Journal articles on the topic 'Teaching vocational agriculture'

Due to the dynamic nature of the agricultural industry, educators and their institutions face difficult challenges as they try to keep pace with future demands for knowledge and skilled workers. On the other hand, computational thinking (CT) has drawn increasing attention in the field of science, technology, engineering, and mathematics (STEM) education at present and, as advanced technologies and tools emerge, it is imperative for such innovations to be sustained with knowledge and skill among STEM educators and practitioners. The present case study aims to explore the relation between CT, STEM and agricultural education training (AET) in a Greek vocational training institute (IEK), the Agriculture IEK of Metamorfosis city (IEKMC), which is active in agriculture education. The research methodology is utilized according the positivist philosophical approach through data acquisition employing a questionnaire and the quantitative (statistical) analysis of data collected. The sample consists of IEKMC educators and students selected based on simple random sampling. Based on the participants belief that CT and STEM philosophy add value in the learning process, it focuses on the application of knowledge in the real world (students) and problem solving using new technologies (educators). Educators consider “experiments” as the most significant educational tool for problem solving in teaching practice. Students rate Greek Agriculture Education and Training (GAET) higher than educators. However, the participants evaluate GAET very low due to the lack of new innovative teaching methods being introduced. Finally, there is great interest in the implementation of CT and STEM in the European Union (EU) by students and educators.

RESUMENEl presente trabajo aborda la Enseñanza Media Técnico-Profesional Agropecuaria desde la perspectiva del establecimiento educacional, a través de dos dimensiones: discursiva (marco regulador, programas de estudios) y estructural (infraestructura, actores). Empleando diversas referencias bibliográficas y datos empíricos, se pone en evidencia la aguda desarticulación existente entre las citadas dimensiones.Palabras clave: Establecimientos agropecuarios, Enseñanza Media Técnico-Profesional Agropecuaria, problemáticas especialidad agropecuaria.The main issues of agriculture training specialtyfrom the perspective of a schoolABSTRACTThis paper addresses the teaching of agriculture in Vocational Technical Secondary Education from the perspective of the school through two dimensions: discursive (regulatory framework, curriculum) and structural (infrastructure, actors). Using various references and empirical data, it demonstrates the existing acute disarticulation between those two dimensions.Key words: Agriculture schools, Vocational Technical Secondary Education, agriculture specialty issues.

This article was development students’ worksheet based educational comic for eleventh grade of vocatational high school (SMK) agriculture in Bumi Nabung.The development research model used is 4D which stands for Define, Design, Development and Disseminate. Based on the data analysis of the research obtained an average final score by media experts of 69 that is very worth category, on average by material experts of 44 that is worth category, average by language expert of 36 that is worth category, as well as testing students' worksheets conducted on 5 students obtained an average value of 71,6 that is very worth category. This shows that the developed teaching materials are suitable to be used as teaching materials in teaching and learning activities. Keywords : Developing, Students' Worksheets, Educational Comic

AbstractThe article focuses on vocational training of future agricultural specialists in the context of European experience. Thus, theoretical framework of the research has been thoroughly justified. It includes the prominent documents of European authorities such as the Charter of European Agricultural Education, CAP context indicators for 2014–2020, European Parliament’s publications, Eurostat statistics such glossary of farmers training level terms, as well as respected researches of many European scholars (A. Miceli, A. Moore, M. Mulder et al.). It has been found that European approach to organizing vocational training of future agricultural specialists is rather multiaspect and strives to fulfill educational needs of majority of learners, namely, through practical agricultural training, basic agricultural training and full-time agricultural trainings. It has been clarified that more and more young people realize the importance of the agricultural sector to the overall prosperity of the European Union; therefore they seek quality vocational training based on relevant vocational schools. It has been stated that European Union constantly develops various strategies for developing the agricultural sector, in particular through enhancing quality of future agricultural specialists’ vocational training. It has been defined that despite the fact that low incomes, certain risks, uncertainties in an economic environment due to globalization processes may somehow discourage younger generations to pursue career in agriculture, the CA implements different mechanisms for sustaining stable development of agricultural education. It has been specified that such countries as France and Germany regularly update the content of agricultural education so that it takes into account the trends in vocational training of future agricultural specialists opportunity and allows applying the most advanced teaching technologies, promoting knowledge significance, widening access to all levels of education, implementing a system of lifelong learning, individualizing agricultural education. It has been outlined that the prospects for further studies are seen in studying the most important aspects in the legal framework of the agricultural education system in innovative experience of European countries, the USA, Canada, Australia, etc.

The objective of this article is to critically examine teacher education based on the concepts, principles, and practices of adult education, vocational training, and continuing vocational training. We will discuss a few aspects of teacher education from the perspective of our research and our theoretical frames of reference, touching on the fields of initial and continuing vocational training, as well as adult education, work psychology, and developmental psychology (Pastré, Mayen, & Vergnaud, 2006, Mayen, 2007). We will also draw from a research study on professional work and training in very different sectors: railroad transportation, public works, agriculture, human services, technical-commercial services, guidance, and orientation. This allows us to examine teaching in the light of what we know of other forms of work, and teacher education in the light of what we know of vocational training and adult education.

The vocational training in agricultural and technical High School should be provided and organized in a systematic, rational, effective ways. The integration of Ukrainian High School in European education considers the training of a universal specialist competent both in theoretical study and practical application of farming and engineering. The first attempts have already been done: dual education projects are encouraged by the Ministry of Education of Ukraine. The paper reports on teaching Physics through the implementation of profession based elements. Therefore, the aims of this paper are threefold: (1) to characterize the scientific knowledge in connecting theoretical and practical areas of study, to determine the basic characteristics according to standardized training programme future specialists in agriculture and engineering should have, (2) to develop the strategies for integrating the profession-based approach to teaching academic disciplines on the basis of the pedagogical experiment that involved 176 student-respondents and 41 teacher-respondents and (3) to create integrated curriculum, profession-based lecture samples and problem book in Physics for students majoring in Power Engineering in Agricultural Complex. The survey was carried out on the basis of the State Agrarian and Engineering University in Podillia, Lviv National Agrarian University and Nizhyn Agricultural University. To gain evidence about the effectiveness of implementation of profession-based material in Physics course in vocational training of future power engineers we used specially designed questionnaires, interviews and observation of behaviour. The results of the study proved that the use of profession-based material promotes the formation of student natural knowledge, as well as a wide range of practical skills and abilities. Providing the professional competence in training stimulates cognitive interest in t studying Physics as a science, helps to absorb material from other science disciplines, to develop their cognitive and creative abilities and to influence on the formation of persistent motifs to obtain knowledge from special disciplines.

In today’s education system, it is possible to prepare a skilled workforce within the framework of public education, higher education and vocational training outside the school system. One of them young people need to be prepared for activities that require adaptability and perseverance. In contrast, there has been a level of development in agriculture that neither teacher training nor vocational training can keep up with, as a result of which it is not possible to teach in the same wayas before. Significant renewal is needed in secondary agricultural education. One of the areas of this is the renewal of technical and IT training, the improvement of the standard of practical education following technological innovations. Numerous researches show that educators need to breakaway from the “outdated” methods used so far, more emphasis should be placed on motivation and practice, as these graduates will ultimately be business leaders who will coordinate the work of their professionals (Berke and Kőmüves, 2016; Kőmüves, Berke and Póra, 2016). It is therefore important and necessary to apply and put into practice the ever-expanding innovative teaching methods. As an innovative pedagogical method, I examined the possibilities of applying the simulation model I created, as this model can point to interdisciplinary relationships that enable students to study an economic process in a broader, more complex light by broadening their knowledge and reflectiveness.

This study deals with teaching and learning practices in vocational education and training (VET) in the Brazilian context. The objective of the research was to problematize the production of tutorial videos, as didactic resource - pedagogical, in the discipline “Drawing”, in a class of a higher secondary technical-professional education course. This is a particularly interesting topic due to the lack of teaching materials related to VET and the difficulties of using manual technical drawing instruments (and procedures execution ) observed in this discipline. The qualitative study adopted the action research method and was structured in three stages: video production, analysis of the video production process and intervention analysis. Held at the Federal Institute of Alagoas, Santana do Ipanema Campus, the research was carried out with students from the 1st grade of the Technical Course in Agriculture. Data collection focused on the written record and the application of two questionnaires: before and after the videos were produced. Participants rated positively the teaching experience they had. Our reflections suggest integration between the production of tutorial videos and the development of reflective teaching and learning practices. Thus, it is believed that the production of tutorial videos was positively constituted as a relevant didactic-pedagogical resource to the discipline “Drawing”.

Mechatronics is a multidisciplinary branch that combines electronics, mechanics, and computer science. Due to the digital revolution, mechatronics is growing fast, rapidly spreading from manufacturing to many new sectors such as agriculture, healthcare, security, and transportation. As a consequence, mechatronics training courses are proliferating at the undergraduate and graduate levels. Nowadays, a considerable number of educational institutions, both academic and vocational, are offering mechatronics education, however their programs are not homogeneous and depend on teaching staff competence and available resources. This paper presents NewMetro, an EU funded project that aims to develop an innovative European framework of competences for mechatronics education and an educational model able to address the needs of young people as well as adult workers undergoing requalification programs. The philosophy of the project and the first activities carried out are illustrated and discussed.

Introduction. In Russia, the main prerequisite for scientific and industrial modernisation has always been the achievement of critical points of development gap with advanced Western countries, when the implementation of reforms has become a decisive condition for ensuring national security and survival of the state itself. The most important issue in each historical modernisation cycle was the training of scientific and industrial personnel, carried out in accordance with the next strategic tasks.The aims of the present research are the following: to evaluate the effectiveness of the mechanisms to increase human resources in the system of training skilled workers used in the Soviet and post-Soviet periods; to determine the role and importance of higher vocational and pedagogical education, and on this basis, to predict possible ways of its further development.Methodology and research methods. The main methodological tool used in the work is the historical and genetic approach, which allowed the authors to identify and interpret the logic of the centennial process of gradual formation of the Soviet model of vocational education and training (VET); to analyse the requests for education of teachers and masters of industrial training, changing both in terms of scale and requirements, in particular, the requirements to the level of qualification and general culture, and to determine the range of the most effective forms towards meeting these requirements.Results and scientific novelty. The peculiarities of phased development of the Russian system of qualified workers’ training were studied through a comprehensive analytical review of historical literature, documentary sources and statistical data. In this context, the principles of recruiting the teaching staff and masters of industrial training are discussed. Based on historical facts, it is concluded that the restructuring of vocational and pedagogical education is chronically lagged in relation to the urgent needs of the stationary system of young workers’ training.The paper reveals the reasons for the lack of the adequate tasks of holistic concept and the general training programme for teachers and masters in the field of VET throughout almost the entire Soviet period. The authors show a direct connection with this crisis in the system of State labour reserves, which, by the end of the 1950s, was not able to adapt to changes in the technological level of Soviet industry and agriculture, despite the attempts to create specialised types of educational institutions. The serious problems with providing vocational schools with teaching personnel in the 1960s and 1970s are clarified. Along with continuing attempts to “patch up personnel holes” through the administrative direction of qualified workers and competent managers to work in vocational schools, it was initiated to create a network of industrial-pedagogical technical schools. The next logical step was the opening of Sverdlovsk Engineering and Pedagogical Institute in 1978, which started the formation of the system of specialised higher vocational and pedagogical education. Today, it is the Russian State Vocational Pedagogical University, in which the ideas of integration of sectoral and psycho-pedagogical training continue to be developed. The university professionally prepares and trains competent and multi-skilled specialists in the modern conditions of qualification.Practical significance. The materials of the present article can be useful for historians of education, teachers, theorists and practitioners engaged in the development of vocational education system.

Background: Design and training methods for instructors on integrating experiential learning continues to be a challenge in high school education. Purpose: This work reports on research concerning the current status, available resources, limitations, and capabilities of high school teachers implementing experiential learning in a technical and vocational high school curriculum in Guatemala. Methodology/Approach: Case study methodology was used to examine professional development training involving the implementation of experiential learning into an agriculture and forestry curriculum. The design of the training included a series of hands-on activities to enable teachers to identify barriers and drivers influencing experiential learning and the redesign of a course program. Findings/Conclusions: Teachers were able to identify resources and limitations affecting the implementation of experiential learning in their teaching program. The guidance and examples provided by the instructors were fundamental for the teachers to modify a standard course program that included significant experiential learning methodologies. Implications: Many high school teachers lack the training and knowledge necessary for integrating experiential learning. Furthermore, in many cases, they are required to follow a structured curriculum that at allows for minimal modifications. Teachers also recognize that courses that only include classroom activities are the most challenging for including experiential learning activities.

From practice it is known that highly productive labour is in most cases protected not only by the existence of an interest in working for their profession, but in the adaptability of his body to perform motor operations associated with its production activities. As indicated by research students usually lost before any kind of motor activity, if it causes a physical fatigue. The realities of the economy indicate the need for the establishment and expansion of labour market, where there is a large demand for skilled workers in the manufacturing sectors of many industries. On this basis, a significant portion of our youth is aware of this fact and endeavour to obtain such a profession for which there is the greatest demand for production, linking their future with the hope of a paying job, and with it, with its stable and worthy future life. With this in vocational and technical institutions are in the process of physical education at Ministry of education of Ukraine approved the pgram, which is aimed at strengthening of health of schoolchildren, prevention of occupational diseases, integrated development of physical qualities, motor abilities and skills. But this program does not include teaching methods, which affects the formation of the motivational abilities of students of vocational and technical institutions, and the development of physical qualities, motor abilities and skills that are an integral component in their future professional activities of a skilled worker. Since an increased level of physical qualities is an integral component in some of the production occupations in such industries: construction, metallurgical industry, oil industry, food industry, agriculture, engineering, mining and other sectors of the economy.

Recent studies have highlighted the contribution of education to the productivity and viability of the Irish agricultural sector. This paper explores the training needs of agricultural educators within the vocational education and training sector by examining educators’ experience in their role based on educator qualification, availability of continuous professional development and opportunities for development. The study was conducted in Ireland using a mixed methods explanatory sequential design. The study sample consisted of the national population of agricultural educators within the vocational education and training sector, i.e. agricultural colleges. Data collection methods included a national survey and three focus groups. The findings highlight a challenge across Irish agricultural colleges in how educators are trained to teach, in their motivations for the role, and their long-term desire to remain teaching. It also demonstrates the importance of continuous professional development and the need to enhance training, particularly, pedagogical training, to agricultural educators. It can be concluded that stronger supports are required at both recruitment and throughout an educator’s career for development and progression. This study is one of the first studies in Ireland to investigate the continuous professional development needs of agricultural educators within the vocational education and training sector. The paper explores the pedagogical underpinnings of agricultural education, with the aim of developing teaching and learning needs in parallel to technical expertise.

The aim of the article is to prove the organization and experimental testing results of the effectiveness of innovative methods of organizational culture development among the teaching staff of the vocational (vocational and technical) educational institution (V(VT)EI) of agricultural profile. The author characterises the interaction of the individual with society, the internal interaction of teachers, the interaction between managers and subordinates, resulting in the formation and development of teaching staff’s organizational culture. The analysis of the facts obtained in the course of the research ascertaining stage regarding the status of organizational culture of V(VT)EI, that is, participants of the experiment, is under focus. The level of teaching staff’s awareness of the mission, strategy, objectives, values, features of organizational culture of this category is clarified and described. The values that are formed by the professional experience and meet the interests of teachers are under emphasis. The specificities of the priority values of pedagogical collectives are revealed and their correlation with the values of the Ukrainian society, as well as with the European values, are clarified. The main result of this study is a positive trend in the organizational culture development among the teaching staff of vocational (vocational and technical) educational institution of agricultural profile by all parameters demonstrated by a comparative analysis of the data obtained before the experiment and after the introduction of innovative methods. A clear example of this is the increase in the efficiency of the experimental V(VT)EI of the agricultural profile in areas such as the development of teachers' ability to carry out socially significant activities and to realize the intellectual potential, stability and unity of interpersonal relationships and interactions, which ensures the stability of the team, the coherence of intra-group interests. Conclusions: 1. Based on values, organizational culture of the teaching staff promotes the interaction of the individual with society, pedagogical interaction between team members, between managers and subordinates, resulting in the formation and development of organizational culture of the teaching staff V(VT)EI of the agricultural profile. 2. The methods and technics developed and used in the course of the pedagogical experiment to study the status of organizational culture awareness by teachers can contribute to solution of managerial problems by the heads of the V(VT)EI.

According to the requirements of the Ministry of Education's transformation, development and classified management, the pharmacy major of Jilin Agricultural Science and Technology University is based on social demand investigations, with the main goal of vocational ability training, take knowledge system and technical ability training as the core, social competence training runs through the whole process. And the university closely integrates with market demands, and comprehensively improve the quality of pharmacy professional training through clarifying the training objectives of professional talents, integrating the curriculum system, improving teaching methods and perfecting the assessment and evaluation system of teaching links.

Indonesia entered the ASEAN Economic Community (MEA) as of December 31, 2015. In essence the purpose of the establishment of the MEA is to improve the stability of the economy in the ASEAN region, and is expected to overcome the problems in the economic field among ASEAN countries. The consequences of the MEA deal are the free flow of goods and services, free flow of capital and investment, and free flow of skilled labor for ASEAN countries. Free flow of labor is seen as a threat as well as an opportunity for the state of Indonesia. Therefore the Government of Indonesia through the Education and Culture Ministry, especially the Directorate of Vocational Secondary Education implemented a policy strategy of SMK revitalization. The aim of Vocational Revitalization is to realize the school Link and Match with the Business / Industry World (DuDi) thus eliminating the gap between vocational education and DuDi's needs. Three important activities in the implementation strategy of SMK revitalization are the development of industry-based curriculum, teaching factory, and graduate competency certification. Activity is applied to a variety of expertise programs one of which is a program Agribusiness of Agricultural Product Processing (Agroindustry). Keywords: MEA, free flow of labor, teaching factory, competency certification.

Agricultural science, a vocational subject in Nigerian senior schools is yet to meet its objectives due to various challenges. Consequently, the performance of students in the subject is relatively poor. This study examined the effectiveness of the Nigerian senior school agricultural science curriculum. 255 teachers and 255 students were engaged for the study. Teachers’ Curriculum Evaluation Instrument (TCEI) and Agricultural Achievement Test (AAT) were used for data collection. Data were analysed using descriptive statistics. Findings from the study show that 86% of the teachers perceived the agricultural science curriculum content were suitable for students’ performance, the instructional facilities for agricultural science teaching in schools are not adequately available and agricultural science curriculum implementation was confronted with several challenges. Student performance in agricultural science was poor as about 51% had credit pass in the administered test and 49% failed the test. Using the CIPP frame work, this study concluded that the context (content) is suitable, input (instructional facilities) is deficient, process (implementation) is highly deficient and consequently, the (product) student performance in agricultural science is poor. It is recommended that among others that concerned stakeholders should adequately provide instructional facilities, ensure their adequacy and also supervise their judicious utilization.

Methodical model is a set of interconnected components that form a single system aimed at achieving a common goal – the formation of foreign language communicative competence among students in the “Agricultural Engineering” programme based on content and language integrated learning. The teaching system is built on the basis of system, competency-based, per-sonal-activity, communicative-cognitive approaches, as well as content and language integrated learning. These approaches are implemented in practice using a number of didactic and methodical principles. We describe in detail the methodical principles of content and language integrated learning: principle 4 “C”, the principle of cognition, the principle of unity of thought and speech activity, the principle of integration of a foreign language and subject content, the principle of gradual complication of content, the principle of duality of reliance on native and foreign lan-guages, the principle of optimality, the principle of knowledge personalization, the principle of in-teractivity and the principle of language adaptation. Content and language integrated learning of students is carried out on the basis of the following teaching methods: interactive, communicative, information-reproductive, productive, tandem-method, vocational teaching and control methods. The content of teaching based on content and language integrated modeling reflects the profile specifics of training specialists in the framework of a particular specialty. Learning tools are a set of tools of a teacher for the purpose of development, teaching and upbringing. We present and de-scribe in detail all the components of the methodical model.

Content and language integrated learning of a foreign language and profile disciplines is a relatively new approach, which is only just beginning to be introduced into foreign language training of students of non-linguistic universities. We present a methodic model as a system of teaching professional foreign language communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning. The model is based on five approaches: competency-based, systemic, person-activity, communicative-cognitive, content and language integrated learning (CLIL). We implement approaches in practice through a number of principles. We describe in detail the principles of content and language integrated learning: the principle of authenticity, the principle of intensive foreign language proficiency, the principle of an active teacher, the principle of multiculturalism, the principle of the development of higher-level thinking skills, the principle of sustainable learning, the principle of adaptation of educational material, the principle of reliance on the native and foreign languages, the principle of motivation. The process of teaching agrarian university students a professional foreign language in the conditions of content and language integrated learning is based on such teaching methods as: communicative and interactive methods, problem and vocational training methods, tandem method and control methods. The subject content of students’ teaching is based on the subject content of teaching in relevant disciplines and reflects the specifics of future professional work of students. We provide a detailed description of all the components of the methodic model.

This article reports partial results of a research project that attempts, among other things, to identify the scope of educational policies concerning structural reforms to the Mexican high school curriculum. In particular, it covers the curricular reform implemented during the 2004-2005 school year in vocational technological high schools, paying special attention to teacher's adoption of the new pedagogical proposal. The research was carried out in three technological high schools: Agricultural, Marine, and Industrial, where three teachers were observed while teaching a new discipline entitled: Science, Technology, Society and Values I. This is one out of three sequential subjects included in the new curriculum that substitute four subjects from the former historical–social sciences area. Our results showed a lack of teachers' appropriation of the pedagogical proposal introduced with the reform due, in part, to a lack of knowledge regarding its conceptual framework.

The topical issues of teaching humanitarian disciplines at the agrarian university are analyzed in the article. Their place in the system of students ‘professional training is defined. The author draws attention to the rethinking of the experience of future agrarian’s professional training and considers it from the point of humanization of the learning process, which implies a qualitative change of priorities. It was found that the purpose of higher agricultural education is to train general cultural, creative, creative individuals. Analysis of the state of professional training of future specialists in agricultural educational institutions revealed shortcomings in the humanization of the process of training future specialists, namely: first, the discrepancy between the need for socio-humanitarian training and the amount of time allocated in educational plans for disciplines. humanitarian cycle; secondly, the overload of educational programs and textbooks with factual material, and then the emphasis on the transfer of knowledge, skills, abilities instead of comprehensive and comprehensive development of personality; third, insufficient implementation of a personality-oriented approach to learning; fourth, the traditional nature of the organization of the educational process, due to the traditional training of teachers, lack of innovative approaches to teaching, lack of awareness of the latest learning technologies. The current strict regulation of curricula leads to their congestion, and the contradiction between the large amount of material and the limited number of hours for its study in some way forces the teacher of the humanities cycle to limit the reproductive nature of teaching. It is noted that humanitarian training in agricultural educational institutions is aimed at the development and improvement of personal qualities. In order to optimize the humanities, their content should be updated to take into account the achievements of modern science; to introduce new disciplines aimed at improving personal qualities; use innovative technologies, innovative methods and forms of education; introduction of communicative disciplines – public speaking, discussion in small groups aimed at the development of critical thinking in students and the development of creative abilities. The real obstacles and shortcomings in the implementation of humanitarian training are highlighted, the peculiarities of the construction of the educational process, its content, activity and methodological components, the need fora comprehensive solution to the problem are emphasized.Key words: agricultural education, vocational training, social and humanitarian training, higher education, future agrarian.

The topical issues of teaching humanitarian disciplines at the agrarian university are analyzed in the article. Their place in the system of students ‘professional training is defined. The author draws attention to the rethinking of the experience of future agrarian’s professional training and considers it from the point of humanization of the learning process, which implies a qualitative change of priorities. It was found that the purpose of higher agricultural education is to train general cultural, creative, creative individuals. Analysis of the state of professional training of future specialists in agricultural educational institutions revealed shortcomings in the humanization of the process of training future specialists, namely: first, the discrepancy between the need for socio-humanitarian training and the amount of time allocated in educational plans for disciplines. humanitarian cycle; secondly, the overload of educational programs and textbooks with factual material, and then the emphasis on the transfer of knowledge, skills, abilities instead of comprehensive and comprehensive development of personality; third, insufficient implementation of a personality-oriented approach to learning; fourth, the traditional nature of the organization of the educational process, due to the traditional training of teachers, lack of innovative approaches to teaching, lack of awareness of the latest learning technologies. The current strict regulation of curricula leads to their congestion, and the contradiction between the large amount of material and the limited number of hours for its study in some way forces the teacher of the humanities cycle to limit the reproductive nature of teaching. It is noted that humanitarian training in agricultural educational institutions is aimed at the development and improvement of personal qualities. In order to optimize the humanities, their content should be updated to take into account the achievements of modern science; to introduce new disciplines aimed at improving personal qualities; use innovative technologies, innovative methods and forms of education; introduction of communicative disciplines – public speaking, discussion in small groups aimed at the development of critical thinking in students and the development of creative abilities. The real obstacles and shortcomings in the implementation of humanitarian training are highlighted, the peculiarities of the construction of the educational process, its content, activity and methodological components, the need fora comprehensive solution to the problem are emphasized.Key words: agricultural education, vocational training, social and humanitarian training, higher education, future agrarian.

Представлен авторский взгляд на подготовку квалифицированных специалистов для сельскохозяйственного производства. Рассмотрена экономико-управленческая подготовка квалифицированных специалистов для сельскохозяйственного производства с учетом стандарта World Skills Russia по направлению подготовки «Механизация сельского хозяйства» на примере среднего профессионального образования. Описывается авторская модель подготовки квалифицированных специалистов по специальности «Механизация сельского хозяйства». Приводится спецификация стандарта World Skills по компетенции «Эксплуатация сельскохозяйственных машин». Описывается внедрение данной спецификации в образовательный процесс ОГБПОУ «Томский аграрный колледж». Рассматривается процесс организации учебных занятий. Связь преподавания с жизнью, сельскохозяйственным производством – это не только использование материалов об историческом пути сельскохозяйственной науки и практики, но и рассмотрение актуального вопроса как необходимость знания экономики, организации и планирования сельскохозяйственного производства. Задача преподавателя заключается в том, чтобы применять экономические знания на практике, например при изучении сельскохозяйственной техники, то есть машин и механизмов, уметь определять эффективность применения машин, удобрений, ядохимикатов и т. д. Таким образом, в деле профессиональной подготовки обучающихся важно, чтобы в содержание занятий включался конкретный материал, направленный на развитие у обучающихся интереса к избранной специальности. The article presents the author’s view on the training of qualified specialists for agricultural production. The economic and managerial training of qualified specialists for agricultural production is considered taking into account the World Skills Russia standard in the field of training “Agricultural mechanization” using the example of secondary vocational education. The author describes the model of training qualified specialists in the specialization «Agricultural Mechanization». The specification of the World Skills standard on the competence “Operation of agricultural machines” is given. The introduction of this specification in the educational process of OGBPOU «Tomsk Agrarian College» is described. The process of organizing training sessions is considered. The connection of teaching with life, with agricultural production is not only the use of materials about the historical path of agricultural science and practice, but the consideration of an urgent issue as the need for knowledge of the economy, organization and planning of agricultural production. The teacher’s task is to apply economic knowledge in practice, for example, in the study of agricultural machinery, that is, machines and mechanisms, to be able to determine the effectiveness of the use of machines, fertilizers, pesticides, etc. Thus, in the matter of training students, it is important that the content of classes include specific material aimed at developing students’ interest in their chosen specialty.

The article presents data from more extensive research (N = 2015) focused on digital competences of secondary school teachers. The research aimed to find out knowledge and user specifics of digital competence of teachers of human and social sciences in comparison with the whole dataset, specifically with teachers of ICT and technical sciences. As a data collection tool, we used a self-created questionnaire. Data analysis was performed with IBM SPSS Statistics version 24 using the Chi-Square test of independence, Chi-Square goodness of fit test, ANOVA, the independent samples T-test and paired sample T-test. Research showed that teachers use only simple digital tools in their teaching, which do not impose great demands on the didactic‑methodical application. On the other hand, more demanding didactic tools (e. g. E-learning or virtual laboratory) are used significantly less. It has also been shown that although teachers see the pedagogical potential of digital technologies positively, the forms and means of digital education are almost unknown to them. The sample, therefore, shows a discrepancy between the expectations of the pedagogical effects of the application of digital technologies and only the average developed knowledge and user aspects of digital competences. In terms of knowledge and user specifics, teachers of human and social science lag behind the teachers of ICT and technical subjects in terms of assessing their knowledge and user skills. They do not show statistically significant differences compared to the whole dataset, which consists of teachers of mathematics, natural, medical, agricultural and environmental sciences, teachers of practical training and education, although even here their results are usually slightly worse.

The article deals with the introduction of digital competences in the educational process of junior bachelors in agronomy. The model of development of digital skills of the population of the EU countries (EU Digital Competence Framework for Educators), the plan of the European model of digital competences for education is analyzed. The traditional model of education is concerned with knowledge achieving and today it does not satisfy either the job market or students. Today, Ukrainian education is being transformed in line with world requirements, as evidenced by the introduced reforms in the system of education and the adoption of a new law on education. The paradigm of education is being transformed; models and learning approaches are changing. And, in general, research shows that the overall vector of change is aimed at developing digital competence, social and communication skills for successful activities in the digital world. The examples of formation of digital competences in the process of training of modern specialists around the world and in Ukraine are given; taking into account the Framework of digital competence, the decision of the Ministry of Education and Science of Ukraine on reforming the education system is analyzed. According to the analysis of the labour market of the agricultural sector which there is a problem of non-compliance of the national structure of vocational education with the prospective needs of the agricultural labour market in terms of qualification level and structure of professional competencies of graduated agronomists, the main reason for which is non-taking into account the consideration in the process of preparation of the current state of use of information technologies in the areas of agricultural industry. Comparison of special (professional, subject) competences in accordance with the existing standard of training of junior bachelors in agronomy and the proposed list of competencies formed in accordance with current trends in global digitalization, including agricultural production is carried out. A thematic structure of the content of training for the formation of digital professional competencies for future agronomists is proposed. The issue of teaching a new discipline in terms of professional affiliation of the teacher is raised.

Successful reintegration is the goal of prison education in Hungarian penitentiaries. Prisons support prisoners with primary school education, high school education, and vocational training. These forms of learning within prison are implemented to prepare prisoners for their release, so they can integrate into the labor market afterwards (Penal Act CCXL, 2013). In the context of successful reintegration, we assume that prisoners are capable of being trained. Based on this supposition, three studies were conducted on learning and education in prison at Eötvös Loránd University Doctoral School. First, theoretical research was conducted about prison: the learning possibilities of prison, examining what it provides, what it allows, what it prevents. Second, a survey was conducted on some prisoners' perceptions of their learning opportunities. Third, an interview was carried out that has examined the perceptions of prison learning with some educators teaching in the penitentiary. Our studies on prison learning have confirmed some of our hypotheses reflected in the following statements. In Hungary, the training of prisoners is an essential part of prison life, furthermore, education can be implemented through pieces of training that can be essential tools for personal development in prison. Although most prisoners look for learning opportunities, the way they approach learning is seemingly different. Teachers who work in prison say there is a huge possibility in educating prisoners, but they would require more tools and a more functional learning environment in order to do their best.

The most important criterion for the advancement of the nation on the whole is the level of its human development, which is based on knowledge as an intellectual component of human capital. An important trend in development of world economy today is the process of intellectualization and formation of a knowledge-based society, in which economic well-being is determined by the high technologies, innovative capabilities and the level of intellectual development of the society. Transition to an innovative model of economic development is gradually taking place. The humanitarian, which is also called the “post-industrial” type of economic development comes to replace the industrial one, the driving force of which is the scientific knowledge, creative and intellectual potential of human resources. According to A. Tofler, the transition from the economy of the workforce to the brain power economy is now occuring, and in the new society information and knowledge are the main factors of production [8]. Some scholars [6] determine education as the most important asset of human capital, which can be considered not only a means of increasing future incomes, but also an ability to create self-generation or self-investing of human capital. This is explained by the fact that being educated, the person by means of using his labor potential multiplies not only the material goods, which are then used to meet the physiological, social and other needs, but also improves his skills, his professional abilities and competence. According to various data, human capital ranges from 50 to 70 percent in the structure of national wealth of developed countries and is steadily increasing. When forecasting the prospects for global development, Deutsche Bank experts point out that investments in human capital – education, training and health – is a crucial factor for the GDP growth [2]. Scientists have shown that the formation of human capital occurs, firstly, through the process of upbringing the individual in the family, then through the mechanism of social interaction and communication, and, finally, through the mechanisms of socialization and professionalization in the appropriate institutional environment (education and culture, information space, production system, educational environment of the educational institution). Consequently, the paradigm of modern higher education should be based on a combination of such important elements: education shoud be comprehensive and have professional orientation; in the process of training one the most important element is forming the cultural level and moral standards of the students; professional training of the future specialist should be done in close connection with practical experience; the state should finance education giving the priority to the scarce areas and specialties thus contributing to the growth of intellectual potential of the nation; the process of education, professional development, self-education should be permanent and this should be realized by both the educators and those who study as it is the vital demand of nowadays [3]. The modern “theory of human capital” [15] represents the direction of economic science, within which the human component of economic systems of various sizes is considered in terms of value and price and can be defined up to three levels: - on a personal level, human capital refers to the knowledge and skills that a person has acquired through education, training, practical experience (while using his innate abilities) and through which he can provide valuable productive services to other people. At this level, human capital can be compared with other kinds of personal ownership (property, money, securities) that generates income, and we call it personal or private human capital; - at the microeconomic level human capital represents the aggregate qualifications and professional abilities of all employees of the enterprise, as well as the achievements of the enterprise in the efficient organization of labor and personnel development. At this level human capital is associated with the production and commercial capital of an enterprise, since profits are derived from the efficient use of all types of capital; - at the macroeconomic level human capital includes accumulated investments in such fields as education, vocational training and retraining, vocational guidance and employment services, health improvement, etc. and is an essential part of the national wealth of the country, thus we call it national human capital [5]. It is important to understand the concept of “educational environment”, which creates conditions for the development of intellectual potential of human resources. Scientists determine different structural components of the educational environment and distinguish: the physical environment, human factors, training programs. Thus, D. Binetska [11] considers the concept of the “educational environment of the university” as a system formation, which is an artificial, specially created socio-cultural surrounding of the subject of learning and includes the content of learning, a variety of methods and teaching techniques that can provide a productive research activity for the student. In modern scientific discourse, some researchers focus on human capital as a source of income, while other scholars treat a human as a person with his psychological, spiritual and moral qualities, and the capital is seen as a complex category: not only as money, but also as a national capital, which includes intangible assets. Human capital is characterized by the following features: it is the assets that a person has in the form of innate qualities: physical, psychological, intellectual, as well as those qualities, abilities that a person acquires during his lifetime (knowledge, skills, motivation), they are the assets that require significant investments; they are those assets that generate income over a period of time. So, educational environment creates conditions for the development of the intellectual potential of human resources, and human ability to produce knowledge embodied in means of production, is considered as intellectual capital.

Este artigo tem como objetivo examinar o mobiliário destinado ao ensino de desenho técnico, que compõe o acervo do Centro de Memória da Escola Técnica Estadual Cônego José Bento, detendo-se, de modo mais específico, na carteira de desenho. A investigação sobre essa peça do mobiliário escolar procura rastrear pistas dos processos de aquisição, da utilização desse tipo de carteira nas práticas escolares e do seu percurso no interior da Escola Profissional Agrícola Industrial Cônego José Bento, entre as décadas de 1930 e 1950, em paralelo com as mudanças curriculares. O trabalho arqueológico proposto visa capturar vestígios sobre peças de mobiliário que sobreviveram às várias mudanças pelas quais passou essa instituição, criada em Jacareí em 1935, no âmbito do plano de expansão do ensino profissional, elaborado pela Superintendência do Ensino Profissional e Doméstica. Procura-se, por essa via, contribuir com os esforços dos historiadores da educação, com vistas a compreender a cultura material da escola como uma dimensão significativa da cultura escolar.Palavras-chave: Cultura material. Mobiliário escolar. Carteira de desenho.Furniture for vocational education: notes on the drawing deskABSTRACTThis article aims at analyzing the furniture designed for the teaching of technical drawing, which is part of the collection of the Memory Center of the State Technical School Cônego José Bento. It focuses specifically on the drawing desk. The investigation on this piece of school furniture aims at tracing evidence of the acquisition process and the uses of this kind of desk in school practices and its itinerary within the Agricultural Industrial Professional School Cônego José Bento, between the 1930s and the 1950s, alongside curricular changes. This archeological work tries to capture traces of the pieces of furniture that survived the multiple changes that influenced this institution, created in Jacareí in 1935, as part of the expansion plan for professional education, developed by Superintendency for Professional and Householding Education. Thus, it aims at contributing to the efforts made by historians of education to comprehend school material culture as a meaningful dimension of school culture.Keywords: Material culture. School furniture. Drawing desk.Muebles para la enseñanza profesional: notas sobre la mesa de dibujoRESUMENEste artículo tiene como objetivo examinar los muebles destinados a la enseñanza del diseño técnico que componen el acervo del Centro de Memoria de la Escuela Técnica Estadual Cônego José Bento, deteniéndose más específicamente sobre la mesa de dibujo. La investigación sobre este tipo de mueble escolar busca rastrear huellas de los procesos de adquisición, su utilización en las prácticas escolares y su recorrido en el interior de la Escuela Profesional Agrícola Industrial Cônego José Bento, entre las décadas de 1930 y 1950, en paralelo con los cambios curriculares. El trabajo arqueológico que se propone busca capturar rastros sobre muebles que han sobrevivido a los varios cambios pasados por esta institución, creada en Jacareí en 1935, en el ámbito del plan de expansión de la enseñanza profesional elaborado por la Superintendencia de la Enseñanza Profesional y Doméstica. Se busca, de esta manera, contribuir con los esfuerzos de historiadores de la educación para comprender la cultura material de la escuela como una dimensión importante de la cultura escolar.Palabras clave: Cultura material. Mueble escolar. Mesa de dibujo.

Inclusion of Agriculture subject in the curriculum plays a very vital role in the country where the economic is fully dependent on agriculture. Agriculture education provides an alternative to career ladder for those students who are interested in taking farming in the future. In Bhutan inclusion of Agricultural subject became a part of school’s curriculum under the joint initiative of Agriculture and Education ministry from 2013 onwards. Agriculture inclusion in the curriculum of the school brings both the perspective and the challenges to the learners and also to the teachers. The main aim of introducing the curriculum is to make children learn through practical teaching and prepare them to value the dignity of work. But there are also many challenges faced by the student during the learning period that demotivates the children in opting agriculture as their vocational subject. This study aims to find out the challenges encountered by the students of IX-XII in taking up the optional Agricultural subject and also explore some of the benefit gained by the students in taking it to make it worthy in taking up their optional subjects.

According to the requirements of the Ministry of Education's transformation, development and classified management, the pharmacy major of Jilin Agricultural Science and Technology University is based on social demand investigations, with the main goal of vocational ability training, take knowledge system and technical ability training as the core, social competence training runs through the whole process. And the university closely integrates with market demands, and comprehensively improve the quality of pharmacy professional training through clarifying the training objectives of professional talents, integrating the curriculum system, improving teaching methods and perfecting the assessment and evaluation system of teaching links.

Resumo: A história da Rede Federal de Educação Profissional e Tecnológica tem por marco de origem o ano de 1909, ano em que foi criada como proposta educacional destinada às denominadas classes desprovidas da sorte, e hoje se configura como importante estrutura do ensino profissional do país. O objetivo geral deste trabalho é o de relatar uma reflexão da atividade docente numa turma do Curso de Agricultor Familiar/PRONATEC, avaliando a relação dos alunos com a disciplina e realizando uma autocrítica sobre as propostas pedagógicas utilizadas pelo docente na disciplina de Meio Ambiente e Sustentabilidade. O presente trabalho apresenta a análise dos aspectos curriculares do curso de Agricultor Familiar, estratégias aplicadas pela docente, contexto social em que a turma está inserida, perfil dos alunos da turma, políticas institucionais do referido programa e diretrizes do Projeto Pedagógico Institucional do IFRS. Permeando estes aspectos de análise e as vertentes da educação profissional e tecnológica, houve a possibilidade de refletir sobre a prática docente e os conteúdos norteadores da disciplina, no decorrer das aulas, sendo que a aplicação do conhecimento, através da prática docente e da estruturação das aulas da disciplina, teve o intuito de transformar o contexto social dos envolvidos. Palavras-chave: PRONATEC. Meio ambiente e sustentabilidade. Educação Profissional. Prática docente. Conteúdos didáticos. TEACHING EXPERIENCE IN ENVIRONMENT AND SUSTAINABILITY SUBJECT/IFRS CÂMPUS CAXIAS DO SUL - PRONATEC FIC FAMILY FARMER Abstract: The history of the Federal Network of Professional and Technological Education had of origin the year 1909, when it was created as an educational proposal to the poorest layers of the population, and today is configured as an important structure of vocational education in the country. The aim of this study is to report a reflection of the teaching activity in a class of Family Farmer Course / PRONATEC, evaluating the relationship of students with discipline and performing a self-critique of the pedagogical proposals used by the teacher in the discipline of Environment and Sustainability. This paper presents an analysis of the curricular aspects of the course of Family Farmer, strategies applied by the teacher, social context in which the group operates, profile of students in the class, institutional policies and guidelines of the program of IFRS Institutional Educational Project. Permeating these aspects of analysis and aspects of vocational and technological education, there was the possibility to reflect on the teaching practice and the guiding contents of discipline during classes, and the application of knowledge through teaching practice and the structuring of classes discipline, aimed to transform the social context of those involved. Keywords: PRONATEC. Environment and sustainability. Professional education. Teaching practices. Educational content.

IntroductionCulinary education in Ireland has long been influenced by culinary education being delivered in catering colleges in the United Kingdom (UK). Institutionalised culinary education started in Britain through the sponsorship of guild conglomerates (Lawson and Silver). The City & Guilds of London Institute for the Advancement of Technical Education opened its central institution in 1884. Culinary education in Ireland began in Kevin Street Technical School in the late 1880s. This consisted of evening courses in plain cookery. Dublin’s leading chefs and waiters of the time participated in developing courses in French culinary classics and these courses ran in Parnell Square Vocational School from 1926 (Mac Con Iomaire “The Changing”). St Mary’s College of Domestic Science was purpose built and opened in 1941 in Cathal Brugha Street. This was renamed the Dublin College of Catering in the 1950s. The Council for Education, Recruitment and Training for the Hotel Industry (CERT) was set up in 1963 and ran cookery courses using the City & Guilds of London examinations as its benchmark. In 1982, when the National Craft Curriculum Certification Board (NCCCB) was established, CERT began carrying out their own examinations. This allowed Irish catering education to set its own standards, establish its own criteria and award its own certificates, roles which were previously carried out by City & Guilds of London (Corr). CERT awarded its first certificates in professional cookery in 1989. The training role of CERT was taken over by Fáilte Ireland, the State tourism board, in 2003. Changing Trends in Cookery and Culinary Textbooks at DIT The Dublin College of Catering which became part of the Dublin Institute of Technology (DIT) is the flagship of catering education in Ireland (Mac Con Iomaire “The Changing”). The first DIT culinary award, was introduced in 1984 Certificate in Diet Cookery, later renamed Higher Certificate in Health and Nutrition for the Culinary Arts. On the 19th of July 1992 the Dublin Institute of Technology Act was enacted into law. This Act enabled DIT to provide vocational and technical education and training for the economic, technological, scientific, commercial, industrial, social and cultural development of the State (Ireland 1992). In 1998, DIT was granted degree awarding powers by the Irish state, enabling it to make major awards at Higher Certificate, Ordinary Bachelor Degree, Honors Bachelor Degree, Masters and PhD levels (Levels six to ten in the National Framework of Qualifications), as well as a range of minor, special purpose and supplemental awards (National NQAI). It was not until 1999, when a primary degree in Culinary Arts was sanctioned by the Department of Education in Ireland (Duff, The Story), that a more diverse range of textbooks was recommended based on a new liberal/vocational educational philosophy. DITs School of Culinary Arts currently offers: Higher Certificates Health and Nutrition for the Culinary Arts; Higher Certificate in Culinary Arts (Professional Culinary Practice); BSc (Ord) in Baking and Pastry Arts Management; BA (Hons) in Culinary Arts; BSc (Hons) Bar Management and Entrepreneurship; BSc (Hons) in Culinary Entrepreneurship; and, MSc in Culinary Innovation and Food Product Development. From 1942 to 1970, haute cuisine, or classical French cuisine was the most influential cooking trend in Irish cuisine and this is reflected in the culinary textbooks of that era. Haute cuisine has been influenced by many influential writers/chefs such as Francois La Varenne, Antoine Carême, Auguste Escoffier, Ferand Point, Paul Bocuse, Anton Mosiman, Albert and Michel Roux to name but a few. The period from 1947 to 1974 can be viewed as a “golden age” of haute cuisine in Ireland, as more award-winning world-class restaurants traded in Dublin during this period than at any other time in history (Mac Con Iomaire “The Changing”). Hotels and restaurants were run in the Escoffier partie system style which is a system of hierarchy among kitchen staff and areas of the kitchens specialising in cooking particular parts of the menu i.e sauces (saucier), fish (poissonnier), larder (garde manger), vegetable (legumier) and pastry (patissier). In the late 1960s, Escoffier-styled restaurants were considered overstaffed and were no longer financially viable. Restaurants began to be run by chef-proprietors, using plate rather than silver service. Nouvelle cuisine began in the 1970s and this became a modern form of haute cuisine (Gillespie). The rise in chef-proprietor run restaurants in Ireland reflected the same characteristics of the nouvelle cuisine movement. Culinary textbooks such as Practical Professional Cookery, La Technique, The Complete Guide to Modern Cooking, The Art of the Garde Mange and Patisserie interpreted nouvelle cuisine techniques and plated dishes. In 1977, the DIT began delivering courses in City & Guilds Advanced Kitchen & Larder 706/3 and Pastry 706/3, the only college in Ireland to do so at the time. Many graduates from these courses became the future Irish culinary lecturers, chef-proprietors, and culinary leaders. The next two decades saw a rise in fusion cooking, nouvelle cuisine, and a return to French classical cooking. Numerous Irish chefs were returning to Ireland having worked with Michelin starred chefs and opening new restaurants in the vein of classical French cooking, such as Kevin Thornton (Wine Epergne & Thorntons). These chefs were, in turn, influencing culinary training in DIT with a return to classical French cooking. New Classical French culinary textbooks such as New Classical Cuisine, The Modern Patisserie, The French Professional Pastry Series and Advanced Practical Cookery were being used in DIT In the last 15 years, science in cooking has become the current trend in culinary education in DIT. This is acknowledged by the increased number of culinary science textbooks and modules in molecular gastronomy offered in DIT. This also coincided with the launch of the BA (Hons) in Culinary Arts in DIT moving culinary education from a technical to a liberal education. Books such as The Science of Cooking, On Food and Cooking, The Fat Duck Cookbook and Modern Gastronomy now appear on recommended textbooks for culinary students.For the purpose of this article, practical classes held at DIT will be broken down as follows: hot kitchen class, larder classes, and pastry classes. These classes had recommended textbooks for each area. These can be broken down into three sections: hot kitche, larder, and pastry. This table identifies that the textbooks used in culinary education at DIT reflected the trends in cookery at the time they were being used. Hot Kitchen Larder Pastry Le Guide Culinaire. 1921. Le Guide Culinaire. 1921. The International Confectioner. 1968. Le Repertoire De La Cuisine. 1914. The Larder Chef, Classical Food Preparation and Presentation. 1969. Patisserie. 1971. All in the Cooking, Books 1&2. 1943 The Art of the Garde Manger. 1973. The Modern Patissier. 1986 Larousse Gastronomique. 1961. New Classic Cuisine. 1989. Professional French Pastry Series. 1987. Practical Cookery. 1962. The Curious Cook. 1990. Complete Pastrywork Techniques. 1991. Practical Professional Cookery. 1972. On Food and Cooking. The Science and Lore of the Kitchen. 1991. On Food and Cooking: The Science and Lore of the Kitchen. 1991 La Technique. 1976. Advanced Practical Cookery. 1995. Desserts: A Lifelong Passion. 1994. Escoffier: The Complete Guide to the Art of Modern Cookery. 1979. The Science of Cooking. 2000. Culinary Artistry. Dornenburg, 1996. Professional Cookery: The Process Approach. 1985. Garde Manger, The Art and Craft of the Cold Kitchen. 2004. Grande Finales: The Art of the Plated Dessert. 1997. On Food and Cooking: The Science and Lore of the Kitchen. 1991. The Science of Cooking. 2000. Fat Duck Cookbook. 2009. Modern Gastronomy. 2010. Tab.1. DIT Culinary Textbooks.1942–1960 During the first half of the 20th century, senior staff working in Dublin hotels, restaurants and clubs were predominately foreign born and trained. The two decades following World War II could be viewed as the “golden age” of haute cuisine in Dublin as many award-wining restaurants traded in the city at this time (Mac Con Iomaire “The Emergence”). Culinary education in DIT in 1942 saw the use of Escoffier’s Le Guide Culinaire as the defining textbook (Bowe). This was first published in 1903 and translated into English in 1907. In 1979 Cracknell and Kaufmann published a more comprehensive and update edited version under the title The Complete Guide to the Art of Modern Cookery by Escoffier for use in culinary colleges. This demonstrated that Escoffier’s work had withstood the test of the decades and was still relevant. Le Repertoire de La Cuisine by Louis Saulnier, a student of Escoffier, presented the fundamentals of French classical cookery. Le Repertoire was inspired by the work of Escoffier and contains thousands of classical recipes presented in a brief format that can be clearly understood by chefs and cooks. Le Repertoire remains an important part of any DIT culinary student’s textbook list. All in the Cooking by Josephine Marnell, Nora Breathnach, Ann Mairtin and Mor Murnaghan (1946) was one of the first cookbooks to be published in Ireland (Cashmann). This book was a domestic science cooking book written by lecturers in the Cathal Brugha Street College. There is a combination of classical French recipes and Irish recipes throughout the book. 1960s It was not until the 1960s that reference book Larousse Gastronomique and new textbooks such as Practical Cookery, The Larder Chef and International Confectionary made their way into DIT culinary education. These books still focused on classical French cooking but used lighter sauces and reflected more modern cooking equipment and techniques. Also, this period was the first time that specific books for larder and pastry work were introduced into the DIT culinary education system (Bowe). Larousse Gastronomique, which used Le Guide Culinaire as a basis (James), was first published in 1938 and translated into English in 1961. Practical Cookery, which is still used in DIT culinary education, is now in its 12th edition. Each edition has built on the previous, however, there is now criticism that some of the content is dated (Richards). Practical Cookery has established itself as a key textbook in culinary education both in Ireland and England. Practical Cookery recipes were laid out in easy to follow steps and food commodities were discussed briefly. The Larder Chef was first published in 1969 and is currently in its 4th edition. This book focuses on classical French larder techniques, butchery and fishmongery but recognises current trends and fashions in food presentation. The International Confectioner is no longer in print but is still used as a reference for basic recipes in pastry classes (Campbell). The Modern Patissier demonstrated more updated techniques and methods than were used in The International Confectioner. The Modern Patissier is still used as a reference book in DIT. 1970s The 1970s saw the decline in haute cuisine in Ireland, as it was in the process of being replaced by nouvelle cuisine. Irish chefs were being influenced by the works of chefs such as Paul Boucuse, Roger Verge, Michel Guerard, Raymond Olivier, Jean & Pierre Troisgros, Alain Senderens, Jacques Maniere, Jean Delaveine and Michel Guerard who advanced the uncomplicated natural presentation in food. Henri Gault claims that it was his manifesto published in October 1973 in Gault-Millau magazine which unleashed the movement called La Nouvelle Cuisine Française (Gault). In nouvelle cuisine, dishes in Carème and Escoffier’s style were rejected as over-rich and complicated. The principles underpinning this new movement focused on the freshness of ingredients, and lightness and harmony in all components and accompaniments, as well as basic and simple cooking methods and types of presentation. This was not, however, a complete overthrowing of the past, but a moving forward in the long-term process of cuisine development, utilising the very best from each evolution (Cousins). Books such as Practical Professional Cookery, The Art of the Garde Manger and Patisserie reflected this new lighter approach to cookery. Patisserie was first published in 1971, is now in its second edition, and continues to be used in DIT culinary education. This book became an essential textbook in pastrywork, and covers the entire syllabus of City & Guilds and CERT (now Fáilte Ireland). Patisserie covered all basic pastry recipes and techniques, while the second edition (in 1993) included new modern recipes, modern pastry equipment, commodities, and food hygiene regulations reflecting the changing catering environment. The Art of the Garde Manger is an American book highlighting the artistry, creativity, and cooking sensitivity need to be a successful Garde Manger (the larder chef who prepares cold preparation in a partie system kitchen). It reflected the dynamic changes occurring in the culinary world but recognised the importance of understanding basic French culinary principles. It is no longer used in DIT culinary education. La Technique is a guide to classical French preparation (Escoffier’s methods and techniques) using detailed pictures and notes. This book remains a very useful guide and reference for culinary students. Practical Professional Cookery also became an important textbook as it was written with the student and chef/lecturer in mind, as it provides a wider range of recipes and detailed information to assist in understanding the tasks at hand. It is based on classical French cooking and compliments Practical Cookery as a textbook, however, its recipes are for ten portions as opposed to four portions in Practical Cookery. Again this book was written with the City & Guilds examinations in mind. 1980s During the mid-1980s, many young Irish chefs and waiters emigrated. They returned in the late-1980s and early-1990s having gained vast experience of nouvelle and fusion cuisine in London, Paris, New York, California and elsewhere (Mac Con Iomaire, “The Changing”). These energetic, well-trained professionals began opening chef-proprietor restaurants around Dublin, providing invaluable training and positions for up-and-coming young chefs, waiters and culinary college graduates. The 1980s saw a return to French classical cookery textbook such as Professional Cookery: The Process Approach, New Classic Cuisine and the Professional French Pastry series, because educators saw the need for students to learn the basics of French cookery. Professional Cookery: The Process Approach was written by Daniel Stevenson who was, at the time, a senior lecturer in Food and Beverage Operations at Oxford Polytechnic in England. Again, this book was written for students with an emphasis on the cookery techniques and the practices of professional cookery. The Complete Guide to Modern Cooking by Escoffier continued to be used. This book is used by cooks and chefs as a reference for ingredients in dishes rather than a recipe book, as it does not go into detail in the methods as it is assumed the cook/chef would have the required experience to know the method of production. Le Guide Culinaire was only used on advanced City & Guilds courses in DIT during this decade (Bowe). New Classic Cuisine by the classically French trained chefs, Albert and Michel Roux (Gayot), is a classical French cuisine cookbook used as a reference by DIT culinary educators at the time because of the influence the Roux brothers were having over the English fine dining scene. The Professional French Pastry Series is a range of four volumes of pastry books: Vol. 1 Doughs, Batters and Meringues; Vol. 2 Creams, Confections and Finished Desserts; Vol. 3 Petit Four, Chocolate, Frozen Desserts and Sugar Work; and Vol. 4 Decorations, Borders and Letters, Marzipan, Modern Desserts. These books about classical French pastry making were used on the advanced pastry courses at DIT as learners needed a basic knowledge of pastry making to use them. 1990s Ireland in the late 1990s became a very prosperous and thriving European nation; the phenomena that became known as the “celtic tiger” was in full swing (Mac Con Iomaire “The Changing”). The Irish dining public were being treated to a resurgence of traditional Irish cuisine using fresh wholesome food (Hughes). The Irish population was considered more well-educated and well travelled than previous generations and culinary students were now becoming interested in the science of cooking. In 1996, the BA (Hons) in Culinary Arts program at DIT was first mooted (Hegarty). Finally, in 1999, a primary degree in Culinary Arts was sanctioned by the Department of Education underpinned by a new liberal/vocational philosophy in education (Duff). Teaching culinary arts in the past had been through a vocational education focus whereby students were taught skills for industry which were narrow, restrictive, and constraining, without the necessary knowledge to articulate the acquired skill. The reading list for culinary students reflected this new liberal education in culinary arts as Harold McGee’s books The Curious Cook and On Food and Cooking: The Science and Lore of the Kitchen explored and explained the science of cooking. On Food and Cooking: The Science and Lore of the Kitchen proposed that “science can make cooking more interesting by connecting it with the basic workings of the natural world” (Vega 373). Advanced Practical Cookery was written for City & Guilds students. In DIT this book was used by advanced culinary students sitting Fáilte Ireland examinations, and the second year of the new BA (Hons) in Culinary Arts. Culinary Artistry encouraged chefs to explore the creative process of culinary composition as it explored the intersection of food, imagination, and taste (Dornenburg). This book encouraged chefs to develop their own style of cuisine using fresh seasonal ingredients, and was used for advanced students but is no longer a set text. Chefs were being encouraged to show their artistic traits, and none more so than pastry chefs. Grande Finale: The Art of Plated Desserts encouraged advanced students to identify different “schools” of pastry in relation to the world of art and design. The concept of the recipes used in this book were built on the original spectacular pieces montées created by Antoine Carême. 2000–2013 After nouvelle cuisine, recent developments have included interest in various fusion cuisines, such as Asia-Pacific, and in molecular gastronomy. Molecular gastronomists strive to find perfect recipes using scientific methods of investigation (Blanck). Hervè This experimentation with recipes and his introduction to Nicholos Kurti led them to create a food discipline they called “molecular gastronomy”. In 1998, a number of creative chefs began experimenting with the incorporation of ingredients and techniques normally used in mass food production in order to arrive at previously unattainable culinary creations. This “new cooking” (Vega 373) required a knowledge of chemical reactions and physico-chemical phenomena in relation to food, as well as specialist tools, which were created by these early explorers. It has been suggested that molecular gastronomy is “science-based cooking” (Vega 375) and that this concept refers to conscious application of the principles and tools from food science and other disciplines for the development of new dishes particularly in the context of classical cuisine (Vega). The Science of Cooking assists students in understanding the chemistry and physics of cooking. This book takes traditional French techniques and recipes and refutes some of the claims and methods used in traditional recipes. Garde Manger: The Art and Craft of the Cold Kitchen is used for the advanced larder modules at DIT. This book builds on basic skills in the Larder Chef book. Molecular gastronomy as a subject area was developed in 2009 in DIT, the first of its kind in Ireland. The Fat Duck Cookbook and Modern Gastronomy underpin the theoretical aspects of the module. This module is taught to 4th year BA (Hons) in Culinary Arts students who already have three years experience in culinary education and the culinary industry, and also to MSc Culinary Innovation and Food Product Development students. Conclusion Escoffier, the master of French classical cuisine, still influences culinary textbooks to this day. His basic approach to cooking is considered essential to teaching culinary students, allowing them to embrace the core skills and competencies required to work in the professional environment. Teaching of culinary arts at DIT has moved vocational education to a more liberal basis, and it is imperative that the chosen textbooks reflect this development. This liberal education gives the students a broader understanding of cooking, hospitality management, food science, gastronomy, health and safety, oenology, and food product development. To date there is no practical culinary textbook written specifically for Irish culinary education, particularly within this new liberal/vocational paradigm. There is clearly a need for a new textbook which combines the best of Escoffier’s classical French techniques with the more modern molecular gastronomy techniques popularised by Ferran Adria. References Adria, Ferran. Modern Gastronomy A to Z: A Scientific and Gastronomic Lexicon. London: CRC P, 2010. Barker, William. The Modern Patissier. London: Hutchinson, 1974. Barham, Peter. The Science of Cooking. Berlin: Springer-Verlag, 2000. 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