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Journal articles on the topic 'State divisions of vocational education'
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1
Ariawan, Sandy. "The Effectiveness of Cooperative Learning Method (Student Team Achievement Divisions) in Christian Education." IJECA (International Journal of Education and Curriculum Application) 1, no. 3 (December 30, 2018): 45. http://dx.doi.org/10.31764/ijeca.v1i3.2128.
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This study aimed to evaluate the use of cooperative learning method (Student Team Achievement Division) in character subject in Christian Education among State Vocational High School 8 Malang. A total of 26 students were involved in the study, separated in two classes. The first class was treated with Cooperative Learning Method and the other class as a control class. Student achievement was measured based on the pre-test and post-test. The result obtained from this study, using quasi-experimental design with paired sample T-test, sig. (0,002) < 0,05, indicated that the Cooperative Learning Method is effective in Christian education. From the finding of this study, it is recommended cooperative learning method as one of the appropriate method and practices in character building for Christian Education.
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Покалюк В. М. "ПІДГОТОВКА ОСОБОВОГО СКЛАДУ ОПЕРАТИВНИХ РОЗРАХУНКІВ РЯТУВАЛЬНИХ ЧАСТИН В СТРУКТУРНИХ ПІДРОЗДІЛАХ ОПЕРАТИВНО-РЯТУВАЛЬНОЇ СЛУЖБИ ЦИВІЛЬНОГО ЗАХИСТУ УКРАЇНИ." International Journal of Innovative Technologies in Social Science, no. 2(23) (February 28, 2020): 39–43. http://dx.doi.org/10.31435/rsglobal_ijitss/28022020/6947.
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The article deals with the structure of vocational training and postgraduate education of the personnel of the units of the Operational and Rescue Service of Civil Protection, describes the system of departmental education of the State Emergency Service of Ukraine. On the basis of the analysis of the governing documents and empirical data in the structure of the professional training of the personnel of the guard units of the Operational and Rescue Service of Civil Protection, the author distinguished two components - primary vocational training in the departmental vocational schools and training of personnel directly in the work unit. It is established that for the development of professional knowledge, skills of rescuers, for maintaining a high level of operational readiness of duty guards, in the structural divisions of the Operational and Rescue Service of Civil Protection there is a continuous, year- round training system - independent and professional training. The modern period in the professional training of rescuers is characterized by the lack of a proactive approach, insufficient attention to innovative methods of training the personnel of operational units.
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Sheludko, Inna, and Mykola Bondarenko. "Professional Education Management: Comparative Analysis of Ukraine and European Countries’ Experience." Comparative Professional Pedagogy 8, no. 2 (June 1, 2018): 90–94. http://dx.doi.org/10.2478/rpp-2018-0024.
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AbstractThe comparative analysis of modern foreign concepts and systems of professional training of specialists in Western European countries has been carried out. Leading ideas, principles and regularities of the development of continuous professional education have been revealed. It has been stated that most developed European countries gradually reduce vocational education. At the same time, vocational and technical profiles of upper secondary education, which exist almost everywhere, with the exception of Great Britain, are actively developing. The consequence of these changes is the disappearance of many training profiles. Everywhere there is a tendency to prepare workers of advanced specialties. Today, European countries are working to solve the problem of “reducing training profiles to the minimum number”. At the same time profiling of high school is carried out. Different approaches to reforming the system of vocational education management in the countries of the world have been highlighted. Particular attention has been paid to the main areas of modernization of vocational education as a component of continuing education, the management of this process at the state, regional and local levels. Comparative analysis of materials in these areas has been carried out, the results of which suggest that the modernization of vocational education management in foreign countries is carried out using the principle of decentralization on the basis of the developed and adopted at the state level regulatory and legal basis. All countries have a clear division of powers at all levels of government (state, regional, local).
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Rohmadiyah, Bulan, M. Afif Zamroni, and Ismawati. "Principal Strategies in School Management at the State Vocational High School." Kharisma: Jurnal Administrasi dan Manajemen Pendidikan 3, no. 1 (March 12, 2024): 1–15. http://dx.doi.org/10.59373/kharisma.v3i1.43.
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This article aims to describe the principal's management in implementing education management in vocational high schools. This article uses case study research with data collection from observation interviews and documentation. The informants consist of the principal, vice principal, teachers, staff, and some school members. The findings of this study are Program implementation at SMK Negeri 1 Dlanggu has a prominent position compared to other elements of the education management standard. Each program is implemented by each school community with a high level of awareness and with a predetermined division of tasks. Monitoring and evaluation are carried out based on the education management standards that have been set. School leadership at SMK Negeri 1 Dlanggu follows the education management standard. This can be seen from the hierarchical structure consisting of the Principal, Vice Principal, and Affairs Coordinator. Each member of the leadership team is aware of their respective roles and responsibilities, and they work collaboratively to improve overall school management, with the ultimate goal of achieving educational excellence. The development of the management information system shows relatively good results, although there is still room for further improvement in the utilization of resources to facilitate school administration and management.
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Dong, Xiujuan. "Discussion on the Strategy of Improving Professional Quality for Vocational Students in the New Era." Lifelong Education 9, no. 6 (September 28, 2020): 93. http://dx.doi.org/10.18282/le.v9i6.1309.
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with the rapid development of the global economy and the diversification of social structure, the division of work in present social sectors is becoming more and more detailed. The state has put forward higher standards for professional talents in terms of professional quality and employability. With the increasingly fierce competition for employment in society, the situation of higher vocational education is becoming more and more severe. How to change the employment concept and reform the training mode of vocational talents, as well as improve the vocational quality and employability of higher vocational students, has become an urgent problem for educators to explore and solve.
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Віталій Свиридюк. "FEATURES OF FUTURE ELECTRICIANS’ PROFESSIONAL TRAINING FOR REPAIR AND MAINTENANCE OF ELECTRICAL EQUIPMENT IN VOCATIONAL EDUCATION INSTITUTIONS." Problems of Modern Teacher Training, no. 2(22) (October 1, 2021): 142–49. http://dx.doi.org/10.31499/2307-4914.2(22).2020.219582.
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The article analyzes the regulatory framework for future electricians’ professional training in the repair and maintenance of electrical equipment in vocational education institutions. A typical basic structure for the training of skilled workers has been presented in the article. Subjects that are included in general professional training, professional-theoretical training, professional-practical training are indicated. It has been emphasized that the standard basic structure establishes the total amount of time and its division into sections of working curricula of vocational training in professions for which the state standards of vocational education or standard curricula are not approved. The educational institution on the basis of the Standard basic structure independently determines the forms and methods of training, the term of vocational training, the content and frequency of control overtraining. According to the author, the distribution of general and vocational subjects should be as follows: general education creates a basis for general technical, and that, in turn, for special vocational. Ways to improve the educational process in vocational education institutions have been outlined, taking into account the problem of the relationship between general education and vocational training. It is emphasized that the relationship of general and vocational education ensures the formation of professionally significant qualities of the student's personality, because it contributes to the formation of a positive attitude to work in general, to his profession, which becomes the primary source of creative personality of the future specialist. The relationship of general and vocational education provides the formation of professionally significant qualities of the student's personality because it contributes to the formation of a positive attitude to work in general, to their profession, which becomes the primary source of creative personality of the future specialist.
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Smak, Magdalena. "Models of private sector involvement in vocational education and training." European Journal of Teaching and Education 4, no. 1 (April 20, 2022): 37–47. http://dx.doi.org/10.33422/ejte.v4i1.746.
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Since 2008 youth unemployment and poverty have been a challenge for many countries. In order to equip young people in practical knowledge and skills and help them in transition to labour market governments started to invest in vocation education and training (VET). However effective VET is hard to build. In the text I analyse qualitatively data from 23 national reports covering VET systems prepared during Torino Process for European Training Foundation (ETF). The analysis shows that there are many obstacles to overcome: low prestige and attractiveness of VET for youngsters and their parents, aging work force, pending reforms on school management, ability to form partnerships between public and private sector. The text describes successes and challenges connected to private sector involvement in VET and builds on a theory of partnerships from Marriot and Goyder (2009) and Hands (2005). Additionally the paper provides examples of good practices, such as: clear division of responsibilities between schools and employers, tax incentives for employers, cooperation between state, university and companies.
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Robertson, Catherine. "Contributor biographies." Journal of Vocational, Adult and Continuing Education and Training 6, no. 1 (October 20, 2023): 4. http://dx.doi.org/10.14426/jovacet.v6i1.319.
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Ms Kaylianne Aploon-Zokufa Kaylianne Aploon-Zokufa is a lecturer in the Institute for Post-School Studies (IPSS) in the Faculty of Education at the University of the Western Cape (UWC). She is a PhD candidate and her research topic is: ‘An investigation into how mature women ECD (early childhood development) practitioners access higher education through the BEd Foundation Phase programme’.
Prof. Suzanne Bester Suzanne Bester is an associate professor and healthcare practitioner in educational psychology. She is employed by the University of Pretoria in the Department of Educational Psychology, where she has gained extensive experience in, amongst others, clinical supervision of students in educational psychology. Together with her students, she consults with children, adolescents, and their families in the treatment of diverse psychological challenges. She has a special interest in the assessment and diagnosis of neurodevelopmental disorders in children.
Dr Helen Brown Helen Brown is a PhD fellow in the IPSS in the Faculty of Education at the UWC. She is also a member of the Strategy and Research Division of the Manufacturing, Engineering and Related Services Sector Education and Training Authority. Her PhD in education focused on artisan trade testing in the engineering technical and vocational education and training space (TVET). Her work in quality development of vocational education and training (VET) systems has been in the areas of large-scale competence diagnostics, professional development of TVET college lecturers, information and communications technology (ICT) teaching and learning platforms, and skills for the industrialisation of new product innovations.
Dr Marcus Brändle Marcus Brändle is a member of the Faculty of Management, Economics and Social Sciences at the University of Stuttgart. He has been working in the Department of Vocational Education with a focus on Teaching Technology (BPT) since 2018. His research interests include competency research for the interdisciplinary school subject, Science and Technology, as well as digitisation and digitisation-related competencies of teachers and student teachers in Germany and internationally.
Ms Stefanie Holler Stefanie Holler is a research fellow in the Department of Vocational Education with a focus on Teaching Technology at the University of Stuttgart. Her research focus is professional development of TVET lecturers (with a particular focus on South Africa), digital teaching and learning, as well as language, literacy, and learning in the STEM (science, technology, engineering and mathematics) disciplines. She has teaching experience in the engineering fields of study in Germany and, in research and development projects, has trained TVET lecturers in South Africa.
Prof. Wayne Hugo Wayne Hugo is a member of the Department of Education and Development in the Faculty of Education at the University of KwaZulu-Natal. He is dedicated to pursuing how education and learning function as mechanisms across various sectors of education (academic, technical, vocational, and occupational), different modalities (contact, hybrid, online), different scales (from neuron to international), and different types of learning mechanisms (artificial and natural).
Dr Musa Mokoena Musa Mokoena is a member of the Department of Education and Development in the Faculty of Education at the University of KwaZulu-Natal and holds a PhD in education and development from this university. He has over 30 years’ experience in TVET in Eswatini and as a lecturer and later principal at two TVET colleges, the Swaziland College of Technology and the Vocational and Commercial Training Institute, Matsapa.
Dr Ian Moll Ian Moll is a research fellow at the Centre for Researching Education and Labour (REAL) at the University of the Witwatersrand, having retired from the Division of Educational Technology at the university in 2021. With a PhD in cognitive science and education from the University of Geneva, his interests lie in theoretical psychology; knowledge, work and skill; the networked society; learning and pedagogy; and educational technology.
Mr Mbofheni Abbie Mulaudzi Mbofheni Mulaudzi is a member of the Department of Mathematics, Natural Sciences and Technology Education in the Faculty of Education at the University of the Free State. He is a teacher educator and an emerging researcher who is establishing himself as a leading voice in the field of electrical engineering education. He is known for his innovative approaches to technical teacher training and for his commitment to quality teaching and training.
Dr Seamus Needham Seamus Needham is the Acting Director of the IPSS in the Faculty of Education at the UWC. He has been active in vocational education, policy and development for about 25 years.
Ms Victoria NepembeVictoria Nepembe is a member of the Department of Secondary Education in the Faculty of Education at Rhodes University. She is a PhD scholar in the faculty and, has used her experience with digital technologies in TVET colleges to research technological pedagogical content knowledge among instructors. Her goal is to understand how the three areas of knowledge enforce effective integration of technology and teaching at vocational schools.
Prof. Joy Papier Joy Papier is the National Research Foundation Chair: TVET at the IPSS in the Faculty of Education at the UWC. She has published on vocational and general teacher education in several academic journals, presented at conferences and on public panels, participates in national government task teams, and is an external examiner for numerous postgraduate dissertations in the field of TVET. She has been actively involved in TVET research, policy development, and capacity-building for over 25 years.
Dr Benjamin Seleke Benjamin Seleke is a member of the Department of Sciences and Technology Education in the Faculty of Education at Walter Sisulu University. He is a prominent teacher educator specialising in technology education and TVET. Renowned for his work on problem-based learning and the infusion of indigenous knowledge, he advocates for an inclusive curriculum. He also champions continuous professional development and extends his expertise to those working in adult and community education.
Dr Clement Simuja Clement Simuja is a senior lecturer in the Department of Secondary Education in the Faculty of Education at Rhodes University. He has spent a decade researching the integration of digital technology at schools and universities and in adult learning. His research involves the intricate interaction between content, pedagogy and technology in digital education, specifically concerning the obstacles encountered in technology-based education implementation.
Dr Nixon Teis Nixon Teis is a teacher educator and researcher and the former Head of School of Mathematics, Natural Sciences and Technology Education at the University of the Free State. His research interests are in teacher knowledge, with a discipline-specific focus on technical teacher knowledge, teacher professional development, and the impact of technological advancements on technical teacher knowledge and capacity.
Prof. Bernd Zinn Bernd Zinn is a professor of vocational education with a focus on technology didactics at the Institute of Educational Science at the University of Stuttgart. His research focuses on teacher training, educational technologies, teaching and learning processes, competence development, as well as inclusion and dealing with heterogeneity in technical education and training.
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Khalaf, Rasha Aeada. "The Effect of the Flexibility and Clarification Strategies On Achievement and Improvement of Linguistic Intelligence Skills and Attitudes Towards Arabic Language Subject for Vocational Education Students in Iraq." Journal of AlMaarif University College 32, no. 4 (October 31, 2021): 163–99. http://dx.doi.org/10.51345/.v32i4.429.g247.
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The study aimed to identify the impact of the flexibility and clarification strategies on achievement and improvement of linguistic intelligence skills and attitudes towards the Arabic language subject among vocational education students in Iraq. The study adopted the semi-experimental approach, through application on two experimental and control groups of vocational education students in Iraq. The researcher selected two divisions of vocational education students in Iraq: (30) students in the experimental group and (30) students in the control group, so that the educational program was applied to the experimental group, and the control group was taught in the usual way. The educational program, the linguistic intelligence test, and the achievement test were used, and after performing the statistical treatment, the study reached the following results: There are no statistically significant differences at the level of (0.05) in the degree of achievement attributable to the student's gender, where the value of (P) is (1.43), which is not significant. Statistically, there are no statistically significant differences at the level of (0.05) in the degree of achievement due to the interaction between the group and the sex of the student, as the value of (P) reached (2.98) and it is not statistically significant, there are no statistically significant differences at the level of (0.05) In the degree of total linguistic intelligence attributable to the sex of the student, where the value of (P) was (7.09), which is not statistically significant, and there are no statistically significant differences at the level of (0.05) in the degree of total linguistic intelligence due to the interaction between the group and the student’s sex, where the value reached (P) (2.93) which is not statistically significant. The study recommended the importance of focusing in the classroom on basic skills in reading and writing, given that these skills have a great role in providing them with the necessary skills that will help them in the future in mastering the skills of reading and writing, and the focus of Arabic language curricula - specifically the lower basic stage - on investigation and storming skills. The teacher’s guide included some examples of study plans implemented through investigation and others through brainstorming.
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Koshkina, Olga A., and Alevtina N. Sergeeva. "The State Optical Institute in Evacuation (1941–45): Documents from the State Archive of the Mari El Republic." Herald of an archivist, no. 2 (2022): 396–407. http://dx.doi.org/10.28995/2073-0101-2022-2-396-407.
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The article analyzes documents from the fonds of the State Archive of the Mari El Republic (GARME) and considers the circumstances of the State Optical Institute (GOI) under the People’s Commissariat of Armament of the USSR evacuated to the city of Yoshkar-Ola of the Mari ASSR in the days of the Great Patriotic War. The authors study materials from the fonds of departments for economic arrangement of evacuated population under the Council of People's Commissars of the Mari ASSR and the Executive Committee of the Yoshkar-Ola City Council of Workers’ Deputies of the Mari ASSR; those of the M. Gorky Volga State Forestry Institute; the Ministry for Higher and Specialized Secondary Education of the RSFSR; the Directorate for Vocational and Technical Education under the Council of Ministers of the Mari ASSR; the Mari Republican and Yoshkar-Ola City Committees of the Communist Party of the RSFSR; the Council of Ministers of the Mari ASSR. They focus on the working conditions in the institute and its structural divisions, trends of scientific research, provision of its employees. On July 11, 1941, the State Defense Committee of the USSR issued a decree “On the Evacuation of Industrial Enterprises,” according to which the GOI was transferred from Leningrad to Yoshkar-Ola. The institute’s output was scientific work in the field of optics, both theoretical and applied, calculation of optical systems, design of optical devices and their prototypes, as well as research of new types of optical glass and its technology. In the years of the GOI’s evacuation to Yoshkar-Ola (1941 to 1945), more than 70 types of optical devices were invented. The Institute performed scientific and technical management of the optical industry factories work, covered defense requests, including supervising the production activities of one of the optical industry enterprises evacuated to Yoshkar-Ola, factory no. 297 of the People’s Commissariat of Armament (now a leading enterprise of the Mari El Republic, Mari Machine-Building Factory). The best work of the GOI scientists was awarded state awards, and even Stalin Prize. The complex of archival documents from the fonds of the State Military Academy of Economics, which has been introduced into scientific use, reflects the role of the party and state bodies of the Mari ASSR in organizing reception and accommodation of and assistance to scientists, engineers, designers, qualified workers of the State Optical Institute under the People's Commissariat of Armament in pilot production of new weapons samples for the Red Army, which was of particular importance in the wartime.
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Andress, K. "(A32) Emergency Preparedness in Louisiana Nursing Programs – Response Roles, Impacts, and Competencies." Prehospital and Disaster Medicine 26, S1 (May 2011): s9—s10. http://dx.doi.org/10.1017/s1049023x11000458.
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IntroductionNurses are leaders and primary health responder/providers in natural, anthropic and technological disasters. Preparation and education for nursing emergency and disaster response should begin before nursing program graduation and before disaster events occur. In Louisiana, 17 federally-declared disaster declarations were experienced from 2000 – 2009, ranging from the Space Shuttle “Columbia” to Hurricane “Katrina”. This presentation overviews Louisiana nursing programs' disaster preparedness and operational planning as demonstrated to Louisiana's Schools of Nursing Aligned for Emergency Responsiveness (SAFER) Conference, New Orleans, 2010. Co-sponsored by Dillard University, Division of Nursing, New Orleans, and Northwestern State University, College of Nursing, Shreveport, the invitational conference brought expert nurse and physician preparedness speakers from federal, state and local venues to review disaster planning, experiences, needs, and nurse preparedness competencies with nurse faculty leadership.MethodsA multiple choice survey was developed, trialed and emailed to 42 Louisiana Nursing Programs. Programs surveyed included Associate degree, Bachelors and Graduate-level providers for Registered Nurses as well as Vocational Technical programs for the Licensed Practical Nurse. National Planning Scenario threat priorities; impacts of federally declared disasters on Louisiana nursing programs; nursing program roles in disaster; and awareness of nurse emergency preparedness competencies were queried.Results34 of 42 surveys were returned. 20 were complete. Nursing programs were located state-wide and found in 7 of 9 Louisiana regions. Surveyed programs offered a Bachelors degree (45%); Graduate degree (35%); Associate degree (35%) and vocational or Licensed Practical Nursing (35%).ConclusionsThe majority of Louisiana nursing programs and their health communities have been impacted by federally declared disasters. Coordinated efforts to improve nursing program preparedness education, roles and responsibility are warranted as vulnerability increases.
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Earnest, Steve. "Justus Leibig Universität Giessen: a New Direction in German Theatre Training." New Theatre Quarterly 19, no. 3 (August 2003): 278–85. http://dx.doi.org/10.1017/s0266464x03000174.
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Since the post-war reorganization of education that began in 1949, the purpose and nature of German theatre training has perpetuated a division between performance and technical training, provided by vocational schools (or Hochschulen), while university programmes offer degrees in Theatre Science (Theaterwissenschaft), theory, or other academic areas. The course of studies at Justus Leibig Universität Giessen is one of the first to break away from this established model, offering a hybrid programme combining the study of theory and practice. Having featured a number of international guest artists as teachers, including Robert Wilson, Heiner Müller, John Jessurun, and Heiner Goebbels, the programme continues to be a centre of innovation in the changing landscape of German theatre education. Steve Earnest is an Assistant Professor of Theatre Arts at California State University, San Bernardino. His published work includes The State Acting Academy of East Berlin (Mellen Press, 1999), and articles in Performer Training (Harwood Publishers, 2001), Theatre Journal, Western European Stages, and The Journal of Dramatic Theory and Criticism. He is also active in southern California professional theatre.
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Blagova, T. "Dynamics of the Concepts Formation of the Profession of Choreographer in Ukraine (on the Material of Creativity of P. Virsky)." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 4(86) (December 21, 2016): 24–29. http://dx.doi.org/10.35433/pedagogy.4(86).2016.24-29.
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The article substantiates the importance of artistic and pedagogical heritage of outstanding Ukrainian choreographer P. Virsky in the development of the choreographic education in Ukraine. Content analysis of the creative legacy of choreographer has compiled the dominant direction of his professional activities which provided the formation and development of folk-stage choreography. Based on personal studio, biographical and bibliographical methods the article clarified the essence of the reform choreography of P. Virsky, its importance in the formation of the concept of Ukrainian choreographers. Ballet masters in the work of P. Virsky (staging, directing and tutoring) are organically combined with teaching activities (academic, educational, organizational, educational). The important tasks in choreographic and educational work of P. Virsky in the dance team determined the inclusion of young people in national traditions, instilling moral values, sense of national dignity, deep respect for the Ukrainian choreographic culture. Theoretically aesthetic and pedagogical principles of work of the choreographer, such as an individual approach, consistency, thoroughness, integrationist vocational and practical training are systematized. The choreographer has combined artistic and pedagogical activities in the team with choreographic education, systematically advised of Amateur dance groups on the issues of formation of repertoire, subject matter, style, ideologically-shaped orientation, technique. He provided the methodological support to the organizers of choreographic initiative, workers methodological divisions of cultural institutions. A generalization of the author's methods, technologies professional choreographic and pedagogical activities of P. Virsky allowed determining their components of the national choreographic education at the present stage.
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Makarov, Sergey Ivanovich. "Modeling the assessment of the quality of students’ professional competencies development." Samara Journal of Science 9, no. 4 (November 30, 2020): 307–11. http://dx.doi.org/10.17816/snv202094307.
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Vocational training of specialists in various fields is aimed at development of a complex of qualities and competencies necessary for future professional activities. The list of professional and general competencies is regulated by the State educational standard. The assessment of the level of competencies development is a measure of the quality of graduate training. The assessment of the quality of competencies development is a measure of the effectiveness of the educational institution work and its structural divisions. It is necessary for internal and external monitoring, adjustment of the pedagogical process and rating. This determines the importance of reliable and informative analysis of how developing factors influence the final result of training. The paper proposes an analytical method for determining the weight coefficient of each developing factor in the overall assessment of the level of professional competencies development. The possibility of its use in the analysis of learning problems at individual and group levels is substantiated. It is proposed to use a matrix of information representation and elements of matrix and vector analysis for processing statistical data. The author has developed a mathematical model that describes a complex process of professional competencies development in higher education institutions. Developing factors in this model are university departments. The possibilities of using the model are discussed. The ways of eliminating the problem of matrices dimensions mismatch when solving matrix equations are indicated. The paper contains examples of the proposed model use in other aspects of the education quality study. A method for determining the integral indicator of the quality of training in all disciplines is proposed. The main conclusions and results of the research can be used directly in the educational process, in the field of education management and in methodical work.
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Есенина, Е. Ю., and А. А. Коновалов. "On the issue of the list of secondary vocational education teachers’ necessary skills." Vocational education and labour market, no. 3(50) (October 21, 2022): 6–20. http://dx.doi.org/10.52944/port.2022.50.3.009.
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Введение. Нарастающие и разноплановые требования к квалификации педагогических кадров среднего профессионального образования определили предмет данной статьи – возможные решения проблемы перечня необходимых навыков педагогических работников профессиональных образовательных организаций.Цель. Проанализировать разные подходы к формированию перечня навыков педагогов СПО и предложить пути решения проблемы повышения качества системы подготовки и профессионального развития педагогических работников российских колледжей и техникумов.Методы. Анализ научных публикаций, документов в сфере образования и труда, обобщение и систематизация полученных выводов.Результаты. Выявлены разные подходы к формированию перечня необходимых педагогу СПО навыков, характеризующие не конкретные педагогические квалификации, а педагогическую деятельность в целом, либо идеальный обобщенный портрет современного педагога, что затрудняет применить предлагаемые перечни навыков в системе подготовки педагогов и их профессионального развития, в совершенствовании процедур оценки профессионально-педагогических квалификаций. Предложен подход функционального анализа и уровневого описания требований профессионально-педагогической деятельности с последующим разделением на конкретные квалификации. Подход позволяет обеспечить подготовку, профессиональное развитие, карьерный рост педагогов СПО и объективную оценку их квалификации.Практическая значимость.Результаты исследования могут быть использованы при формировании и развитии современной системы подготовки профессионально-педагогических кадров и ДПО педагогов среднего профессионального образования.Финансирование. Исследование выполнено при финансовой поддержке Минпросвещения России в рамках государственного задания «Разработка модели формирования и совершенствования навыков педагогических кадров, включая разработку методологии современной оценки профессиональной компетентности педагогических работников системы СПО на основании мониторинга образовательной сферы и рынка труда» (прикладное исследование), № 073-00104-22-01. Introduction. The growing and diverse requirements for the VET teacher’s qualification have determined the subject of this article—possible solutions to the problem of the VET teacher’s necessary skills list.The aim of this article is to analyze different approaches to the formation of the VET teacher’s necessary skills list and suggest ways to solve the problem in order to improve the quality of the teacher’s training system and professional development in Russian colleges and technical schools.Methods. Analysis of scientific publications, documents in the field of education and labor, generalization and systematization of the findings.Results. Different approaches to the formation of the VET teacher’s skills list have been identified, which do not focus on specific pedagogical qualifications, but instead are formed around pedagogical activity in general or an ideal generalized portrait of a modern teacher, which makes it difficult to apply the proposed lists of skills in the teacher’s training system and professional development or to improve the procedures for assessing professional pedagogical qualifications. The approach of functional analysis and level description of the requirements of professional and pedagogical activity with subsequent division into specific qualifications is proposed. The approach is instrumental in VET teacher’s training, professional development, career growth and an objective assessment of their qualifications.Practical significance. The results of the study can be used in the formation and development of a modern professional and pedagogical personnel training system and further professional education for VET teachers.Funding. The research was carried out with the financial support of the Ministry of Education of the Russian Federation as part of the state task «Development of a model for the formation and improvement of the skills of teaching staff, including the development of a methodology for modern assessment of the professional competence of VET teaching staff based on monitoring the educational sphere and the labour market»
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Antonenko, Victoriya. "THE EXPENDITURES OF THE CITIES BUDGETS OF THE UKRAINIAN SSR ON THE DEVELOPMENT OF THE EDUCATIONAL AND CULTURAL INSTITUTIONS (1923–1928)." City History, Culture, Society, no. 1 (October 12, 2017): 170–90. http://dx.doi.org/10.15407/mics2016.01.170.
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The searching for new ways to finance Ukrainian education, science and culture leads to the studying of the historical experience of the previous years. These lessons could be very helpful. Nevertheless, this topic is still less researched in the Ukrainian historiography.The article deals with the problems of the material support of the educational and cultural institutions in the cities of the Ukrainian SSR during the 1920s. The main attention is paid to the highlighting of the role of the cities budgets to the problem mentioned above. The process of the legislative regulation of the financing of the educational and cultural spheres and in particular – the division of the funding for the institutions of the social education, the vocational education and the political literacy between the state and local budgets is traced on the basis of the analysis of the normative legal acts of the Ukrainian Soviet authorities. The working out the operational and reporting documentation of the different departments, statistical data and the materials of the periodicals make it possible to reveal the practical consequences of transferring a large part of education spending to the local finances. In the early 20’s XX century this decision led to the reducing of the educational institutions, the number of teachers and, of course, the number of children covered with education.Studying the expenditure part of the cities budgets allows us to determine how much money was allocated to the development of the educational and cultural institutions in 1923–1928, to outline the priority of the financing of the certain spheres and to highlight the specific appointment of the educational expenditures.The research showed that budget spending on education had been steadily increasing. Ukrainian cities spent more than 80 million rubles on the item during that period. Most of these funds were absorbed by social education institutions. The institutions of the political literacy were on the second place and the institutions of the vocational education were the last. At the same time, more than half of all the educational expenditures were spent on the salary of the pedagogical and technical workers. The Ukrainian cities directed the average 19.5 % of the total cities budgets to the development of the education and culture at the end of the 1920s. However, it was not enough to satisfy all the needs of the urban citizens. This problem waspartly solved by the transferring of some institutions on the system of patronage, partly – by the introduction of tuition fees, but mainly – by self-taxation of the population of the Ukrainian SSR.
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Bolisani, Ettore, Enrico Scarso, Malgorzata Zieba, Susanne Durst, Alexandra Zbuchea, Anna M. Lis, and Tomas Cherkos Kassaneh. "Knowledge Pills in Education and Training: A Literature Review." European Conference on Knowledge Management 23, no. 1 (August 25, 2022): 89–96. http://dx.doi.org/10.34190/eckm.23.1.796.
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Object and purpose: Knowledge pills (KPs) are a technique for transferring knowledge through short factual batches of content. In education and vocational training, they can help learners acquire specific pieces of knowledge in a few minutes, through a “microteaching” approach where learners can be involved in active and interactive exercises, quizzes, and games. Thanks to the advancements of multimedia platforms, they can contain a mix of contents, i.e.: lecturer voice, images, videos, or other e-learning applications. This paper explores the state-of-the-art literature on KPs, with a special focus on their actual use as a mechanism to boost effective knowledge transfer and learning processes. The goals are a) to clarify the definition and peculiar characteristics of KPs; b) to classify their main typologies; c) to analyse their implications under a knowledge management perspective, and d) to highlight actual application fields, pros, and possible cons. Methodology: This study is based on a literature review by means of a search in global citation databases and on a snowball effect, with collective participation and sharing among all the authors. The articles found were then selected and carefully analysed. Findings: The advantages of KPs can be related to the division of knowledge into small parts, which also fits today’s needs of learners to “study faster” and acquire the specifically required knowledge. In addition, KPs are made of reusable materials and can be more easily updated than traditional supports. Possible limits are that designing a KP can be difficult, and careful consideration of the actual learning process and the mechanism by which a certain type of knowledge is transferred from a “knower” to a “learner” is required. Research limitations: Research is based on a limited literature review. However, this limitation is going to be overcome in future research. Practical implications: Findings provide useful insights not only for academics and researchers but also for teachers and trainers dealing with all types of education.
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Kravchenko, Oksana, and Halyna Kucher. "Social protection of ATO/OUF veterans and their families at the community level." Social work and education 9, no. 2 (June 30, 2022): 197–209. http://dx.doi.org/10.25128/2520-6230.22.2.2.
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The article describes the Uman territorial community as a social community thanks to its extensive system of social institutions, the implementation of the best international practices, the constant expansion of the social welfare spectrum, the focus on the needs of every individual and the necessity to satisfy those needs according to state standards. At the same time, the community establishes a social protection system (social services and social security) for ATO/OUF participants and their families. For this purpose, four social protection programs for 2021-2025 period have been developed and approved for ATO/OUF participants and the families of the fallen (integrated health, welfare, social security programs, adaptation, psychological rehabilitation, vocational training (retraining) for the anti-terrorist operation participants, the families of the Heavenly Hundred, the victims of the Revolution of Dignity, and fighter - volunteers; housing provision for 2021-2025 period for the participants of the anti-terrorist operation/operation of the joint forces and volunteer fighters who participated in the protection of territorial integrity and state sovereignty in the East of Ukraine and for their family members; "Care" social assistance for 2021-2027; national-patriotic education for children and youth for 2021-2025); an Assistance Center has been established for the Participants of the Anti-Terrorist Operation; there has been established the division of military personnel adaptation, assistance for the participants of the anti-terrorist operation, deportees and labor migrants; benefits and social guarantees are provided to participants (utility reimbursement , free meals in preschool and secondary schools for children of ATO participants, rehabilitation in a summer health camp, provision of a one-time financial assistance, free public transportation within the city, purchase of cold water meters, free education for children of the fallen ATO participants in art schools, etc.), medical and psychological assistance is provided in "Harmony" Rehabilitation Complex for People with Special Needs, professional rehabilitation, sports rehabilitation, employment, informational and explanatory work, etc. are provided.
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Lappalainen, Sirpa, Reetta Mietola, and Elina Lahelma. "Gendered divisions on classed routes to vocational education." Gender and Education 25, no. 2 (March 2013): 189–205. http://dx.doi.org/10.1080/09540253.2012.740445.
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Elabbar, Ageila Ali. "Strategic Pause on the National Libyan Education Reform Plan: Insights & Enhanced Tactics." International Journal of Education 13, no. 3 (September 12, 2021): 29. http://dx.doi.org/10.5296/ije.v13i3.19007.
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Primarily based on the strategic pillars presented in the essential plan titled: "National Libyan Public Education Reform: Entire Transformative Strategies 2020–2026" (Published: November 2017), which proposed comprehensive bases for reforming Libyan public education as a reflection on the problems that the whole Libyan public/private education system have faced due to still-existing circumstances. It divided the entire reform strategy into six years of definite procedures designed to solve the revealed problems through gradual, ongoing actions. This essential plan was followed by a detailed executive paper on the same reverence plan titled "Contextualizing the First Two Years of the Libyan Education Reform Proposed Strategies (2020–2026): Targeted Candidates and Reflective Activities" (Published: May 2018), which explained in detail the projected (Phase I) actions of the first two years of the plan. (Phase II) of applying such a plan was explained in a paper titled "Employing the Subsequent Four Years of the Libyan Education Reform Strategy: Administrations and Contributors" (Published: January 2019), which extensively described the four executive years of the reform strategy with considerations to the constitutional laws or the existing educational regulations in the country.This associated project aimed to obtain a deeper understanding and awareness of the consequences and variables resulting from the remaining state instability for over (10) years (2011-2021) in general, and from (2017-2021) in particular, along with an assessment of the impacts of the coronavirus (COVID-19) on the whole educational system in Libya. This comprehensive work is a result of (16) months of field qualitative study (&), which predominantly depended on the pillars of the suggested plan to professionally determine whether the projected National Reform Plan for the entire Libyan education system is still valuable to apply, or if it needs to be modified, developed, or even changed in some of its aspects or in one/all its phases. The significance of obtaining this field work emerged after the increase of great challenges that revealed problems faced by/facing the entire State of Libya: for instance, the effects of civil wars, a prolonged time of sharp institutional division (East and West), and a tremendous deficit (damage) in most education infrastructures and interferences, in addition to the almost non-existence of QAs, CPD, research, technology, and teaching facilities inside public schools, universities, and even in the vocational sector. This is in addition to the deep effects of the continued lack of a clear policy of education and the approximate non-existence of a clear and authentic Vision, Mission, and Goals (VMG) or sequenced tactics of leadership and lifelong learning for educators, inspectors, social workers, education administrators, TAs, and university lecturers, etc.This field study uncovered profound problems in the entire Libyan education system, which might lead to a complete collapse or major failures if it remains as it is now. It also re-verified the still-valued proposed National Libyan Public Education Reform (NLPER) strategy in combination with contemporary innovative concepts, added stakeholders, and developed tactical leadership philosophies and active crisis management techniques, all to be contained in a developed (7) years of reform strategy and tactics instead of the (6) suggested years, which will immediately take place (the updated Reform Plan) as a response to the findings of this study.
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Solov'eva, Svetlana V., and Elena Yu Bolotova. "“"O field, field! Who has strewn you with dead bones?!". From the memoirs of the defender of Stalingrad, political officer P. V. Tkachenko. August 1942." Herald of an archivist, no. 2 (2024): 566–78. http://dx.doi.org/10.28995/2073-0101-2024-2-566-578.
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In the personal fund R-2808 "Boris Sergeevich Abalikhin - Doctor of Historical Sciences, Professor" of the State Archive of the Volgograd Region (SAVR) the authors identified a personal letter from the academic secretary of the regional center of the Saratov State Pedagogical Institute, Associate Professor Pyotr Vasilievich Tkachenko to the rector of the Volgograd State Pedagogical University V. I. Danilchuk and Academician B. S. Abalikhin. S. Abalikhin, dated by postmark November 18, 1993. On the envelope on the diagonal large "V. I. personally” was diagonally written. It was received in Volgograd on November 21, 1993. The letter bears the rector's visa - "to Vice-Rector N. K. Sergeev, to Academician B. S. Abalikhin.” Most likely, the letter was written after the regional meeting on vocational guidance work, at which V. I. Danilchuk spoke. The meeting with his colleague from Volgograd revitalized P. V. Tkachenko's Stalingrad memories associated with the Great Patriotic War. In his letter, the events of the Battle of Stalingrad and the battles for Orlovka come to life in his memory. Biographical information is drawn from the personal file of Associate Professor P. V. Tkachenko, kept in the archive of the N. G. Chernyshevsky Saratov National Research State University. It contains an autobiography, personal record sheet, certificate of school department of Krasnokutsk Pedagogical College, diploma of Saratov State Pedagogical Institute, diploma of candidate of sciences and certificate of associate professor, characteristics, list of scientific works, award list, certificates, statements, decision of the Ministry of Education of the RSFSR on awarding, excerpt from the order on declaring gratitude to the participants of the Battle of Stalingrad. The Book of Memory of the Saratov region contains information about the military service of P. V. Tkachenko. In 2023 Volgograd and the whole country celebrated a significant event, a landmark for the historic victory in the Great Patriotic War - the 80th anniversary of the defeat of Nazi troops by Soviet troops in the Battle of Stalingrad. In the state plan of celebration, approved by the President of the Russian Federation V. V. Putin, special attention was paid to the activities associated with the personification of the great feats of the heroes of the Battle of Stalingrad. It seems that the introduction of this letter into scientific circulation will complete the picture of the Battle of Stalingrad through the prism of the memories of 79-year-old political officer of the 7th company of the 724th rifle regiment of the 315th Siberian rifle division Pyotr Vasilievich Tkachenko. The letter is autograph, has a handwritten form and is written on yellowed paper. The date of writing is missing.
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Shipilova, Yu V., N. G. Smirnyh, O. Yu Kozlova, and L. V. Kurchevskaya. "Targeted training in the system of secondary vocational education of Roszheldor. Organization of work, prospects, problems." Transport Technician: Education and Practice 4, no. 3 (September 9, 2023): 253–58. http://dx.doi.org/10.46684/2687-1033.2023.3.253-258.
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The training of graduates of secondary vocational education for JSC “Russian Railways” in targeted training at the branch of the RSTU in Voronezh was analyzed.The main results of the study are presented, the features of the organization of targeted training, based on many years of experience, are noted. An assessment is made of the need to select applicants for targeted training by the structural divisions of Russian Railways. The eff ectiveness of targeted training based on the results of graduation from the department of secondary vocational education of the RSTU branch in Voronezh over the past three years is shown. Of the total number of graduates with a target area, 100 % are employed in divisions of Russian Railways. Graduates who studied under targeted contracts are 100 % fi xed in their places of work.The branch attaches great importance to vocational guidance work with schoolchildren. The branch of RSTU in Voronezh became a participant in an experiment on the development, testing and implementation of a new educational technology for designing educational programs for secondary vocational education within the framework of the federal project “Professionalitet”. Currently, active work is underway to prepare for the implementation of this line of activity by the branch with the participation of industry enterprises.The factors of interaction between an educational institution of secondary vocational education, subordinated to Roszheldor, and an employer to improve the targeted training of graduates of secondary vocational education are considered.
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Hyland, Terry. "The Repair Shop as a Sign of the Cultural Resurgence of Craft and Manual Work." Advances in Social Sciences Research Journal 8, no. 3 (April 1, 2021): 459–66. http://dx.doi.org/10.14738/assrj.84.9894.
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Given the low standing of vocational studies in English education and other systems around the world at the present time, it is refreshing to note the resurgence of interest in craft and manual work. The currently popular BBC programme, The Repair Shop, is a celebration of this renewed interest and offers an especially graphic representation of the virtues and values of craft and handwork. It is suggested that such example of cultural practice can help towards the enhancement of vocational education and training in schools and colleges, and assist in bridging of the divisions between academic and vocational studies at all levels of education systems.
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Колосов, Егор Александрович. "MODERN STATE OF PROFESSIONAL EDUCATION." Pedagogical Review, no. 6(34) (December 14, 2020): 91–97. http://dx.doi.org/10.23951/2307-6127-2020-6-91-97.
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Анализируется современное состояние профессионального образования, которое рассматривается как социальный феномен. Представлены характеристики профессионального образования как составляющей образовательной системы. Отмечается, что современное состояние профессионального образования находится на уровне модернизации в пользу использования инновационных образовательных технологий. Акцентируется внимание на главной тенденции современного профессионального образования – его цифровизации. Ситуация, вызванная COVID-19, привела к тому, что образовательные учреждения были вынуждены перейти на новые форматы обучения (дистанционное и онлайн-обучение). Основными факторами, повлиявшими на данную ситуацию, названы пандемия COVID-19, накопленный международный опыт, современные потребности общества и рыночной экономики. Несмотря на технологические и организационные трудности, выработаны общие подходы к профессиональному обучению дистанционно и онлайн, создана база образовательного контента. The article analyzes the current state of vocational education. Vocational education is considered as a social phenomenon. The characteristics of vocational education as a component of the educational system at the present stage of development are presented. It is noted that the current state of vocational education is at the level of modernization in favor of the use of innovative educational technologies. Attention is focused on the main trend of modern professional education – its digitalization. Integration of the Russian vocational education system into the world educational system is one of the priorities of the state educational policy. It is noted that the basis of modern vocational education is at the level of modernization in favor of the use of innovative educational technologies. The principles underlying modern education are highlighted: continuity, practice-orientedness, integration, continuous professional development, learning “online + offline. The situation caused by the coronavirus COVID-19 led to the fact that educational institutions were forced to switch to new formats of education (distance and online learning). The main factors that influenced this situation are the COVID-19 pandemic, the accumulated international experience, the modern needs of society and the market economy. It is noted that, despite the technological and organizational difficulties, common approaches to professional training remotely and online were developed, a database of educational content was created.
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Kurniati, Dewi, Munawir Yusuf, Subagya Subagya, and Joko Yuwono. "Vocational Skills Education at Semarang State Special School." INCLUSIVE EDUCATION 1, no. 2 (July 8, 2023): 139–50. http://dx.doi.org/10.57142/inclusion.v1i2.16.
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Every child must have life skills from the results of the educational process, especially mentally retarded children. Vocational skills education is one of the learning models used in special schools to train life skills in mentally retarded children. The purpose of this research is to analyze and describe vocational skills education held at Semarang State Special School. The research method uses descriptive qualitative. The subjects of this study were the principal and teachers of Semarang State Special School. The results of the study show that the implementation of vocational education is in accordance with the interests of the talents possessed by students. Vocational education is carried out with careful and systematic planning in achieving the goals of the education. Students must have personal, social, and economic independence. Vocational education is carried out by teachers who already have vocational skills so that the material provided is in accordance with the teacher's expertise. The school provides several types of skills, including ceramics, wood crafts, batik, beauty, fashion, cooking, agriculture, automotive, IT, and housekeeping.
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Raffe, David. "Modular strategies for overcoming academic/vocational divisions: issues arising from the Scottish experience." Journal of Education Policy 9, no. 2 (April 1994): 141–54. http://dx.doi.org/10.1080/0268093940090203.
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Sadovaya, E. "Social Challenges of the Digital Economy: Russia in a Global Context." World Economy and International Relations 65, no. 9 (2021): 14–24. http://dx.doi.org/10.20542/0131-2227-2021-65-9-14-24.
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The subject of the research is the challenges of the digital economy for the employment sector in Russia. The need to reduce costs in the face of a deteriorating situation in the global economy is a factor in accelerating the digital transformation of employment in the country. The transformation is carried out through the automation of the main business processes, as well as through the development of platform employment formats. Specific features of the process of digital transformation of employment form the shape of the development of the Russian labor market in the post- Soviet period. Its main factor was the country’s entry into the global system of division of labor, which led to the formation of the modern structure of employment. The economy of Russia, recognized as raw material, turned out to be “commercial” in terms of employment, since it was this industry that created the bulk of jobs during that period. The commerce sector, which had high growth potential in the early 1990s in Russia, provided jobs for all those labor resources that were released from the industry. However, at the moment this source has been exhausted. Digitalization threatens the most labor-intensive sectors of the Russian economy. Commerce turns out to be the first industry to undergo automation and digitalization of jobs. At the same time, the most massive professions (accountants, bank employees, HR specialists, salesmen, cashiers, couriers, security guards, secretaries, packers, call center workers, drivers) are under the threat of “disappearance”, while new ones in demand by the market are more likely “unique” and they are mostly associated with robotization, digitalization and biotechnology. The unmet demand for these professions is a reflection of the complexities of training highly qualified interdisciplinary specialists and not a physical shortage of labor resources, and this is a serious challenge for the vocational education system. The study aims to gain a deeper understanding of the processes taking place in the social and labor sphere in Russia, to create a conceptual basis for the development of a socio-economic policy of the state that adequately responds to the challenges of the digitalization of the economy. Acknowledgements. The article was prepared within the project “Post-crisis world order: challenges and technologies, competition and cooperation” supported by the grant from Ministry of Science and Higher Education of the Russian Federation program for research projects in priority areas of scientific and technological development (Agreement № 075-15-2020-783).
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Thinh, Pham Van. "State management of vocational education in Vietnam: Inconstancy in the past and present challenges." International Journal of Multidisciplinary Research and Growth Evaluation 5, no. 2 (2024): 66–71. http://dx.doi.org/10.54660/.ijmrge.2024.5.2.66-71.
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Vocational education is a level of the national education system, providing primary, intermediate, college and other vocational training programs. Vocational education has been formed and developed in Vietnam since 1945 until now as an inevitable requirement of the economy and society. This article presents state management activities for vocational education through periods and connects them to outline the ups and downs in the past and current challenges. The results show that state management activities are a major concern of the Vietnamese Government in all historical periods. Although it continuously shows worried and concern, the Government squirms and has not found any feasible solution in real terms to manage vocational education effectively. After nearly 80 years of construction and development, Vietnamese education has the opportunity to approach concept of vocational education in the world; The Government has institutionalized a number of viewpoints, guidelines and policies to develop vocational education. State management of vocational education in Vietnam today still has many existing challenges.
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MARKOVA, V. M., and M. S. MEFANIK. "FUNCTIONS OF PROFESSIONAL TRAINING OF STUDENTS OF PROFESSIONAL AND TECHNICAL EDUCATION INSTITUTIONS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 82–89. http://dx.doi.org/10.31494/2412-9208-2021-1-3-82-89.
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The article analyzes the functions of vocational training of students of vocational education institutions. The analysis showed that it is possible to distinguish the following functions: cognitive function, personality development function, socialization function, cultural-humanistic function and technological function. Given the above, the implementation of the functions defined by scientists is entrusted directly to specific institutions that are specially created in the system of vocational education as "educational institutions that meet the needs of citizens in quality vocational education, mastery of working professions, qualifications, specialties according to their interests , state of health, abilities ". It is investigated that vocational education is the only field that specializes in the reproduction of the leading component - skilled workers for all branches of intangible and tangible production, as well as for various types of production activities of the future specialist. It is noted that the modern system of vocational education is branched with established traditions, which at the present stage is in a state of restructuring and reorientation in accordance with the requirements of society and the state, trends in such education abroad, new socio-economic conditions of the state. The main powers and activities of the vocational education institution are identified, including: organization of the educational process, educational-methodical, educational-production, educational, production-commercial and financial-economic activity; selection of forms and methods of training of future representatives of production; development of working curricula and programs on the basis of standard curricula and programs, determination of the regional component of the content of vocational education, which are approved in the prescribed manner. The specifics of vocational training of students of vocational education institutions are studied. Key words: vocational education institution, vocational training, vocational education, engineer-teacher, vocational education specialists, students of vocational education institutions, functions of vocational training.
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Piskorskaya, S. Yu. "Communications in vocational education." Professional education in the modern world 12, no. 4 (March 26, 2023): 636–41. http://dx.doi.org/10.20913/2618-7515-2022-4-3.
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Introduction. The article considers vocational education in the aspect of the relationship between the educational organization, the real sectors of the economy and the state. Purpose setting. The objectives of the study are to identify the reasons for employers» dissatisfaction with the quality of training of graduates of educational organizations and to search for options for modernizing the system of vocational education by establishing a correspondence between the needs of business and industry.Methodology and methods of the study. The research methodology is based on a philosophical understanding of the main components of vocational education that are responsible for the quality of graduate training.Results. As a result of the analysis of the content and organizational components of education, it was revealed that the state policy of the Russian Federation dictates the need to modernize the system of vocational education in terms of establishing close ties (professional communications) between universities, business, industries and the state.Conclusion. It is noted that such communications should be considered as business communications, since this makes it possible to consider professional education in the context of an interdisciplinary approach, in which not only professional and applied, but also supra-professional competencies necessary for employers are formed. A list of academic disciplines is given that reveals certain aspects of communications from the economic, informational, technological and organizational side. It has been established that the most important task is to train managers who will develop certain technological projects and then implement them in the form of specific products, systems, services. The main problems, tasks, principles and mechanisms of training and retraining of personnel are identified, and possible results are presented. It is noted that educational programs should be built not only on in-depth fundamental training, but also on the interdisciplinarity of projects, the development of programs in agreement with enterprises, and the organization of training specialists using project- oriented technologies. It has been proved that focus on the real sectors of the economy, interaction with industry enterprises will make Russian education an important tool for the scientific and technological development of the country.
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MINOWA, Masahiro, and Shuichi KATAI. "The State of Moxibustion Education on Japanese Vocational College Education." Zen Nihon Shinkyu Gakkai zasshi (Journal of the Japan Society of Acupuncture and Moxibustion) 57, no. 5 (2007): 646–57. http://dx.doi.org/10.3777/jjsam.57.646.
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Stoychyk, Tetyana. "STANDARDIZATION IN THE SYSTEM OF VOCATIONAL EDUCATION AND TRAINING." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (7) (2018): 66–69. http://dx.doi.org/10.17721/2415-3699.2018.7.18.
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The question of standardization of education as a component of determining the level of its quality is considered on the basis of regulation mechanisms and evaluative technologies – state attestation and accreditation of educational institutions. The attempt to streamline the conceptual apparatus of the current legislation in the field of vocational education in accordance to the requirements of modernity in particular includes the terms "standard", "state social standards", "standard of education", "state standard of vocational (vocational) education", "service of education" ; certain objects of standardization (the content of vocational education and its formation system); forms and periodicity of checking the level of knowledge, skills and professional qualifications of students, students of vocational education institutions; means of qualification certification of graduates; educational and planning documentation. It is emphasized the importance of introducing into the system of vocational education such concepts as "state standard" and "professional standard". The author's vision of improvement of the current legislation is proposed by specifying the tasks of professional education in the light of the draft Law of Ukraine "About vocational education"; directing efforts to systematically support the image of an educational institution, ensuring high results of doing, adherence to the requirements of the implementation of the state plan and the placement of graduates; development of the state standards of vocational education for each working profession on the basis of a competent approach. It is determined that other components of educational activity - management, financial-economic and commercial-production – need to be standardized. The ways of further improvement of the professional world system are proposed: approximation of the content of the state standards of the VET to the requirements of employers, dynamic response to socio-demographic challenges, work on increasing the prestige of the workers 'professions, licensing of workers' professions and certification of UPTE.
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Gabrhelová, Gabriela, Marta Matulčíková, Eva Dolinská, Silvia Barnová, and Daniela Breveníková. "Professional Corporate Employee Education from the Point of View of the Types of Education and the Applied Forms of Education." International Journal of Engineering Pedagogy (iJEP) 13, no. 2 (March 21, 2023): 4–19. http://dx.doi.org/10.3991/ijep.v13i2.34799.
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The purpose of this paper is to characterize the types and forms of continuing vocational education applied in selected Slovak companies and their benefits for employee performance. The basic concepts, i.e. compulsory and voluntary vocational training of employees, obligations of the employer and the employee related to these forms of education are defined in the paper in accordance with the law. Most of the mandatory trainings are intended for all employees of a given employer entity and concern occupational safety and health, first aid, fire protection, as well as trainings focused on regular verification and renewal of employees' skills. Voluntary educational activities are based on the interests and needs of employees. Questionnaire and interview methods were applied in the empirical research. The target number of respondents selected from two divisions of the statistical classification of economic activities in the Slovak Republic was 120. The research results presented in the tables show the types and forms of education/training applied in the analyzed companies, classified by the number of participants, duration and repetitiveness of the training. The research results confirm that mandatory training courses are organized in all the companies surveyed, while voluntary continuing education in these companies is most often conducted as a one-time educational activity of short duration.
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Young, Michael. "A curriculum for the 21st century? Towards a new basis for overcoming academic/vocational divisions." British Journal of Educational Studies 41, no. 3 (September 1993): 203–22. http://dx.doi.org/10.1080/00071005.1993.9973963.
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Gordienko, Tatyana Petrovna, and Alexander Nikolaevich Zhavoronkov. "Determinants of the development of secondary vocational education in the Republic of Crimea." KANT 43, no. 2 (June 2022): 230–37. http://dx.doi.org/10.24923/2222-243x.2022-43.41.
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The purpose of the study is to determine the state of the main determinants that contribute to the development of secondary vocational education in the Republic of Crimea. The article describes the conditions for the functioning of institutions of secondary vocational education in the context of key components that ensure its development; considered the personnel crisis experienced by secondary vocational education, the main reason for which was the low level of wages, and as a result, the decrease in the level of prestige of work in institutions of secondary vocational education. As a result of a retrospective analysis of the state of the main determinants of the development of secondary vocational education, proposals were formulated for the development of secondary vocational education, recommended (1) the use of an effective system of motivation and incentives for personnel for quantitative and qualitative staffing of educational activities, (2) updating the material and technical base corresponding to that, which is used at enterprises, (3) the implementation of state support in matters of interaction between vocational schools and real sectors of the economy, (4) constant monitoring of the state of secondary vocational education according to the determinants indicated in the article.
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Aleshchenko, N. M. "Advanced training in industry education." Transport Technician: Education and Practice 2, no. 4 (November 24, 2021): 398–402. http://dx.doi.org/10.46684/2687-1033.2021.4.398-402.
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The experience of the Federal Agency for Railway Transport (Roszheldor) conducting annual training courses for the heads of educational institutions of secondary vocational education and heads of state universities of railways supervising their work, organized by the Training and Methodological Center for Education in Railway Transport, considered. The main issues and problems that were discussed from September 13 to 16, 2021 at the courses “Improving the quality of secondary vocational education in the field of railway transport: prospects and ways of development”, held on the basis of the Emperor Alexander I St. Petersburg State Transport University.The topical issues, the study of which is devoted to the event: the results of the work of educational institutions of secondary vocational education of Roszheldor; interaction of educational organizations of Roszheldor with the main employer — JSC Russian Railways; educational and methodological support of basic professional educational programs of secondary vocational education; new organizational and methodological mechanisms in the system of secondary vocational education through Federal educational and methodological association; introduction of technological innovations into secondary vocational education in railway transport through professional skill con-tests; WorldSkills championships; informational, organizational, scientific and methodological resources for solving problems of training mid-level specialists for railway transport.
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Suparman, Asep, Sudarwan Danim, Nirwana Nirwana, and Muhammad Kristiawan. "Analysis of Standard Education Financing Management in State Vocational Schools." International Journal of Multicultural and Multireligious Understanding 9, no. 2 (February 2, 2022): 76. http://dx.doi.org/10.18415/ijmmu.v9i2.3323.
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The aims of this study were to (1) determine the implementation of education financing standards for State Vocational High Schools in Rejang Lebong Regency; (2) determine the impact of the implementation of education financing standards on the quality of education; (3) determine the role of factors that influence the implementation of education financing standards on the quality of education at State Vocational Schools in Rejang Lebong Regency. This research is a qualitative research with a case study strategy. Vocational Schools were selected using a purposive sampling technique based on the considerations and objectives of the researcher. This study uses observation, interview, and document analysis techniques to collect data. The validity check technique uses triangulation and source triangulation. The data analysis technique used interactive analysis, namely by doing data reduction, data presentation, and drawing conclusions. The results of this study can be concluded that (1) State Vocational Schools in Rejang Lebong Regency have implemented education financing standards to manage finances in schools optimally; (2) State Vocational High Schools still require additional costs to be able to develop the quality of education; (3) the factors that influence the smoothness of financing to improve the quality of education are the Principal, Treasurer, Class Teachers, and Parents. This paper provides suggestion for principal to more focus on school finance management to gain quality of education.
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Vaganova, N. O., V. M. Lopatkin, and A. S. Vasiliev. "Authenticity in vocational education." Transport Technician: Education and Practice 2, no. 2 (June 21, 2021): 147–57. http://dx.doi.org/10.46684/2687-1033.2021.2.147-157.
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An attempt was made to apply an authentic approach to teaching, which consists in creating conditions for the accumulation of students’ own experience in vocational education. The concept of “authenticity” establishes a connection between training and real production conditions and determines the quality of the personnel potential of enterprises.The work is based on theoretical studies of authentic education, the practice of training specialists in professional educational organizations. The solution of the set tasks was facilitated by the study of state regulatory documents, orders of the leaders of the railway industry on interaction with public organizations using methods of comparative analysis, comparing the data obtained, pedagogical observation, working out the practice of network interaction.An interpretation of the concepts “quality of personnel resources”, “quality of education” is proposed, the term “professional authenticity” is specified. The conditions for the formation of an authentic specialist are identified, indicators of the formation of professional authenticity are determined, the content of the interaction of a professional educational organizations and production is concretized to achieve an authentic goal. Rethinking the concept of “authenticity” made it possible to identify and describe the complex of organizational and pedagogical conditions for the formation of the professional authenticity of a future specialist.An authentic approach to education has gained relevance in the international educational community due to the applied nature and proposed new methods and technologies for training specialists, which causes the need for its further research.
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Sulfiani, Besse. "The Effect of Increasing the Leadership of School Principals on the Performance of Education Staff in Wajo District." ETDC: Indonesian Journal of Research and Educational Review 2, no. 1 (December 27, 2022): 20–27. http://dx.doi.org/10.51574/ijrer.v2i1.746.
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This research was conducted to find out: (1) the leadership of the heads of state vocational schools in Wajo district; (2) the performance of teaching staff at state vocational schools in Wajo district; and (3) whether there is a significant influence of principal leadership on the performance of state vocational education staff in Wajo district. The techniques used for data collection are documentation and questionnaires. The total population is 32 public vocational education staff in Wajo district. The collected data were processed using quantitative statistical analysis (percentage) and inferential statistical analysis (product-moment correlation) with a significance level of 5. The results of the data analysis showed that: (1) the leadership of the head of education at SMK Negeri in Wajo Regency is in a good category; (2) the performance of the State Vocational High School teaching staff in Wajo Regency is in the medium category; and (3) there is a significant influence of the principal's leadership on the performance of the State Vocational High School education staff in Wajo Regency.
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Цибизова, Т. Ю., Л. Б. Бахтигулова, Е. Н. Ищенко, and Е. Ю. Комков. "Patriotic education using IT: current state of professional education." Bulletin of Pedagogical Sciences, no. 4 (May 13, 2024): 59–65. http://dx.doi.org/10.62257/2687-1661-2024-4-59-65.
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cтатья рассматривает влияние и возможности информационных технологии (ИТ) в сфере современного патриотического воспитания в профессиональном обучении. Целью статьи является выявление способов воздействия и перспектив влияния современных информационных технологий на формирование гражданской и патриотической идентичности в сфере профессионального образования. Рассматривается состояние проблемы, примеры успешного использования ИТ в патриотическом воспитании, а также ограничения и риски, с которыми сталкивается современное профессиональное образование. Обзор появившихся в последние годы новых ИТ проектов в области патриотического воспитания позволил обобщить полученные сведения и проанализировать возможности их использования в рамках профессионального образования. ИТ в образовании предоставляют обширный объем информации, создают интерактивное пространство для восприятия и усвоения этой информации. Эффективность использования ИТ в патриотическом воспитании заключается в том, что они предоставляют обучающимся большое количество понятий и событий, а также развивают критическое мышление, познавательные способности через повышение вовлеченности обучающихся. Применение виртуальной реальности и дополненной реальности позволяет молодежи не только узнавать факты, но и взаимодействовать с историческими объектами в области патриотической тематики, делая обучение более увлекательным и запоминающимся. the article examines the influence and capabilities of information technology (IT) in the field of modern patriotic education in vocational training. The purpose of the article is to identify the ways and prospects for the influence of modern information technologies on the formation of civil and patriotic identity in the field of vocational education. The state of the problem, examples of the successful use of IT in patriotic education, as well as the limitations and risks faced by modern professional education are considered. A review of new IT projects in the field of patriotic education that have emerged in recent years made it possible to summarize the information obtained and analyze the possibilities of their use within the framework of vocational education. IT in education provides a vast amount of information and creates an interactive space for the perception and assimilation of this information. The effectiveness of using IT in patriotic education lies in the fact that it provides students with a large number of concepts and events, and also develops critical thinking and cognitive abilities by increasing learning ability. The use of virtual reality and augmented reality allows young people not only to learn facts, but also to interact with historical objects in the field of patriotic themes, making learning more fun and memorable.
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Алена Егоровна, Квашнева, and Змияк Сергей Сергеевич. "Provision of professional personnel of the economy of the region on the basis of a balance of business needs and opportunities of the educational system." STATE AND MUNICIPAL MANAGEMENT SCHOLAR NOTES 1, no. 2 (June 29, 2024): 99–107. http://dx.doi.org/10.22394/2079-1690-2024-1-2-99-107.
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Introduction. The relevance of the study is caused by the challenges facing the vocational education system, the regional labor market, and the entrepreneurship system as a whole. Purpose of the study. The purpose of the study is to reveal the state of the secondary vocational education system in the Northwestern Federal District, to assess the structure of personnel training in the vocational education system. Methods. The research methodology is based on the continuity of the processes of dialectic development of the secondary vocational education system and the demand of the labor market, medium and small businesses in the current economic conditions. Based on the methods of structural-functional analysis and synthesis, it became possible to identify the main directions of training professional personnel. The object of the study is the system of secondary vocational education in the Northwestern Federal District. Results. The results of the study are a comprehensive analysis of the main characteristics of the secondary vocational education system in the Northwestern Federal District: the number of students, incl. for full-time education, for enlarged groups of training specialties, analysis of the quality of admission to professional educational programs in the context of vocational training groups in the regions of the North-Western Federal District, analysis of the state of the material and technical base of the vocational training system. Conclusions. The results of summarizing the directions of further research of the system of secondary voca-tional education made it possible to identify the leading directions of scientific discourse on the state of vocational training, to identify the leading structural characteristics of the coincidence of the state order and business needs, the organization of management in the system for improving the quality of implementation of educational programs implemented by institutions of the secondary vocational education system.
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Xiao, Meng. "RESEARCH ON STRATEGIES FOR IMPROVING THE GOVERNANCE EFFICIENCY OF INTERNATIONAL COOPERATIVE EDUCATION." International Journal of Engineering Technologies and Management Research 10, no. 4 (April 28, 2023): 41–53. http://dx.doi.org/10.29121/ijetmr.v10.i4.2023.1322.
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Governance includes the state, the private sector, and civil society, all of which play an important role in sustained human development. The state constructs a feasible political and legal environment, the private sector creates employment and income opportunities, civil society assists in political and social interaction, and mobilizes various forces to participate in economic, social, and political activities. Vocational education is a product of social development, the development of human civilization, and can also be said to be a product of human self-development. And it is a product of development to a special period. Vocational education benefits society, and society can also benefit from vocational education. Promoting social development is a necessary and sacred duty of vocational education. Building an international cooperation platform for vocational education based on regional advantages, development strategies, pillar industries, and talent needs is a key component of the reform of the vocational education system construction. In this context, how to improve the governance system of vocational undergraduate cooperative education, enhance governance efficiency, and provide internal support for the high-quality development of vocational education has become an urgent problem to be solved. This article is based on Sino foreign cooperative education for vocational undergraduate students, studying the basic connotation, specific characterization, and improvement strategies of governance efficiency, providing theoretical support for building a high-quality Sino foreign cooperative education system for vocational education.
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Schwendimann, Beat A., Bram De Wever, Raija Hämäläinen, and Alberto A. P. Cattaneo. "The State-of-the-Art of Collaborative Technologies for Initial Vocational Education: A Systematic Literature Review." International Journal for Research in Vocational Education and Training 5, no. 1 (April 26, 2018): 19–41. http://dx.doi.org/10.13152/ijrvet.5.1.2.
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Future workplaces require collaboration skills in which members of different work communities use technologies to solve complex problems. Vocational education and training (VET) programs need to meet the challenge to prepare students to be part of a competent workforce. Particularly initial vocational education is under pressure to develop learners’ collaboration skills and abilities. To date, however, no attempt has been made to perform a comprehensive review of the use of computer-supported collaborative learning (CSCL) technologies across different vocational education settings to account for contextual factors of VET. In this systematic review, 26 published studies were analyzed with respect to their demographics, research methodology, use of technology, and measured outcomes. This review illuminates that research on CSCL still leaves the vocational learning context as an under-represented field of study. At the same time, technologies offer a range of new types of learning possibilities for vocational education. As the direct result of that development, vocational education is increasingly taking place in new technology-enhanced learning settings. Education can benefit from the opportunities of CSCL technologies, but on the other hand, such technologies create new challenges for facilitating vocational learning. Therefore, this review also identifies three topic areas specific to vocational learning (collaborative writing-to-learn, simulations and game-like solutions, and tangible objects) and enumerates desirable lines for future research.
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Arraes, Ronaldo de Albuquerque e., and Francisca Zilania Mariano. "Efficacy of vocational education: a longitudinal analysis." Economia Aplicada 24, no. 3 (September 1, 2020): 393–426. http://dx.doi.org/10.11606/1980-5330/ea156691.
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The impact of vocational schools on student’s performance is controversial in the world literature. Thus, this paper contributes to such debate by evaluating the performance of Vocational Education State School (VESS) students on secondary education exams in a case study for the state of Ceará (Brazil). This is done through matching techniques applied to a unique longitudinal database. Among the results, it is highlighted that the mean effect of the VESS treatment is positive and significant in all knowledge areas of the exams, especially in Writing, for which the effect of VESSs on student performance exceeded that of students from regular schools by 40%.
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Kalugina, T. G. "Regional Aspects of Modern State Policy in the Field of Upper-grade Vocational Education (Irkutsk Region`s Case)." Bulletin of Irkutsk State University. Series Political Science and Religion Studies 48 (2024): 62–72. http://dx.doi.org/10.26516/2073-3380.2024.48.62.
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The issues of implementation of the state policy in the field of secondary vocational education at the regional level are considered. The changes in the educational priorities of Russian youth concerned the growing popularity among young people of secondary vocational education are described. The phenomenon of the growing popularity of vocational education in different countries is described. The so-called “effect of vocational education” is analyzed, which manifests itself in removing obstacles in the process of transition of young people from educational process to the labor market, finding effective mechanisms for this transition. It is revealed that the issues of transformation of secondary vocational education are actively studied by Russian scientists. The activity of scientific centers (the Centre for Vocational Education and Skills Development of the National Research University Higher School of Economics and the Federal Institute for Educational Development of the Russian Academy of National Economy and Public Administration) is described. In the article the main directions of the federal policy in the field of upper-grade vocational education investigating this issue are analyzed. Separate stages in the implementation of this policy are highlighted. It`s considered the specifics of the implementation of federal policy at the regional level. The implementation of the regional policy in the field of upper-grade vocational education was described using the example of the Irkutsk region.
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Grishaeva, Yulia Mikhailovna, Alexander Valerievich Gagarin, and Natalia Leonidovna Agraponova. "Improving vocational education in the cognitive economy." Pedagogy. Issues of Theory and Practice 8, no. 9 (September 15, 2023): 1001–7. http://dx.doi.org/10.30853/ped20230146.
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The study aims to determine the current areas of improving educational activities in the conditions of socio-economic development of modern society characterised by a number of important innovations that collectively form a systemic challenge for the education system. The paper examines the role of human capital in the formation of a stable base for economic development and the changes in the socio-economic environment that determine the areas of education transformation; identifies the features of the current stage of development of the education system in Russia; indicates the extent to which the state participates in solving urgent problems of education improvement. The scientific novelty of the study lies in a comprehensive identification of the key trends of vocational education in the cognitive economy. As a result, it has been shown that in order to effectively improve vocational education in the conditions of socio-economic development of modern society, it is necessary to significantly increase state budget expenditures for the development of education. It has been determined that state support for the improvement of education is carried out through the development of various projects and programmes formed on the basis of advanced achievements of pedagogical science and the skills capacity of the pedagogical community.
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Hanziuk, Svitlana, and Olha Brezhnieva-Yermolenko. "PARAMETRIC ANALYSIS OF THE BUDGETARY AND ESTIMATED FINANCING OF THE VOCATIONAL AND TECHNICAL EDUCATION INSTITUTION CITY OF KAMIANSKY." ECONOMIC BULLETIN OF THE DNIPROVSK STATE TECHNICAL UNIVERSITY, no. 1(4) (September 28, 2022): 56–67. http://dx.doi.org/10.31319/2709-2879.2022iss1(4).264536pp56-67.
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In the article analyzes theoretical and practical aspects of financial support of educational institutions in Ukraine. It has been established that since 2014, the state has not been able to ensure the implementation of the amount of funding at the level of 7 percent, as stipulated in the Law of Ukraine "On Education", although in recent years, this indicator has been maintained at a stable level – 6 % of GDP. The state of financing education in Ukraine by components of the education system (preschool, full general secondary, professional (vocational-technical), higher, post-graduate) was considered. The main sources of financial support of institutions of professional (vocational and technical) education in Ukraine have been determined.
A parametric and prospective analysis of the coefficients of the budget-estimated financing of the vocational and technical education institution of the city of Kamiansky was carried out. It was established that during the studied period, budget funding gradually increased; the general structure of financial support is actually stable; the total amount of current expenses increased; there are no capital expenditures, which is due to the deficit of the budget of Ukraine for relevant measures; cash and actual expenses demonstrated the targeted spending of budget funds in accordance with estimated allocations; the projected growth of general fund expenditures for the next year is 15.5%.
A number of promising directions for improving the system of financial support and development of vocational (vocational-technical) education institutions in Ukraine are proposed, including: improvement of the legal framework for vocational (vocational-technical) education in accordance with modern legislation, which will make it possible to clearly distribute powers from management and financing of professional (vocational and technical) education institutions at each level and introduce responsibility for the irrational use of resources; completion of the transfer of vocational (vocational and technical) education institutions from state to communal ownership and transition to financing from regional budgets of vocational (vocational and technical) education institutions located on the territory of cities of regional importance – regional centers; involvement of the private sector of the country's economy in cooperation with the state within the framework of public-private partnership, etc.
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Sobotka, Bartosz, Elżbieta Szymańska- Czaplak, and Anna Bruska. "Potential of vocational education in Opole - state and recommendations." Journal of Modern Science 44, no. 1 (July 21, 2020): 151–73. http://dx.doi.org/10.13166/jms/125592.
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Todosiychuk, A. "On Improving the Mechanism of Strategic Planning and Management of Vocational Education." Scientific Research and Development. Socio-Humanitarian Research and Technology 12, no. 2 (July 31, 2023): 9–16. http://dx.doi.org/10.12737/2306-1731-2023-12-2-9-16.
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The article analyzes the current state of the regulatory framework and the corresponding mechanism of strategic planning and management of vocational education in the Russian Federation. The main element of the mechanism for implementing state policy in the field of personnel training is the state programs of scientific and technological development and education development. Poor quality and insufficiently balanced development of vocational education is one of the main factors of weak innovation activity of the economy. In turn, this creates a low demand for the training of new generations of personnel capable of ensuring the implementation of priority areas of scientific and technological development.
The article presents recommendations for improving the mechanism of strategic planning and management of vocational education, planning budget expenditures for science and vocational education.
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Salami, Sarafadeen Segun, and Oluwatunmise Afolabi. "Poverty reduction through vocational and technical education among graduates in Oyo State, Nigeria." International Journal on Education Insight 3, no. 1 (June 3, 2022): 1–8. http://dx.doi.org/10.12928/ijei.v3i1.6093.
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Poverty and unemployment especially among the graduates has remained major challenges threating the economic growth and development of Nigeria. Towards poverty reduction Vocational and technical education is imperative. Therefore, this study examined poverty reduction through vocational and technical education among graduates in Oyo State, Nigeria. Four (4) research questions guided the study. The study adopted descriptive survey design. A total of 390 vocational and technical education students formed the sample size of the study out of 3,900 graduates. A structured questionnaire developed by the researchers tagged: Poverty Reduction through Vocational and Technical Education Questionnaire (PRVTEQ) validated by three (3) experts was used for the study. Split half method was used to established reliability coefficient and the overall reliability coefficient was also established at 0.87 using Cronbach Alpha. The data generated for the study were analysed using mean and standard deviation. The findings showed among others that vocational and technical education increase pace for technological innovations, improve citizens standard of living, facilitate social Economy growth and development and promote political stability. Based on the findings the researcher recommended among others, government through its agencies should map out strategies of reaching out and providing funds for individuals who are willing to set up businesses and that school management should provide more vocational centers for skills acquisition towards poverty reduction.