntoro, Sodiq A. "PENGEMBANGAN PARADIGMA BARU KEILMUAN DAN KELEMBAGAAN PENDIDIKAN NON FORMAL." JIV 3, no. 1 (2008): 65–73. http://dx.doi.org/10.21009/jiv.0301.8.

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According to the education law of Republic of Indonesia in 2003, non-formal education is implemented to facilitate the citizen to get education and it functions as substitution, supplement, and complement to formal education. The role of non-formal education is to contribute the implementation of lifelong education as a new approach to education. This new approach is different from the education under present systems that involve the attempt to integrate the different parts of education with the concern for the development of person in intellectual, emotional, social, and vocational aspects. T
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Siahaan, Herbin Marulak, Jogi Talar Saragih, and Erika Magdalena Rumahorbo. "Implementation of the Right to Education for Abandoned Children in Salatiga City." Jurnal Indonesia Sosial Sains 5, no. 10 (2024): 2489–99. http://dx.doi.org/10.59141/jiss.v5i10.1439.

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This study was conducted to examine the implementation of the right to education for abandoned children in the city of Salatiga. The main objectives are, first, to explain how Salatiga city government regulations play a role in fulfilling the right to education for abandoned children, and second, to explore how these regulations are implemented. Using a normative legal research method, which employs both statute and conceptual approaches, the study draws on secondary legal materials from literature, legal journals, expert opinions, and official websites. The findings reveal that in Salatiga, t
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Popov, Oleg, and Alzira Manuel. "Vocational Literacy in Mozambique: Historical Development, Current Challenges and Contradictions." Literacy and Numeracy Studies 24, no. 1 (2016): 23–42. http://dx.doi.org/10.5130/lns.v24i1.4899.

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The study analyses the historical development of vocational literacy in basic education and Non-Formal Vocational Education (NFVE) in Mozambique, as well as current challenges and contradictions. The theoretical lens of Cultural-Historical Activity Theory (CHAT) is employed in the study. Methodologically the study was executed through an analysis of oral, printed and e-resources produced by the main stakeholders and also the reflective experiences of the authors in their extensive educational work in the country. The findings reveal poorly developed vocational literacy education in schools and
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Savenko, Oleksandr, Olga Kaitanovska, and Iryna Shniukova. "World Innovations in vocational Education of Adults." Problems of Education, no. 1(96) (July 16, 2022): 170–86. http://dx.doi.org/10.52256/2710-3986.1-96.2022.11.

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The article reveals global innovations in the field of adult vocational training. The world experience in the field of organization of professional training of adults is also covered. It is proved that the professionalization of adult education requires the training of teachers in this field. In accordance with the research of foreign researchers, a role map and functions of an andragogy specialist have been developed, which help to build an idea of one's problem and make decisions about the educational and professional choice of an adult. The most rational ways of development of the system of
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Dissertations / Theses on the topic "Non-formal vocational education"

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Surkienė, Elena. "Mokymosi pasiekimų vertinimo ypatumai neformaliajame profesiniame suaugusiųjų mokymo centre." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_172900-22983.

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Pastaraisiais metais Lietuva patyrė daugybę pokyčių – visuomenėje, pramonės šakose, politikoje, neaplenkė jie ir švietimo. Įdiegus naujus darbo metodus bei technologijas, iškilo būtinybė plėtoti visą gyvenimą trunkančio mokymosi idėjas, nes ekonominė bei socialinė kaita tokia didelė, kad norint išlikti paklausiam darbo rinkoje, teks ne kartą keisti specialybę ar nuolat kelti kvalifikaciją. Dabartinė profesinio rengimo sistema jau nebesugeba pilnai patenkinti darbo rinkos poreikių. Daugelyje Europos šalių jau yra įdiegtos, kitur dar ruošiamasi diegti (tame tarpe ir Lietuvoje) neformaliojo mokym
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Burokas, Rytis. "Mokymosi visą gyvenimą efektyvumas kaip strateginio konkurencingumo veiksnys. ES struktūrinės paramos panaudojimo tyrimas (2004–2006)." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20140623_173959-12805.

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Mokymosi visą gyvenimą samprata šiuolaikinėje visuomenėje reikalauja naujo traktavimo būdo: tai ne tradicinis kvalifikacijos kėlimas, o naujas žinių vadybos būdas. Nagrinėjamas industrinio kapitalo virsmas į žmoniškąjį kapitalą, kuris vaidina vis svarbesnį vaidmenį. Europos Sąjungos strateginiai dokumentai, reglamentuojantys mokymosi visą gyvenimą yra orientuoti į žiniomis pagrįstus modelius, tačiau šalys narės skirtingai įgyvendina šias koncepcijas (nagrinėjama Europos šalių geroji patirtis). Struktūrinė Europos Sąjungos fondų parama atvėrė galimybę sustiprinti mokymosi visą gyvenimą efektyvu
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Лозовий, А. Л. "Проблеми впровадження в Україні визнання неформальної освіти у спортивному карате". Thesis, Сумський державний університет, 2020. https://essuir.sumdu.edu.ua/handle/123456789/79336.

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Реформування спортивної галузі та приведення її до європейських стандартів повинно здійснюватися не тільки на глобальному рівні шляхом зміни законодавства, а і на рівні практичної реалізації в кожному конкретному виді спорту. В повній мірі це відноситься до необхідності створення NQF – українського відповідника Європейської кваліфікаційної рамки ЕQF та системи визнання неформальної та інформальної освіти – VAE (Validation des Acquis de l’Expérience), яка базується на підтверджених результатах неформального навчання, самоосвіти та попереднього досвіду професійної чи волонтерської діяльності в
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Du, Yixiong. "La transmission du patrimoine culturel immatériel par le biais de la formation : étude comparative du mode de formation professionnelle des artisans de la céramique en Chine et en France." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100193.

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De nos jours, la transmission du patrimoine culturel immatériel reste une problématique internationale qui touche à la fois la question de conservation de notre passé et la question actuelle du développement de l’économie créative. Cependant, cette transmission se réalise à travers de différents biais éducatifs, qui pourraient être formels ou non formels, qui pourraient viser à former les professionnels ou les amateurs. Cette présente thèse a choisi le patrimoine artisanal et sa transmission comme le sujet de recherche, avec une attention particulière portée sur les formations formelles et non
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Books on the topic "Non-formal vocational education"

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Christensen, B. R. Getting a free education. Effective Living Pub., 1994.

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Gumne, Ngwang. Non formal education practices and institutions in the Bamenda Highlands. s.n., 1988.

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M, Stecher Brian, and National Center for Research in Vocational Education (U.S.), eds. Using alternative assessments in vocational education. Rand, 1997.

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Encuentro Nacional "El Trabajo Productivo en la Educación Formal y No Formal (1985 Colegio Integrado San Pío X, Talca, Chile). El Trabajo Productivo en la Educación Formal y No Formal: Encuentro nacional : informe final. Edited by Corvalán Vásquez, Oscar E., 1947- and Andreani Ricardo. Centro de Investigación y Desarrollo de la Educación, 1985.

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Education, Alberta Alberta. Off-campus education handbook. Alberta Education, 2008.

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Asociación de Investigación y Estudios Sociales (Guatemala). Propuesta preliminar sobre educación para el trabajo. ASIES, 1991.

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János, Szüdi. Az iskolarendszeren kívüli oktatás: Magánoktatás, képzés, átképzés. Közgazdasági és Jogi Könyvkiadó, 1991.

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Employment and Skills Formation Council (Australia), ed. The recognition of vocational training and learning: A report. Australian Government Publishing Service, 1990.

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India. Dept. of Education., ed. Mahila Samakhya: Programme for education for women's equality. Ministry of Human Resource Development, Dept. of Education, Govt. of India, 1988.

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Dubrovin, Vivian. Guide to alternative education and training. F. Watts, 1988.

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Book chapters on the topic "Non-formal vocational education"

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Gangqiang, Zheng. "Case Study: People’s Republic of China. Utilising Workers’ Skills for Improving Green Competitiveness to Address the Challenges of Greening of Industries." In Education for Sustainability. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_5.

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AbstractThis chapter presents the results of a study that examined environmentally friendly practices at the micro, small and medium enterprises (MSMEs). Although nearly 80% of the People’s Republic of China’s employment is found in MSMEs (Yi, 2018), very often MSMEs are characterised as entities that waste resources and do not use environmentally friendly production processes. For this reason, advocating an environment-friendly upgrade, or green development, of industries and enterprises is of great importance. Another area of exploration for the reported study is the use of recognition, vali
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Beddie, F., and S. Halliday-Wynes. "Informal and Non-Formal Learning in Vocational Education and Training." In International Encyclopedia of Education. Elsevier, 2010. http://dx.doi.org/10.1016/b978-0-08-044894-7.01585-2.

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Önez Çetin, Zuhal. "The Contribution of Municipal Administrations to Non-Formal Education in Turkey." In Handbook of Research on Global Challenges for Improving Public Services and Government Operations. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4978-0.ch027.

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By the effect of the globalization process, the urban citizens have been facing with drastic changes, and non-formal education becomes more significant besides formal education in related to education and training activities provided by various institutions. In that context, the local services of local governments' in the field of non-formal education continue to increase especially in the level of municipal administrations in Turkey. Especially, the metropolitan municipal administrations have been opening vocational education courses to local citizens in different fields with including divers
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Seufert, Sabine, and Nina Scheffler. "Developing Digital Competences of Vocational Teachers." In Digital Multimedia. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3822-6.ch010.

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In the context of corporate learning digital media and digital tools have become more accepted than in the field of education systems. Particularly vocational schools are obviously under pressure to deal with changes due to digitalization in many sectors and professions. One reason why technology-based learning is still underdeveloped in schools could be the insufficient digital competences of teachers. Presently most teachers gain their knowledge on how to use digital media for learning and teaching informally. In the implementation of formal educational efforts, a low practical feasibility i
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Cattaneo, Alberto, and Carmela Aprea. "Using Technologies to Integrate Vocational Learning in Multiple Contexts." In Handbook of Research on Education and Technology in a Changing Society. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch050.

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Due to various influences and developments, learning nowadays must be conceived as a lifelong process that occurs within and among different formal, non-formal, and informal contexts. However, learning poses new requirements for individuals as it urges them to cope with diverse and dynamically changing perspectives, articulate these diversities, and reconcile them into a meaningful whole. In this chapter, the authors present theoretical and empirical evidence that accounts for the potential of technologies as facilitators for connecting and integrating learning across different contexts. Given
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Şan, Selda, Ali Yılmaz, Selen Subaşı, and Saif Mohammed. "An Example of Entrepreneurship in Women's Education." In Overcoming Challenges and Barriers for Women in Business and Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3814-2.ch002.

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The organization of Akhism (Ahilik) is an example of non-formal education, established on Anatolian soil in the 13th century. With its women's branch—Bajiyan-ı Rum/Bacılık/sisterhood—it aims to educate women professionally and helps women contribute to society. It is expected from women and men to be good and moral individuals, tradesmen, craftsmen, or traders. By doing their jobs well, they managed to achieve economic stability in society. Women were given the opportunity to have entrepreneurial characteristics in the community and to do their best in line with their own abilities. Akhism/Bac
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Muthoifin and Surawan. "The Sustainability of Islamic Boarding Schools in the Era of Modernization and Globalization." In Sustainability, Ecology, and Religions of the World [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.103912.

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The objective of this study is to determine the strategy of the classical Islamic boarding school in maintaining its existence amid the rapid development of the globalization era and also to find out the curriculum formulations used to equip students to face the modernization era. This research is qualitative, using the deductive-interpretive analysis method, with a sociological-phenomenological approach. The research was conducted at the classic Islamic boarding school Tremas, Pacitan, East Java. The research was conducted at the Tremas classical Islamic boarding school, Pacitan, East Java, w
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Legg-Jack, Dagogo William. "Entrepreneurship Skills Development in TVET Through Multi-Stakeholder Partnerships." In Sustainability and the Future of Work and Entrepreneurship for the Underserved. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4322-4.ch014.

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With the outbreak of the coronavirus, the economies of developing economies, which have already been plagued by youth unemployment and poverty, became more vulnerable as the virus exacerbated the situation and resulted in more job losses. Consequently, to mitigate the effect of the virus on the developing economies post COVID-19, the chapter argues that developing entrepreneurship skills in technical and vocational education and training through a multi-stakeholder partnership remains a viable strategy. Thus, through an exploratory approach, the chapter reviewed related literature on the subje
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Conference papers on the topic "Non-formal vocational education"

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Kazakova, Maria Atanasova. "Vocational, Formal and Non-Formal Education and Training – The Adequate Response to Education 4.0." In 2024 12th International Scientific Conference on Computer Science (COMSCI). IEEE, 2024. https://doi.org/10.1109/comsci63166.2024.10778504.

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Manggalasari, Lena Citra, Sutarto Sutarto, Serafin Wisni Septiarti, Mochamad Bruri Triyono, and Andri Setiyawan. "Non Formal Vocational School during Covid-19 Pandemic." In Proceedings of the 4th International Conference on Vocational Education and Technology, IConVET 2021, 27 November 2021, Singaraja, Bali, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.27-11-2021.2315540.

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Fajarwati, Linda, Lutfi Ariefianto, and Arief Tukiman Hendrawijaya. "The Development of Teaching Materials Based on Vocational Skills on an Equality Program." In Proceedings of the 1st Non Formal Education International Conference (NFEIC 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/nfeic-18.2019.13.

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Shabaya, Anne. "Building Resilience in Non-formal Education: The Case of Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9598.

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Building resilience in the Non-formal Educational Sector Non-formal education refers to organized educational activities (Unesco, 2022) which are experiential in nature and foster developmental skills and knowledge (dothegap, 2018), but they do not have an elaborate curriculum, syllabus, accreditation, and the certification similar to that associated with formal learning (Khasnabis et al, 2010). Educational disruption is a phenomenon that may resonate with many, but it is always eschewed from non-formal education. In Kenya, non-formal education comprises of individuals from poor street familie
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Giannoccolo, Francesca. "People with disabilities in the university-work transition: a project to study networks." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17303.

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The employment of people with disabilities is a goal indicated by international and European development policies. The possibility of access to education and vocational training is a prerequisite for achieving an independent life. This paper presents a qualitative research design for studying networks, which can support education and vocational training pathways of students with disabilities. Networks play an important role in building relationships between students and other social actors, and they allow for the identification of resources to ensure equal access to education, vocational train
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Nainggolan, Elizon, Nasib Lumban Gaol, Edidon Hutasuhut, and Feriyansyah Feriyansyah. "A Descriptive Study on Character of Non-Formal Education Students." In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285749.

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Blândul, Valentin Cosmin. "Some Aspects Regarding Personality of Teachers who Attend Different Non-formal Continues Training Programs." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/06.

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Being an effective teacher today in Romania is one of the most noble but, at the same time, more complex professions. The beauty of teaching is given by helping children and young people acquire the knowledge they will need in life and to develop a harmonious and creative personality that will enable them to successfully integrate into the world in which they live. Therefore, attending different programs of continuous professional training is not only an obligation, but also a duty of a self-respecting professor, he respects his profession, but also his students. Forms of training and continui
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POSȚAN, Liliana. "Reflecții asupra formării profesionale a specialiştilor/specialistelor în formarea şi dezvoltarea resurselor umane şi a personalului: intersectorialitate, management și andragogie." In "Învățământul superior: tradiţii, valori, perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2022. https://doi.org/10.46727/c.v2.1-2-10-2022.p112-119.

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In the article we evaluate the coverage of lifelong learning with occupations/skills specific to adult education and professional training based on the Occupations Classifier from the Republic of Moldova, normative documents in the field of education and work. We find that the process of covering lifelong learning with occupations/skills specific to adult education and vocational training is in the process of development, but it is imposed as different levels and sectors of the education and training systems, including non-formal fields, to work closely with each other.
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Lutan (petre), Anca georgeta, and Elvira Nica. "THE EUROPE 2020 STRATEGY ON THE EDUCATIONAL FIELD." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-163.

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This article reviews recent literature concerning the Europa 2020 strategy. Using data from Eurostat and Eurydyce database , I performed analyses and made estimates regarding aims at formal, non-formal, ICT education or informal education for all levels, from pre-school to adult vocational training. I have also performed analyses and compared the objectives of the strategy for Romania and the E.U countries about the integration in a proportion of over 95% of the preschoolers in the educational system, the decrease below 15% of the number of the 15-year-olds who do not have sufficient knowledge
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Litoiu, Nicoleta. "USING ICT IN APPROACHING CAREER COUNSELLING PROCESS AND CAREER MANAGEMENT SKILLS' DEVELOPMENT." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-122.

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Over the last two years, the E.U. Member States have adopted a series of policy documents that draw up priorities in the fields of schools, vocational education and training, higher education, adult education, employment, youth and social inclusion. These priorities highlighted by the policy documents set up a general framework for action at European and national levels, mainly referring to: reducing early school-leaving; increasing learning mobility; making VET system more attractive; modernizing higher education; promoting adult learning and validation of non-formal and informal learning; co
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Reports on the topic "Non-formal vocational education"

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Heuer, Annika, Luis Serratos-Sotelo, and Andreas Motel-Klingebiel. Perceptions of and participation in adult learning and CVET activities. Linköping University Electronic Press, 2024. https://doi.org/10.3384/asc.012.

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Key Findings Perception goes with participation - If adult learning and continued vocational education and training (CVET) activities are considered important, the likelihood of engaging in different types of adult learning and CVET activities increases.General affectedness - This relationship has been found for participation in all kinds of adult learning and CVET activities included in this study: formal, non-formal work-related, non-formal non-work-related, and informal.Age and status gap - Adults who are younger, higher educated and white-collar employed are more likely to participate in a
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2

Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The ana
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