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Journal articles on the topic 'University vocational training'
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Crochard, Magali. "Adult Vocational Training in University." International Journal of Learning: Annual Review 15, no. 3 (2008): 147–52. http://dx.doi.org/10.18848/1447-9494/cgp/v15i03/45694.
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Odigwe, Francisca N., Odim Otu Offem, and Valentine Joseph Owan. "Vocational training duration and university graduates' job performance in Cross River State, Nigeria." International Journal of Current Research 10, no. 7 (2018): 72024–28. https://doi.org/10.5281/zenodo.4320545.
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This study focused specifically on determining the extent to which the duration of vocational training influence university respectively. In achieving this, two research questions were raised and two research hypotheses were formulated to guide the study. The study adopted a descriptive survey design. The population of the study includes a total of 123 baking business and 208 computer business centres in the Area. Out of this population, a proportionate stratified sampling technique was used to select 10% resulting in the selection of 12 baking and 21 computer adopted to select 36 and 63 graduate respectively, resulting in a sample of 99 respondents. A rating scale was used as the instrument for data collection. The instrument was administered by the researchers. The data obtained, were analysed using descriptive statistics, while the hypotheses were tested at .05 level of significance using one analysis of variance (One vocational training influenced university graduates job performance in baking and computer business enterprises respectively. Discussions, conclusion and recommendation were all made based on the findings of the study.
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ATAPINA, YULIYA A. "Continuing education program: development and implementation at the University cluster." Agricultural Engineering, no. 2 (2024): 86–91. http://dx.doi.org/10.26897/2687-1149-2024-2-86-91.
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The increasing demand for secondary vocational education programs has drawn even more attention to the didactic support of the continuing education programs implemented in the college-to-university transition system. Their obvious benefit is the shortened period of professional training of specialists while maintaining the highest possible quality of the University cluster, where a vocational college is the primary level of the university training. The experience of implementing secondary vocational education programs in Russian State Agrarian University - Moscow Timiryazev Agricultural Academy taking into account the specifics of the technical training and vocational teacher training necessitated the appropriate infrastructural modification: the establishing of the College of Technology and the Center for Technological Support of Education. The results of the questionnaire survey of students of the College of Technology confirmed the need and relevance of the development of continuing educational programs with a shortened period of study. The methodology of designing continuing educational programs consists of successive logically interrelated stages: analytical designing, verification and implementation, correction and optimization. The first stage is the most challenging and time-consuming for the program developers: it is necessary to determine the invariant component of secondary vocational and higher education, which should be taken into account to develop a continuous Bachelor program that would provide short -time training. In the subsequent stages, this program is to be implemented, evaluated and adjusted. Using this methodology, the author attempted to develop a continuous educational program for the training area 44.03.04 ‘Vocational Education and Training (Sector-Specific)’ based on the vocational college program 44.02.03 ‘Pedagogy of Additional Training (Technical Creativity Area)’. The program is intended for training vocational teachers in accordance with the requirements of the Federal State Educational Standard in a shortened time.
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Corrêa, Adriana Katia, Maria Conceição Bernardo de Mello e. Souza, Maria José Clapis Maria José Clapis, and Debora Silva Fornazieri. "Permanent Teacher Training in Vocational Nurse Education: The University - Vocational School Partnership." Revista de Cultura e Extensão USP 17 (May 22, 2017): 57. http://dx.doi.org/10.11606/issn.2316-9060.v17i0p57-66.
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A atuação de professores na modalidade educação profissional técnica de nível mé- dio (EPTNM) na área da saúde, especificamente na enfermagem, é de fundamental importância, tendo em vista o contingente numérico de trabalhadores técnicos de enfermagem (e auxiliares) e a relevância das ações de cuidado pelas quais se responsabilizam nos cenários da saúde, nos distintos níveis de atenção. O objetivo deste relato de experiência é descrever e apontar algumas reflexões acerca do projeto de extensão, “Formação de professores de escolas técnicas: interfaces com a licenciatura em enfermagem”, apoiado pela Pró-Reitoria de Cultura e Extensão da Universidade de São Paulo desenvolvido desde agosto de 2016, explicitando também outras atividades voltadas à formação permanente do professor que o antecederam. São destacados aspectos importantes em relação aos processos e aos produtos que compõem esse projeto, sendo pontuadas reflexões e tendo em vista as suas implicações para os envolvidos. Trata-se de uma proposta que, voltada à qualificação da formação do professor enfermeiro e do aluno da EPTNM na área da saúde/enfermagem, pode promover a articulação universidade-escola técnica contribuindo com o fortalecimento do compromisso social da universidade com a educação e a saúde.
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Погонышев, Владимир Анатольевич, Дина Алексеевна Погонышева, and Татьяна Михайловна Хвостенко. "VOCATIONAL TRAINING OF FUTURE ENTREPRENEURS AT THE UNIVERSITY." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 1(50) (March 24, 2020): 210–17. http://dx.doi.org/10.26456/vtpsyped/2020.1.210.
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Рассмотрены вопросы профессиональной подготовки бакалавров как субъектов будущей предпринимательской деятельности. Показано, что качество подготовки обучающихся обусловлено социокультурными, психолого-педагогическими и социально-экономическими факторами, включающими трансформацию предпринимательской и общей культуры, гуманизацию образования с опорой на системный, личностно ориентированный, деятельностный, аксиологический, синергетический, компетентностный подходы и формирование цифровой среды. Установлено, что профессиональная компетентность бакалавра как субъекта будущей деятельности в сфере предпринимательства включает когнитивно-деятельностный, мотивационно-ценностный и рефлексивно-коммуникативный компоненты. Обоснованы организационно-педагогические условия профессиональной подготовки студентов как субъектов будущей предпринимательской деятельности, включающие моделирование профессиональной подготовки, учитывая социально-экономические и личностные аспекты с опорой на системный, деятельностный, личностно ориентированный, аксиологический, фрактальный, синергетический и компетентностный подходы; использование цифровых технологий; мониторинг уровня подготовки субъектов будущей деятельности в предпринимательстве, обусловленной образовательными потребностями общества и личности, цифровыми образовательными ресурсами вуза. Аrticle considers issues of professional training of bachelor 's degrees as subjects of future business activity. It is shown that the quality of training of students is due to sociocultural, psycho-pedagogical and socio-economic factors, including transformation of entrepreneurial and general culture, humanization of education based on systemic, personality-oriented, activity, axiological, synergistic, competent approaches and formation of digital environment. It has been established that the professional competence of the bachelor as a subject of future activity in the sphere of entrepreneurship includes cognitive-activity, motivation-value and reflexive-communicative components. Organizational and pedagogical conditions of professional training of students as subjects of future business activity are justified, including modeling of professional training, taking into account socio-economic and personal aspects based on systemic, activity, personality-oriented, axiological, fractal, synergistic and competent approaches; use of digital technologies; Monitoring the level of training of subjects of future activities in entrepreneurship due to educational needs of society and personality, digital educational resources of the university.
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Faleeva, Liya, Ekaterina Bratukhina, Sergey Ezhov, et al. "Student’s Social Experience Forming in University Vocational Training." Eurasian Journal of Analytical Chemistry 12, no. 7b (2017): 1127–35. http://dx.doi.org/10.12973/ejac.2017.00238a.
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Balleux, André. "Les étudiants en formation à l’enseignement professionnel au Québec : portrait d’un groupe particulier d’étudiants universitaires." Canadian Journal of Higher Education 36, no. 1 (2006): 29–48. http://dx.doi.org/10.47678/cjhe.v36i1.183524.
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Registration in a university training program for teachers of vocational training represents a major transition characterized by a progressive rupture between practice of a trade and practice as a teacher. This situation particular to Quebec teachers of vocational training makes them unique students, with characteristics and profiles different from their colleagues of the general sector. This article presents the results of a study conducted with students enrolled in training programs for teaching vocational training at Sherbrooke University aimed at building a first portrait of this characteristic group. This research constitutes the first step in a process which will contribute to a better understanding of the identity, the problems and the peculiar situation of teachers of vocational training at their moment of transition between practice of a trade and teaching their trade.
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Wang, Yan. "Study on the Current Situation of Skills Training for Pre-Vocational Chemistry Normal University Students Based on the Normal University Professional Certification." International Education Forum 2, no. 4 (2024): 32–38. http://dx.doi.org/10.26689/ief.v2i4.7067.
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At present, the main task of normal universities is to train qualified teachers for primary and secondary schools. Thus, pre-service teacher skills training and some educational theories are compulsory courses for every normal university student. The level of pre-service teacher skill training of normal university students directly affects the future teaching work of students. Especially for chemistry normal university students, we should not only possess the basic teaching ability of teachers but also experimental operation skills. Therefore, transforming from an ordinary chemistry normal university student to a qualified chemistry teacher must go through many links, especially the pre-vocational chemistry normal university student skills training. Based on the relevant theory of the skill training of pre-vocational chemistry students, this paper combines its own practical experience and adopts the questionnaire method to analyze the problems existing in the skill training of pre-vocational chemistry students. This paper is divided into three parts, the qualities of the students, the current situation, and problem analysis.
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Migunova, Еlena. "Reverse mentoring in vocational training of future teachers." Man and Education, no. 1 (62) (2020): 88. http://dx.doi.org/10.54884/s181570410020862-3.
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The article describes the experience of the reverse mentoring system in the student environment of the university. Tasks, directions, stages of implementation, methods are considered, indicators of performance of implementation of reverse student mentoring among future teachers of pre-school education at the department of the university are presented.
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Tyson, Ruhi. "Book Review: History of Vocational Education and Training in Europe." International Journal for Research in Vocational Education and Training 5, no. 2 (2018): 165–71. http://dx.doi.org/10.13152/ijrvet.5.2.5.
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The book is volume 14 in the series Studies in Vocational and Continuing Education. Series editors are Philipp Gonon & Anja Heikkinen. Volume 14, History of Vocational Education and Training in Europe: Cases, Concepts and Challenges is edited by Esther Berner, Professor for Educational Science, Helmut-Schmidt University in Hamburg, Germany, and Philipp Gonon, Professor for VET and Teacher Training, University of Zurich, Switzerland.
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Pokaliuk, V., and D. Fedorenko. "CHARACTERISTICS OF PROFESSIONAL AND TECHNICAL EDUCATIONAL ESTABLISHMENTS OF CIVIL PROTECTION OF UKRAINE." Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems, no. 54 (September 28, 2022): 45–49. http://dx.doi.org/10.31652/2412-1142-2019-54-45-49.
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The article describes the contents of the concepts of professional training of the personnel of theunits of Civil Protection Emergency Rescue Service, primary professional training, professional (vocational) training.The structure of vocational education of the civil protection sphere is considered.The description of the training centers of the emergency rescue units of the special purpose (specializededucational institutions of the first attestation level), the list of working professions by which vocational training,retraining, advanced training are carried out is presented. The training centers of the Civil Rescue Service (trainingcenter of the Main Department of the State Emergency Service in Kyiv, the training center of the Civil Rescue Service,the Interregional Emergency Response Center of the operational and rescue service) the list of proffessions for whichpreparation, retraining, advanced training, vocational training are carried out, their main purpose is given. The activityof the Higher Vocational School of Lviv State University of Life Safety and the State Paramilitary Mining and RescueSquad is described, the working professions under which vocational training, initial vocational training, retraining andadvanced training are carried out.
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Harmandaoğlu, Oğuzhan. "Öğrenci Penceresinden Anatomi Eğitimlerinin Değerlendirilmesi." Dynamic Medical Theories 1, no. 1 (2025): 13–15. https://doi.org/10.63594/dmte.2025.0003.
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Anatomy, which is a basic medical science course, is given theoretically and practically in accordance with the curriculum in medical faculties, faculties of health sciences and health-related programs of vocational schools. The aim of this study was to examine the studies evaluating anatomy education. Arı et al. in their study conducted in Uludağ University Faculty of Medicine students stated that students wanted to participate in actual dissection training as well as cadaver training. Sargin et al. Van Centenary Year University Health Services Vocational School students; students stated that quotas were too high and applied anatomy education was insufficient. In the study conducted by Bolatlı, Siirt University Faculty of Health Sciences, Department of Nursing students stated that more emphasis should be placed on practical applications to make the course more efficient. As a result, the students of the Faculty of Medicine stated that they wanted to participate in cadaver dissection trainings, while the students of the Faculty of Health Sciences and Vocational School stated that they wanted to see anatomy models, cadavers and participate in practical applications. Keywords: Anatomy, Education, Faculty of Medicine, Faculty of Health Sciences, Vocational School of Health Services
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Olafsdottir, Olof A., Hildur Kristjansdottir, Berglind Halfdansdottir, and Helga Gottfredsdottir. "Midwifery in Iceland: From vocational training to university education." Midwifery 62 (July 2018): 104–6. http://dx.doi.org/10.1016/j.midw.2018.03.021.
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Polyanskov, Mikhail Sergeevich. "Physical training and vocational guidance of pre-university youth." Uchenyy Sovet (Academic Council), no. 2 (January 28, 2025): 100–106. https://doi.org/10.33920/nik-02-2502-05.
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Modern education is experiencing many changes, among which the active integration of sports into the educational process stands out. In light of this integration, it becomes crucial to consider the role of physical training in the context of vocational guidance for high school students. This article is a detailed study of how physical activity can infl uence the development of professional interests and skills among pre-university youth. The issue of the relationship between physical training and career guidance is not new in the scientifi c literature, but its relevance is only increasing at the present stage of the development of education. One of the key ideas of the article is the assertion that regular physical training contributes to the development of a number of personal qualities that can become a catalyst in the process of choosing a profession. Among these qualities are perseverance, responsibility, ability to work as a team, and resistance to stress. These skills can be decisive when choosing a professional activity, especially in those areas where a high degree of physical and psychological preparedness is required. Based on statistical data, the authors of the article came to the conclusion that pre-university youth who are actively involved in physical education are more likely to focus on professions related to physical activity, as well as in such areas as public service, medicine, pedagogy, and sports. This fact emphasizes the importance of physical training not only as a means of promoting health, but also as a tool for socialization and professional adaptation of young people. Another essential point of the study is the establishment of a connection between team sports and the development of social skills in high school students. With active involvement in sports activities, youth learn interaction, leadership, and confl ict resolution. These skills not only contribute to personal growth, but can also become decisive when choosing a professional path in the future.
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Weber, Anthony, Scott Devenish, and Louisa Lam. "Vocational and University Paramedicine Education." International Journal of Paramedicine, no. 7 (July 8, 2024): 163–71. http://dx.doi.org/10.56068/intx9615.
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This paper highlights key research areas within paramedicine education in Australia. Firstly, it discusses the need for a comparative analysis of accreditation standards, focusing on the recent shift towards a pre-employment model and its impact on program content, particularly the balance between theoretical and practical components. Secondly, it addresses the importance of exploring the influence of ethics education on paramedic practice, investigating how a robust ethical foundation acquired during education translates into ethical practices in real-world scenarios. Additionally, it suggests conducting a comparative study of international models to understand different education approaches, emphasising the importance of identifying best practices to enhance paramedic education in Australia. Lastly, it emphasises the significance of assessing the impact of accreditation changes in 2018, specifically the shift in accreditation responsibilities from the Council of Ambulance Authorities to the Paramedicine Board of Australia, aiming to understand its implications on the quality and consistency of paramedicine education across various institutions. Overall, this paper highlight the critical research gaps and areas of investigation essential for advancing paramedicine education and improving the quality of paramedic training in Australia.
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Tkachuk, Viktoriia, Tetiana Sulyma, Olena Tarasova, and Svitlana Khotskina. "ASPECTS OF TRAINING BACHELORS IN VOCATIONAL EDUCATION (COMPUTER TECHNOLOGIES)." Scientific Journal of Polonia University 32, no. 1 (2019): 90–98. http://dx.doi.org/10.23856/3211.
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The present multi-aspect research into training future vocational teachers of the first (bachelor) cycle of higher education and the increased status of forming a creative mobile specialist on the labour market is focused on regulatory content aspects to ensure high-quality vocational training at Ukraine’s universities. The number of licensed, state-ordered and enrolled students specializing in vocational education (Speciality 015) for the last three years is compared. The research reveals the essence of integrated vocational and pedagogical training of students pursuing a bachelor’s degree in Speciality 015 “Vocational Education (Computer Technologies)”.
 The educational programme of training contains 240 credits. There are described specialized laboratories for training students pursuing a bachelor’s degree in Speciality 015 “Vocational Education (Computer Technologies)” at Kryvyi Rih National University. There are provided programme results of training students pursuing a bachelor’s degree in Speciality 015 “Vocational Education (Computer Technologies)” and relevant competences. To diagnose maturity levels of each competence (low, medium, high) of future teachers of vocational training (IT specialists), cognitive, operation-technological, axiological and motivational criteria are determined. Special attention is paid to a number of topical problems of updating the content of specialists’ training in the field under study.
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Kopeev, Zhanat, Zhamilya Taichik, Altynai Dzhakina, and Asel Abdrakhmanova. "IMPLEMENTATION OF DUAL TRAINING AT A PEDAGOGICAL UNIVERSITY." 3i intellect idea innovation - интеллект идея инновация 2 (2023): 203–11. http://dx.doi.org/10.52269/22266070_2023_2_203.
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Since vocational education has always been tightly connected with the industrial sector. The authors describe how dual education is implemented in other countries, as well as how the dual education model is being implemented in Kazakhstan. As an example to describe the introduction of elements of dual education, we present the system of dual education of Margulan Pavlodar Pedagogical University. On the whole, we describe the general position on dual education at the university, the main functions of a teacher-mentor, the assessment policy, the features of legal and educational documentation. The paper shows that this technology allows solving the tasks assigned to the pedagogical university for the training of teaching staff for the system of secondary vocational education. The system of dual education is an effective and flexible mechanism that allows you to train highly qualified specialists who are in demand by enterprises in various fields of activity in modern market conditions.
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Teke, Abdullahi Muhammad. "Delivery and Challenges of Vocational Teacher Education at Ahmadu Bello University, Zaria." International Journal of Vocational and Technical Education Research 8, no. 1 (2022): 39–54. http://dx.doi.org/10.37745/ijvter.15/vol8n1pp3954.
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The paper is meant to examine delivery and challenges of Vocational Teacher Education programme of Ahmadu Bello University (ABU) Zaria. The popularity of ABU goes beyond Nigeria and West Africa. It is among the three first generation universities in Nigeria. It has a Faculty of Education which is generally concerned with teacher education in the university. Under it, there is a section that is primarily concerned with Vocational Teacher Education in the university. For better understanding of the nature of the study the paper conceptualizes the major concepts in the study which include; concepts of vocational education and vocational teacher education. It was observed that, the vocational teacher education in the university follows some strategies in the process of delivery these include; theoretical aspects of the training which is done through various courses offered in the departments and general education, this use to be accompanied by Teaching Practice (TP), Students’ Industrial Work Experience Scheme (SIWES), Industrial Attachment, Field Trip and Practical. The vocational teacher education is run by two departments viz; Business Studies, Vocational and Technical Education and Home Economics. The Programme in the university is faced with some challenges which include; problem of funding, learning facilities, shortage of qualified vocational education lecturers, poor public perception and apathy, low information and technology compliance curriculum. It is therefore suggested that, Ahmadu Bello University should supply adequate resources to the technical and vocational education unit of the university. alongside with a budgetary allocation to the sector in order to cater for its recurrent expenditure in the training processes. The curriculum taught in other vocational education sector should be reviewed to meet the demands of the labour market as done by the Home Economics unit and be able to incorporate computer competence.
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Buys, Tania, and Daleen Casteleijn. "Preparing for work practice: Under- and postgraduate student training at the University of Pretoria (South Africa)." WORK: A Journal of Prevention, Assessment & Rehabilitation 29, no. 1 (2007): 25–29. https://doi.org/10.3233/wor-2007-00637.
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South Africa has experienced much new legislation since the restoration of democracy in 1994 which has had widespread influences on education. Past and current teaching strategies of occupational therapy training at the University of Pretoria have included the training of students in vocational rehabilitation (or work practice). The influence of these new laws on training is discussed. An outline of the undergraduate and postgraduate modules presented at the University of Pretoria is presented in this paper. The authors wish to share the training of vocational rehabilitation with other educators as this training program seems to be very successful in South Africa.
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Hoa, Nguyen Quynh, and Phung Chu Hoang. "Vocation Education Quality from Demand Side’s Perspective: The Case of Transport Technology Universities in the North of Vietnam." Journal of Business and Economics 10, no. 11 (2019): 1089–97. http://dx.doi.org/10.15341/jbe(2155-7950)/11.10.2019/006.
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Quality outcomes from vocational education and training (VET) are fundamental to ensuring a skilled workforce and supporting a productive economy. The quality of vocational training from the demand’s perspective is defined as meeting the customer specification, needs or requirements. Using the method of Exploratory Factor Analysis (EFA) and Multiple Regression Analysis to get the analytical results of 275 respondents as graduates of University of Transport and Communication, University of Transport Technology (the two universities training on transportation in the North of Vietnam), the results show that factors are measured by the observed variables in the study that ensure reliability and relevance. The descriptive statistics result of vocational training quality is 3.28, while all independent variables are at average level (between 3.1 to 3.48) with the highest value related to the quality of the teacher and the lowest are facilities and training programs and management capacity of university. However, the regression results show that the qualification of the teacher, material facilities and training program, management capacity and job opportunities at the training school do not affect the quality of the training while “Learners-NH” have a great positive effect and the labor market information has a negative effect on the training quality of the school significantly. Base on those data, some policy recommendations have been given out in order to improve the training quality of transport technology universities in the north of Vietnam in particular and the vocational training quality of Vietnam in general.
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Chopp, Sara, Dimitri Topitzes, and Joshua Mersky. "Trauma-Responsive Vocational Rehabilitation Services." Behavioral Sciences 13, no. 6 (2023): 511. http://dx.doi.org/10.3390/bs13060511.
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Research on the effectiveness of Vocational Rehabilitation (VR) Programs has revealed that VR services are less effective for trauma-affected and Black consumers. For instance, consumers with trauma exposure disengage from services earlier than their non-traumatized counterparts, and Black consumers benefit less from each phase of VR services compared to others. One midwestern state’s VR program sought to address these disparities by offering trauma-informed and trauma-responsive services that emphasize cultural responsiveness, racial equity, and strengths-based practices. To begin this work, the state’s VR program collaborated with an applied research unit in a public university to establish two work groups: a communications group and a training group. The purpose of the communications group was to build a robust referral network within the VR Division and with other community-based agencies and providers, particularly for low-income, Black consumers. The purpose of the training group was to develop and deliver a training program to support VR professionals in providing trauma-informed and trauma-responsive services. Results from an evaluation of the training indicated that each training module generated for staff both reminders and new insights into ways to effectively work with consumers. Staff expressed that they wanted opportunities to further explore and apply the training content and needed additional, ongoing support to implement what they were learning. In response to staff needs, the state’s VR program is continuing to invest in this community–university partnership by establishing communities of practice for staff and evaluating the effectiveness of the training program.
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Vaganova, Olga I., Ludmila A. Sundeeva, Elena Yu Ponomareva, Julia A. Kulagina, and Anna V. Lapshova. "Round table technology in university educational process." Revista Amazonia Investiga 9, no. 28 (2020): 50–56. http://dx.doi.org/10.34069/ai/2020.28.04.6.
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The process of building students' competence must meet modern requirements and include the use of innovative technologies. The development trends of modern society have led to the emergence of a competency-based approach in vocational education. In the process of building professional competence, it is necessary to use technologies that meet the requirements of the Federal state educational standards which contribute to the development of practical focus of training. Among such technologies we single out technologies for holding a round table. The technologies of the round table are not new, but due to combination with various innovative technologies, they become more relevant. The implementation of the round table in the training of vocational education teachers is a discussion process that speculates about a relevant topic requiring a comprehensive analysis. Modern conditions provide arrangements of round tables with their own specifics. The purpose of the article is to identify the effectiveness of holding round tables in students’ preparation in higher educational institutions. The article presents basic principles on which the technology of the round table is based, its ideas and essence, as well as the features of its holding. A study conducted at a pedagogical university during the training of vocational education teachers is presented. It showed the need for implementing round-table technologies in preparing students for future professional activities, as the ones allowing students to build effective discussions, negotiate based on arguments and facts. We have identified the effectiveness of the "round tables" in the training of students in higher educational institutions. The study made it possible to establish the level of students’ preparedness for conducting effective discussions for the implementation of future professional activities in secondary vocational educational institutions. The technology of the round table allows to increase the knowledge level of students. The results can be used in students’ training in various faculties.
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Bodrug, Natalia S., and Аndrei V. Leyfa. "Use of Information and Communication Technologies in Engineering Training in Additional Vocational Education in the University's E-Learning Environment." ARPHA Proceedings 3 (November 25, 2020): 235–45. https://doi.org/10.3897/ap.2.e0235.
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Implementation of the innovative socially oriented model of development of Russia is impossible without the construction of a system of continuous professional education of engineering personnel. To date, however, there are no modern concepts of continuous engineering education aimed at organizing and training engineering personnel for high-tech enterprises at the post-university stage of continuous education in the system of additional vocational education. The purpose of this study was to develop and justify information and communication technologies in the professional training of engineering personnel in the system of additional vocational education, in the electronic educational environment of the university. Today, professional training of engineering personnel in regional universities should be focused, first of all, on the social economic development of the subject and on high-tech enterprises of the region. The main pedagogical means of education in the electronic educational environment of the university is the application of modern information and communication technologies allowing to implement electronic, remote education. In this regard, the use of information and communication technologies in educational programs of additional vocational education in the electronic educational environment of the university is a pressing scientific task. The study of this issue revealed that to date there is no general approach to the use of information and communication technologies in the electronic educational environment of the university in the system of additional vocational education. It is proposed that certain information and communication technologies are needed to implement professional training of engineering personnel in the system of additional vocational education in the electronic educational environment of the university. A classification is given by the types of educational means and educational means used in the electronic educational environment of the university. A teaching experiment was conducted to diagnose the effectiveness of the use of information and communication technologies in the electronic educational environment in the system of additional vocational education at the University, which showed the positive effect of the use of innovative information and communication technologies in the implementation of programs in the electronic educational environment.
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Xu, Chunhai, Songsak Phusee-orn, and Pacharawit Chansirisira. "Training Curriculum Development for Enhancing Teacher’s Digital Literacy Ability for Classroom Management of at Nanchang Vocational University, China." Higher Education Studies 15, no. 2 (2025): 226. https://doi.org/10.5539/hes.v15n2p226.
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The main objective of this study is to develop a training curriculum that integrates the basic components of digital literacy and the 70-20-10 learning model to enhance the digital literacy abilities of teachers at Nanchang Vocational University. The curriculum mainly includes the following two research questions: (1) What is the current status, desirable, and needs assessment of teachers at Nanchang Vocational University in utilizing Teacher's digital literacy? (2) How to design and develop training curriculums aimed at improving the ability of teachers at Nanchang Vocational University to use digital technology for classroom management? This study used Using literature research methods, analyze the composition of teachers' digital literacy, as well as the main components of curriculum development. And used targeted questionnaires and interview outlines to survey 316 teachers and interview 8 experts at Nanchang Vocational University to analysis the level of ability and urgent needs, as well as the learning methods of training curriculums. The results of the study revealed that: 1. The following four abilities urgently need to be improved 1) Digital application 2) Digital Technology Knowledge and Skills 3) Digital awareness 4) Professional development. 2. The four elements of curriculum development: objectives, content, learning methods, and evaluation. 3. The learning method we use for training curriculum development is 70-20-10. 4. Developed a 120 hours training curriculum.
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Si Moussa, Azzedine. "De la préprofessionnalisation à l’entrée en IUFM : parcours et orientation vers le professorat des écoles." L’Orientation scolaire et professionnelle 23, no. 4 (1994): 493–507. http://dx.doi.org/10.3406/binop.1994.1509.
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This paper tries to show the influence of pre-vocational training and of the allocation of grants at the preparatory level, on students registration at the University Institute for Teacher Training of Bourgogne (I.U.F.M.). That influence is firstly quantitative : a majority of I.U.F.M. 's students have encountered pre-vocational training. By a qualitative point of view, we notice that the Human Sciences group is the most representative. Pre-vocational training and pre-recruitment appear to be attractive for students who want to teach. It has been confirmed by interviews.
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Eshtyganova, Snezhana S., and Alexey A. Ivanov. "TRAINING SPECIALISTS OF SECONDARY VOCATIONAL EDUCATION AT THE MARI STATE UNIVERSITY: HISTORY AND MODERNITY." Vestnik Chuvashskogo universiteta, no. 1 (March 25, 2024): 36–47. http://dx.doi.org/10.47026/1810-1909-2024-1-36-47.
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The relevance of the study is determined by the importance of studying the specifics of implementing secondary vocational education in higher education institutions on the example of the Mari State University. The purpose of the study is to consider the trajectory of training middle–level specialists in a higher education institution on the example of the Mari State University as a modern educational trend. Materials and methods. When writing the article, both general scientific (analysis, description) and special historical methods (historical-comparative, historical-statistical) were used. The use of various methods makes it possible to carry out a qualitative analysis and generalization of information about secondary vocational education at the Mari State University and its branch. The work is based primarily on the analysis of previously unknown archival documents extracted from the funds of the Council of Ministers of the Mari ASSR, the State Archive of the Republic of Mari El and the funds of the Museum of the Mari Agrarian College. Materials from published sources and scientific literature on the problems of secondary vocational education were also used. Study results. In the modern domestic research field, there are not enough works considering training of middle–level specialists at a classical university, as well as the multifaceted history of the Mari Agricultural College – the “forge of personnel for the Mari Nonblack Soil Zone.” The work uses previously unpublished documents on the activities of the Mari Agricultural College from the fund of the State Archive of the Republic of Mari El and the funds of the archive and the museum of the Mari Agricultural College (branch) of the Mari State University, as well as modern statistical data on secondary vocational education at the Mari State University. Conclusions. It is concluded that secondary vocational education in the university structure is an important component for any developing higher education institution. The Mari State University, engaged in training middle-level specialists at faculties, institutes and its branch, maintains its status as a multi-level educational institution and confirms the importance of secondary vocational education in the Russian education system.
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Fielding, Alison, Dominica Moad, Amanda Tapley, et al. "Prevalence and associations of rural practice location in early-career general practitioners in Australia: a cross-sectional analysis." BMJ Open 12, no. 4 (2022): e058892. http://dx.doi.org/10.1136/bmjopen-2021-058892.
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ObjectivesTo: (1) establish the prevalence of urban, regional, rural and remote practice location of early-career general practitioners (GPs); and (2) examine demographic and training-related characteristics associated with working in regional, rural or remote areas post attainment of vocational general practice qualifications.DesignCross-sectional, questionnaire-based study, combined with contemporaneously collected data from participants’ prior vocational training.SettingAustralian general practice.ParticipantsNewly vocationally qualified GPs (ie, within 6 months–2 years post fellowship) who had completed vocational training with regional training organisations in New South Wales, Australian Capital Territory, eastern Victoria, and Tasmania between January 2016 and July 2018.Primary outcome measureRurality of post-fellowship practice location, as defined by Modified Monash Model (MMM) geographical classifications, based on current practice postcode. Prevalence of regional/rural/remote (‘rural’) practice was described using frequencies, and associations of rural practice were established using multivariable logistic regression, considering a range of demographic factors and training characteristics as independent variables.ResultsA total of 354 participants completed the questionnaire (response rate 28%) with 319 providing information for their current practice location. Of these, 100 (31.4%) reported currently practising in a rural area (MMM2-7). Factors most strongly associated with practising in a rural area included having undertaken vocational GP training in a rural location OR 16.0 (95% CI 6.79 to 37.9); p<0.001; and undertaking schooling in rural area prior to university OR 4.21 (1.98, 8.94); p<0.001.ConclusionsThe findings suggest that vocational training experience may have a role in rural general practice location post fellowship, attenuating the previously demonstrated ‘leakage’ from the rural practice pipeline.
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Xu, Yan. "Exploration and Reflection on the Training Model of Customer Service Talents in Higher Vocational Education in the Digital Era." East Asian Trade Association 5, no. 1 (2023): 39–51. http://dx.doi.org/10.47510/jeat.2023.5.1.39.
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Purpose - Higher vocational colleges need to promote the reform of customer service talent training mode to adapt to the new requirements of the digital age and train customer service talents that meet the needs of enterprises. Therefore, the training mode of customer service talents in higher vocational colleges is studied.
 Design/Methodology/Approach - Based on the basic theory of innovation and development, this paper studies the problems existing in the training of customer service talents in higher vocational colleges: there is a gap between the standards of school talent training and the needs of enterprises; The application ability of digital technology of higher vocational college graduates is insufficient; The community consciousness of both sides of school-enterprise cooperation is weak, so we put forward the path of talent training.
 Findings - This paper integrates digital skills into the goal of talent training, Build a customer service digital knowledge system according to customer service positions; To build a double-qualified teaching staff; Deepen the deep integration of production and teaching, optimize the practice of digital curriculum; University-enterprise joint development of industry-university-research cooperation platform and other paths to promote innovation and reform of customer service talent training model.
 Research Implications - The research of this paper is of great significance to reform the training mode of higher vocational customer service talents in the digital era. Also, it provides reference for the follow-up research of other scholars
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Zhuyeva, Alexandra G. "Pedagogic technology for the development of information competency of vocational training pedagogues in the process of profile training at the university: the results of implementation." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 28, no. 1 (2022): 52–59. http://dx.doi.org/10.34216/2073-1426-2022-28-1-52-59.
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In the article, the author presents the results of a study of the problem of developing the information competency of future pedagogues of vocational training in the process of their profile training at a university. Topicality of the problem is substantiated; the stages of the study are characterised. The conducted research allowed identifying a range of problems that cause the low efficiency of the formation of information competency of vocational training pedagogues, the general dissatisfaction with this of employers and the graduates themselves of training direction 44.03.04 “Vocational training (by industry)ˮ and the main directions for the development of information competency of future vocational training pedagogues in the preparation. Based on the results of the exploration stage of the experiment, as well as taking into account the modern requirements of the digital economy for the level of information competency of future pedagogues of vocational training, trends and patterns of modern education and the results of the analysis of scientific and pedagogic literature on the research problem, pedagogic technology were substantiated; development of information competency of vocational training pedagogues was conducted and tested in practice. The implementation of this technology as part of the formative stage of the pedagogic experiment made it possible to significantly increase the efficiency of the development of the phenomenon under study among future pedagogues of vocational training through the use of the potential of specialised disciplines for these purposes.
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A.A. Seitaliyeva. "The State of Teacher Training in the Conditions of Dual Training." Journal of Electrical Systems 20, no. 4s (2024): 1036–41. http://dx.doi.org/10.52783/jes.2148.
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The purpose of this article is to understand and justify the conditions for the use of elements of the dual training system in the implementation of professional educational programs to improve the efficiency and quality of training of qualified pedagogical personnel in secondary education institutions.
 The article discusses the advantages and disadvantages of dual education as a technology for preparing bachelor's degree programs in modern conditions of pedagogical university. Nowadays the topic of "dual training" is a very urgent problem on the pedagogical platform. Because vocational education has never been conceived without connection with the manufacturing sector. The authors describe how dual education is carried out abroad, as well as how the dual education model is being implemented in Kazakhstan. As an example to describe the introduction of elements of dual training, the system of dual training of some pedagogical universities of the Republic of Kazakhstan is presented. The article shows that this technology makes it possible to solve the tasks assigned to the pedagogical university for the training of pedagogical personnel for the system of secondary vocational education. Dual training reduces the gap between theory and practice, promotes the professional development of teaching staff. In addition, it sets new tasks for the higher education system: the development of dual training programs, the regulation of tripartite relations "university – student – employer".
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Perini, Marco, and Pekka Kämäräinen. "Book Review: Internationalization in Vocational Education and Training." International Journal for Research in Vocational Education and Training 5, no. 1 (2018): 77–81. http://dx.doi.org/10.13152/ijrvet.5.1.5.
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The book was published in the series Technical and Vocational Education and Training: Issues, Concerns and Prospects. Series Editor-in-Chief is Rupert MacLean. Editors of the volume are Ly Thi Tran, associate professor in the Faculty of Arts and Education of Deakin University in Australia), and Kate Dempsey, independent education consultant from Melbourne in Australia.
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Tytova, Nataliya. "THE IMPACT OF THE IMPLEMENTATION OF INTERDISCIPLINARY CONNECTIONS ON THE QUALITY OF TRAINING OF TEACHERS OF VOCATIONAL TRAINING." Educational Discourse: collection of scientific papers, no. 5(5) (June 20, 2018): 66–76. http://dx.doi.org/10.33930/ed.2018.5007.5(5)-7.
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From 2012 to the present, active work is being carried out to introduce educational activities in the sphere of higher professional education at the Faculty of Engineering Education of the National Pedagogical Dragomanov University. During 6 years for the educational degree "Bachelor" in the field of knowledge 01 Education / Pedagogy specialty 015 "Vocational Education" 9 specializations were opened, namely: the food technology, the technology of light industry products, the design, the wood processing, the hospitality training, the computer technologies, the economics, the document management, the labor protection. The specialty 015 "Vocational education (in specialties)" is binary (double). The qualification "3340 Teacher of vocational training", which is conditioned by the successful psychological and pedagogical preparation of students, is common for all specializations. The importance of interdisciplinary links in the training of vocational education teachers is extremely important. Because, their successful implementation allows us to comprehend in the future polydisciplinarity and transdisciplinarity, as a strategies for the long and productive development of scientific knowledge.
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Vaganova, Olga I., Nikolay P. Bakharev, Julia A. Kulagina, Anna V. Lapshova, and Inna K. Kirillova. "Multimedia technologies in vocational education." Revista Amazonia Investiga 9, no. 26 (2020): 391–98. http://dx.doi.org/10.34069/ai/2020.26.02.45.
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Modern higher professional education is aimed at the formation of a highly qualified competent specialist. In the conditions of the competence approach, there is an active introduction in the educational process of multimedia technologies. This is one of the most rapidly developing areas of information technology. Therefore, the training of students should be carried out with the use of various information and communication tools, ensuring the improvement of the quality of education. The purpose of the article is to present the experience of training students of pedagogical University using multimedia technologies. The analysis of the impact of these technologies on the motivation and training of students when studying discipline "technology of training teachers of the past" (media technologies have been embedded in the discipline content). For the study, we measured the motivation of students. We compared the indicators of motivation diagnostics in 2017 (before the introduction of multimedia technologies) and 2018 (after the introduction of technologies). We compared the motives of creative realization (MTR) and professional motives (PM). According to the control event on the discipline "Technologies of teaching teachers of the past", we found that the percentage of "excellent" in 2018 has increased significantly, the percentage of unsatisfactory ratings have decreased. The obtained data allowed detecting positive changes after the introduction of multimedia technologies into the educational process. The motivation of students to study the discipline has increased, their preparedness has increased, and the quality of education has increased. The high efficiency of multimedia technologies was determined, so their implementation in the training of students of pedagogical University will continue.
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V. Kiryakova, Aida, Tatiana G. Neretina, Svetlana V. Kiseleva, Maxim V. Faibushevskii, Tatyana Yu. Baklykova, and Nina G. Terenteva. "Formation of Value Orientations Among University Students." Cadernos de Educação, Tecnologia e Sociedade 17, no. 2 (2024): 749–56. http://dx.doi.org/10.14571/brajets.v17.n2.749-756.
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The role of communication, the specifics and flow of communication processes and, accordingly, the requirements for their participants, is increasing in modern society and in all spheres of professional activity. In this connection, the problem of the formation of the communicative creativity of students at the stage of professional training at the university is actualized. At present, this aspect of the vocational training of students in technical areas lacks attention both in theory and in the practice of vocational education. The article examines the theoretical foundations of the theory of the formation of the communicative creativity of university students, interpreted as a set of interrelated and interdependent components that represent a certain integrity based on the use of a set of scientific approaches: systemic, participatory and discursive, implemented on the basis of the principles: transformation of cognitive content into emotional, freedom choice of communications, social reinforcement of creative behavior. The scientific approaches considered in the article were the theoretical foundations for the development of the theory of the formation of the communicative creativity of university students. The materials of the article are of practical value for organizing the process of vocational training in the context of the development of the communicative creativity of students.
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Honesta, Chidiebere Anorue, E. Ekuma John, Onwumere Olinya Timothy, and O. Nwandu Lilian. "Empowering vocational educators instructional delivery through information and communication technology training in universities." Journal of Education and Learning (EduLearn) 17, no. 4 (2023): 555~565. https://doi.org/10.11591/edulearn.v17i4.20311.
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This paper explores ways of empowering vocational educators for effective instructional delivery through information and communication technology (ICT) training in tertiary institutions in Enugu State, Nigeria. A descriptive survey research design was used with a population of 63 respondents, comprising lecturers of computer education and business education from University of Nigeria, Enugu State University of Science and Technology, and Godfrey Okoye University. There was no sampling carried out due to the manageable size of the population. The researchers employed a structured questionnaire as a means of collecting data. The collected data were analysed using the mean (𝑋 ) and standard deviation. The findings of the study revealed that ICT training would help promote effective instructional delivery in universities in Enugu State. Also, various ICT skills are required by vocational educators for effective instructional delivery. Lastly, several challenges are constraining the ICT training for effective instructional delivery in universities in Enugu State. Based on the findings, the study recommends, among others, that universities should make provision for training and retraining of vocational educators on the u
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Clinch, Peter. "Training to be a Barrister: the Bar Vocational Course." Legal Information Management 5, no. 2 (2005): 81–86. http://dx.doi.org/10.1017/s1472669605000526.
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Freund, Larissa, and Michael Gessler. "Book Review: Vocational Education and Training in Times of Economic Crisis." International Journal for Research in Vocational Education and Training 4, no. 4 (2017): 382–86. http://dx.doi.org/10.13152/ijrvet.4.4.5.
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The book was published in the series "Technical and Vocational Education and Training: Issues, Concerns and Prospects". Series Editor-in-Chief is Rupert MacLean. Editor of the volume is Matthias Pilz, professor and holder of the chair of Economic and Business Education and director of the German Research Center for Comparative Vocational Education and Training (G.R.E.A.T) at the University of Cologne in Germany.
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Guzanov, B. N., and K. A. Fedulova. "PROJECT-MODULE CONTINUING INTERDISCIPLINARY TRAINING AT THE VOCATIONAL PEDAGOGICAL UNIVERSITY." «Современная высшая школа инновационный аспект», no. 4 (2017): 34–43. http://dx.doi.org/10.7442/2071-9620-2017-9-4-34-43.
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Liu, Jie, Wei Qi, Chun Zi Liu, and Xiu Zhen Zhang. "Strategies Study on Intelligent Building Vocational Training Skills." Advanced Materials Research 271-273 (July 2011): 1747–52. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1747.
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With the social reform and economy development, both laid-off and employment of university students become the more important social problems. Based on the re-employment project of intelligent building, the technical training characteristics and training strategy have been analyzed. Moreover, in order to improve the professional training effect, some factors should been pay more attention and guaranteed primarily, such as improvement the publicity of related departments, students learning basis and ideological trends, quality education and creative ability training, reasonable arrangement of the training mode, widen training form and so on.
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Kamil, Islamiah, Meiliyah Ariani, and Umar Islamil. "ACCOUNTING SOFTWARE TRAINING FOR VOCATIONAL SCHOOL STUDENTS IN THE REGION OF TANGERANG – BANTEN PROVINCE." ICCD 1, no. 1 (2018): 493–95. http://dx.doi.org/10.33068/iccd.vol1.iss1.72.
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In workplaces, the use of accounting software in business processes is not something new, while most vocational high school graduates still do not understand the use of accounting software. Students who take accounting major, generally have received detailed accounting lessons, but some others are still studied manually. For this reason, trainings are held for Vocational High School students using the methods of: (1) counseling: delivering material in the form of theory. (2) Question and answer; to provide opportunities for participants who still have unclear understanding; (3) Demonstration, in the form of basic accounting material training (basic accounting process manually); (4) Transaction Analysis Practices, and preparation of Financial Statements using Accurate Accounting software. Trainees were students and teachers of Annurmaniayah Vocational School and Budi Mulya Vocational School, Tangerang Banten, and the training was held in the Accounting Laboratory of the Faculty of Economics, University of Prof. Dr. Moestopo (Beragama), on Saturday, March 25, 2017.
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Vikhristyuk, O. V., L. A. Gayazova, and A. V. Ermolaeva. "Training Model and Post-Training Support of Specialists of Child Helpline in Supplementary Vocational Training System." Psychology and Law 9, no. 3 (2019): 84–97. http://dx.doi.org/10.17759/psylaw.2019090307.
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The article describes a training model and support of specialists of child's helpline in the supplementary education system, delivered from 2011 to 2019 in the Moscow State University of Psychology and Education. In total, more than 900 specialists from 8 federal districts of the Russian Federation attended the program. The model includes 5 levels of supplementary vocational training (advanced training) of specialists executing the distance psychological counseling for children, their parents and teachers. The key element of the model is examined - professional post-training support (supervisor support) after the main stage of training. Statistical data on calls to the children's helpline for the period 2010-2018 at the Center for Emergency Psychological Assistance of the Moscow State University of Psychology and Education is included as well as the key categories of problems (inquiries) of child helpline users.
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Wibowo, Teguh Setiawan, and Alief Putriana Rahman. "Training and Mentoring Vocational Pharmacy Personnel to Become Responsible for Small Traditional Medicine Businesses." Asian Journal of Community Services 3, no. 7 (2024): 633–42. http://dx.doi.org/10.55927/ajcs.v3i7.10440.
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The aim of training and mentoring activities for vocational pharmaceutical personnel to become people in charge of small traditional medicine businesses are to improve the quality and safety of traditional medicine products as well as improve the technical and managerial skills of vocational pharmaceutical personnel so that they can carry out their role as people in charge effectively. The methods used theoretical presentation sessions, questions/answers and discussions for online training and discussions, FGDs, workshops and case studies for offline mentoring at the Islamic University of Madura which were conducted on 88 students of the diploma three Pharmacy Study Program, Faculty of Health, Islamic University of Madura. The result is community service through training activities and mentoring for pharmaceutical vocational staff to become people in charge of small traditional medicine businesses, receiving an enthusiastic and positive response from the participants present.
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Anorue, Honesta Chidiebere, John E. Ekuma, Timothy Onwumere Olinya, and Lilian O. Nwandu. "Empowering vocational educators instructional delivery through information and communication technology training in universities." Journal of Education and Learning (EduLearn) 17, no. 4 (2023): 555–65. http://dx.doi.org/10.11591/edulearn.v17i4.20311.
Full textAbstract:
This paper explores ways of empowering vocational educators for effective instructional delivery through information and communication technology (ICT) training in tertiary institutions in Enugu State, Nigeria. A descriptive survey research design was used with a population of 63 respondents, comprising lecturers of computer education and business education from University of Nigeria, Enugu State University of Science and Technology, and Godfrey Okoye University. There was no sampling carried out due to the manageable size of the population. The researchers employed a structured questionnaire as a means of collecting data. The collected data were analysed using the mean ( ) and standard deviation. The findings of the study revealed that ICT training would help promote effective instructional delivery in universities in Enugu State. Also, various ICT skills are required by vocational educators for effective instructional delivery. Lastly, several challenges are constraining the ICT training for effective instructional delivery in universities in Enugu State. Based on the findings, the study recommends, among others, that universities should make provision for training and retraining of vocational educators on the use of new technological tools for proper integration in teaching and learning.
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Robertson, Catherine. "Contributor biographies." Journal of Vocational, Adult and Continuing Education and Training 7, no. 2 (2024): 4. https://doi.org/10.14426/jovacet.v7i2.422.
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Dr George Afeti George Afeti is a mechanical engineer and skills development expert. He is a former university teacher, polytechnic principal and secretary-general of the Association of Technical Universities and Polytechnics in Africa. He recently served as a skills development advisor to the African Union Development Agency. Mr Steven Bainbridge From 1996 to 2024, Steven Bainbridge served as an expert at CEDEFOP (Europe’s vocational education and training (VET) agency) writing and contributing to reports and briefing notes on European VET policy, skill supply and demand, statistical indicators for VET systems, and opinion surveys on adult learning. He now works independently on skill shortages. Prof. Penelope Engel-Hills Penelope Engel-Hills is an adjunct professor in the Professional Education Research Institute at the Cape Peninsula University of Technology and serves on the council of a technical and vocational education and training college. She is an active researcher and supervisor with international, national and regional collaborations in which she contributes research skills and experiences gleaned from a wide range of environments. Dr Tamaryn Jean Friderichs Tamaryn Friderichs is a senior lecturer at Rhodes University. She specialises in research on human capital, education, labour markets and inequality in South Africa. With expertise in quantitative data analysis, she has conducted research for government and non-governmental and international organisations, publishing widely on skills, training and labour market dynamics. Dr James Keevy James Keevy is an experienced policy researcher in South Africa, Africa and internationally. His specific areas of expertise include qualifications, the recognition of learning, digitalisation, and the professionalisation and migration of teachers. At present, his principal expertise lies in the ability to oversee extensive multinational research and large evaluation teams with a view to implementing programmes. Dr Mixue Li Mixue Li is currently a research fellow at Tsinghua University, China. She earned her PhD at the University of Nottingham in the United Kingdom. Her research focuses on skills formation, vocational education and training, comparative and international education, and arts and crafts. Mr Zihao Liu Zihao Liu is a PhD researcher in education at the University of Nottingham. His PhD research focuses on higher vocational education and training students’ post-college transition in China and the United Kingdom. He has extensive experience in work and research in relation to vocational education and training, in particular post-college transition, academic support and the post-COVID-19 field. Dr Monica Mawoyo Monica Mawoyo is a research associate at the University of the Western Cape’s Institute for Post-School Studies. Her research interests are initial teacher education, foundational mathematics and language, educational technology, open educational resources, student funding, innovative financing, quality teaching and learning, and measurement in technical and vocational education and training and national human resource development strategies. Dr Seamus Needham Seamus Needham, the director of the Institute for Post-School Studies at the University of the Western Cape, specialises in TVET (technical and vocational education and training) research, project management and academic planning. He led a five-year TVET research programme and conducted the largest graduate destination study of TVET graduates. Ms Tuletu Njengele Tuletu Njengele is the deputy principal in charge of registration services at the Lovedale Technical and Vocational Education and Training (TVET) College in the Eastern Cape. In her previous position at the Buffalo City TVET College, she was the deputy principal overseeing partnerships. She is currently engaged in doctoral studies in the field of business administration with a focus on TVET college and industry partnerships. Prof. Joy PapierJoy Papier holds the South African National Research Foundation Chair in Technical and Vocational Education and Training (TVET) at the Institute for Post-School Studies (of which she was the former director) of the University of the Western Cape. The Institute for Post-School Studies offers training and development in TVET, adult education and higher education studies and conducts extensive research and policy analysis. She is a founder member and current editor-in-chief of the Journal of Vocational, Adult and Continuing Education and Training (JOVACET) established in 2017 and has been active in post-school education, policy and development since 1996. Her current research interests include TVET teacher education, TVET policy and development, vocational curricula policy, workplace and institutional cultures, youth unemployment, and education opportunities for youths and adults. Dr Andrew PatersonAndrew Paterson is a research associate with JET Education Services. His research includes skills development, skills accreditation and the development of pathways into employment for marginalised people on the African continent such as international migrants, refugees and unemployed youths. Prof. Michael RoganMichael Rogan, an associate professor based at the Neil Aggett Labour Studies Unit at Rhodes University, has over a decade of experience in post-secondary tracer studies and labour market research. He has led national research teams, published widely and consulted for large organisations in the education, skills and training sector. Dr Jo-Anna RussonJo-Anna Russon is a senior research fellow at the School of Education, University of Nottingham. Her research resides within the field of business and development studies, focusing on the private sector and United Kingdom development aid in sub-Saharan Africa, with an interlinked research portfolio on technical and vocational education and training and community-led skills development. Ms Zaahedah VallyZaahedah Vally is a qualitative researcher with JET Education Services. Her areas of research include innovative financing in education, lecturer professionalisation relating to technical and vocational education and training, credentialing, and the post-school sector more broadly in South Africa and Africa. She is currently completing her master’s degree in management, specialising in development and economics.
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Antipova, A. M., T. I. Berezina, E. L. Erokhina, and S. B. Seryakova. "The model of continuing teacher education: the experience of Moscow Pedagogical State." Science and School, no. 4 (August 29, 2023): 104–20. http://dx.doi.org/10.31862/1819-463x-2023-4-104-120.
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The paper presents the teacher training experience of Moscow Pedagogical State University (MPGU) – the oldest professional pedagogical institution in Russia (being the successor of Moscow Higher Women’s Courses, the university celebrated its 150th birthday in 2022). The purpose of the paper is to analyze the teacher training framework of MPGU covering the pool of ‘Pre-vocational education – secondary vocational education – higher vocational education – further vocational education’ as a system of continuous professional teacher development, and to define implementation strategies of continuous pedagogical education. MPGU experience presented here also includes the review of most viable strategies of continuous pedagogical education: fundamental nature of education, integration, humanization and axiologization of education, cooperation and partnership, and digitalization of education. The complete analysis of the teacher training model applied by MPGU suggests that fundamental ideas of teachers’ personal and professional growth concept by V. A. Slastenin are being developed. This is in reference to the existing multi-level teacher training system (starting from school teachers of specialized and academic subjects to postgraduate and extended learning teachers) and to the development of a common education space providing teachers’ personal and professional growth. Updating the pedagogical legacy, contemporary interpretation of procedural concepts, theories, and methods are important aspects in training teachers at MPGU at all levels of continuous pedagogical education.
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Sobczak-Michałowska, Marzena. "PRACTICAL TRAINING OF STUDENTS AT POLISH UNIVERSITIES USING WSG UNIVERSITY IN BYDGOSZCZ AS AN EXAMPLE." Modern Higher Education Review, no. 6 (2021): 66–75. http://dx.doi.org/10.28925/2518-7635.2021.65.
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Reflections about strategic development of vocational education require not only a reliable diagnosis of selected socioeconomic conditions, but all the above forecasts based on this diagnosis. Modern education is a symbiosis of relations with its socioeconomic environment. In recent years these relations have been generally one-sided, the so called environment has tried to influence the directions and programs of vocational education. As a result, educational institutions have been under pressure from the labor market. Nowadays, there is the two-side connection in which institutions of vocational education begin to affect - through their graduates – the labor market.
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Yusuf, Arya, and Siti Nursipa Wulida. "Workshop Karya Tulis Ilmiah untuk Meningkatkan Kompetensi Menulis Mahasiswa Fakultas Vokasi Universitas Negeri Yogyakarta." Jurnal Pengabdian KOLABORATIF 2, no. 2 (2024): 80. http://dx.doi.org/10.26623/jpk.v2i2.9510.
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<p><em>Writing skills have not been mastered by many students in higher education. Writing can be a means of conveying ideas in a rational, critical, and effective manner. Students can express ideas in the form of academic writing, such as essays. Essays can make students think critically, logically, and systematically. The purpose of this activity is to provide training in academic essay writing to new students of the 2023 Vocational Faculty of Yogyakarta State University. This activity is conducted online through lecture and discussion methods. The service team comes from the Research Student Activity Unit of the Vocational Faculty of Yogyakarta State University. Several participants asked questions and were enthusiastic about expressing their ideas. This training is considered successful and smooth, receiving positive responses from the participants. This training has helped vocational students at Yogyakarta State University to understand the rules of essay writing and to increase student's interest and enthusiasm in generating creative and innovative ideas.</em></p>
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Olesia, Samokhval. "General principles of vocational education and training in the tourism education system of the German speaking countries in Western Europe." ScienceRise: Pedagogical Education, no. 2(29) (March 31, 2019): 34–39. https://doi.org/10.15587/2519-4984.2019.164208.
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The article deals with the analysis of tourism education systems of the leading countries of Western Europe, namely Germany, Austria, Switzerland and Luxembourg united in the crosslinguistic category of "German-speaking countries". The peculiarities of institutional and disciplinary components of vocational education in tourism are revealed, the educational-qualification levels of the structural model of tourism education are determined and characterized, the main functions of the vocational schools of tourism are defined, and the peculiarities of vocational training of future skilled workers in the specified countries are outlined. It is defined, that the structural model of tourism education in the German-speaking countries includes the pathway of obtaining professional qualifications, different types of educational establishments, a variety of vocational study programs and degree levels. It is appointed, that the predominant advantage of basic tourism education in the German-speaking countries is the dual system of vocational education and training that enables students getting qualifications in the form of apprenticeship working together with enterprise training providers. A distinctive feature of higher tourism education is the binary structure in which the traditional university sector exists concurrently with the non-university higher education sector. It is defined, that the common feature of tourism education systems in German-speaking countries is the flexibility of educational process and the coherence of educational-qualification levels within vocational schools and higher institutions. It is determined, that the compliance with the principles of consistency and continuity, the focus on providing future skilled workers with the opportunity to obtain appropriate vocational training program in compliance with their needs and abilities are the basic principles of lifelong learning in tourism education. It is proved that the intense competition between organizers of tourism education in German-speaking countries contributes to their desire of following strictly the existing international education standards. The constant modernization of the content of vocational education and training, as well as cooperation with the European and non-European educational partners in the higher tourism education sphere intensifies student mobility and academic activity
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Mann, Lawrence R., and Frank H. T. Rhodes. "The Prospects for General Education in University Professional Education." Teachers College Record: The Voice of Scholarship in Education 89, no. 6 (1988): 211–30. http://dx.doi.org/10.1177/016146818808900612.
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I am not arguing against professional education; I am arguing against narrow vocational training. The first is large, expansive, having the spirit of the liberal arts, setting skills as means within larger ends; concerned with not “the job,” but with life and with the social goals the profession promotes and the ethical standards it demands. The second is narrow, restrictive, developing specific skills in preparation for routine tasks sometimes very technical or scientific; it involves knowledge for specific ends, raising no questions of larger significance, impervious to social context, oblivious to moral choice. A liberal outlook may be nurtured within the context of professional education. It soon withers in the presence of vocational training. Vital Speeches, 15 June 1984
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Fedulova, K. A. "COMPUTER MODELING AS A METATECHNOLOGY FOR IMPLEMENTING INFORMATION AND DIGITAL TRAINING OF STUDENTS OF A VOCATIONAL AND PEDAGOGICAL UNIVERSITY." Современная высшая школа инновационный аспект, no. 4 (2021): 42–48. http://dx.doi.org/10.7442/2071-9620-2021-13-4-42-48.
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The introduction of digital technologies at a fundamentally new level, the transfer of social, economic and technical processes to the digital space, the formation of a digital ecosystem and, as a result, the formation of the digital economy had a powerful impact on the fi eld of vocational education, changing its goals and content, improving methods and technologies. Computer modeling is actively used in modern science and technology, so it is not necessary to talk about the relevance of its integration into the educational process. The use of computer modeling technologies, the transformation of the educational space through their active implementation provides new opportunities for the formation of information and digital training of a graduate of a vocational pedagogical university. The article presents the author’s understanding of embedding computer modeling technologies into vocational training, clarifi ed the defi nition of the term “readiness of a teacher of vocational training for computer modeling”, and also considered an interdisciplinary module as an eff ective means of forming readiness and organizing complex integrative training.