Relevant bibliographies by topics / Vocational crisis

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

Academic literature on the topic 'Vocational crisis'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Vocational crisis"

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Listvin, Alexandr. "SECONDARY VOCATIONAL EDUCATION: REFORM CRISIS." Cherepovets State University Bulletin 3, no. 90 (2019): 169–77. http://dx.doi.org/10.23859/1994-0637-2019-3-90-18.

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Calne, Roy. "The vocational crisis in medicine and nursing." British Journal of Hospital Medicine 68, no. 9 (September 2007): 460–61. http://dx.doi.org/10.12968/hmed.2007.68.9.27160.

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Mareš, Daniel. "Is Financial Crisis an Opportunity for Vocational Education?" Procedia - Social and Behavioral Sciences 46 (2012): 1527–31. http://dx.doi.org/10.1016/j.sbspro.2012.05.334.

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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 (December 21, 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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Shdaifat, Sameer Aowad Kassab, Nidal A. K. Shdaifat, and Linda Ahmad Khateeb. "The Reality of Using E-Learning Applications in Vocational Education Courses During COVID 19 Crisis from the Vocational Education Teachers’ Perceptive in Jordan." International Education Studies 13, no. 10 (September 21, 2020): 105. http://dx.doi.org/10.5539/ies.v13n10p105.

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The present study aimed to explore the reality of using E-Learning applications in vocational education courses during COVID 19 crisis in Jordan from the perspective of vocational education teachers. It aimed to explore the way students interact with e-learning applications in this regard. It aimed to explore the challenges associated with using E-Learning applications in this regard. A sample was selected. It consists from 60 vocational education teachers. These teachers were selected from the primary public schools in Jordan. A three-part questionnaire was used. It was found that respondents have negative attitudes towards using E-Learning applications in vocational education courses during COVID 19 crisis in Jordan. It was found that the severity of the challenges associated with using E-Learning applications in this regard is high. In the light of the study’s results, several recommendations were proposed. For instance, the researchers recommend providing vocational education teachers at Jordanian schools with training courses about the way of using E-Learning applications.
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Musina, V. P. "Factors of crisis of professional choice among students." Alma mater. Vestnik Vysshey Shkoly, no. 2 (February 2021): 29–37. http://dx.doi.org/10.20339/am.02-21.029.

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Presented are results of an empirical study of features of characteristics of demonstration of professional crisis in students during the period of completion of training, and also shown are their personal characteristics and specifics of vocational training. Based on the data found, the author has developed and presented practical recommendations for psychological and pedagogical support of students, experiencing a crisis of professional choice.
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Wehmeyer, Michael L., Laura Nota, Salvatore Soresi, Karrie A. Shogren, Mary E. Morningstar, Lea Ferrari, Teresa Maria Sgaramella, and Ilaria DiMaggio. "A Crisis in Career Development: Life Designing and Implications for Transition." Career Development and Transition for Exceptional Individuals 42, no. 3 (January 23, 2018): 179–87. http://dx.doi.org/10.1177/2165143417750092.

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The field of transition—and the Division on Career Development and Transition (DCDT)—was built upon a foundation established by theories of career development that emerged in the 1950s and 1960s and paved the way for the work/study movement of the 1960s and the vocational and career education for students with disabilities movement that dominated the 1970s and, eventually, the transition services movement. Today’s leaders in vocational psychology and career guidance suggest that market and global economic forces associated with a postmodern world have created a crisis in career development models and methods. This article discusses the evolution of how career development has been understood, and the potential importance of a life design framework and its emphasis on career construction, rather than career development, for the future of transition services.
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Lehman, Yvette Piha. "University students in crisis: university dropout and professional re-selection." Estudos de Psicologia (Campinas) 31, no. 1 (March 2014): 45–54. http://dx.doi.org/10.1590/0103-166x2014000100005.

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This study attempts to identify the factors that affect the professional re-selection process and its dynamics. It also tries to create a specific assistance model to attend to the population in question. We have seen a growing number of university students who in crisis abandon the field of study they have chosen. This phenomenon requires close attention to the levels of student satisfaction and the quality of the link he has with the university. Over a five year period, 180 triaged re-selection cases, covering a wide spectrum of different courses, were analyzed and attended to (individually or in group) by a Vocational Counseling Service. Our analysis allowed us to detect the lack of elaboration in the initial selection process as one of the causes that lead students to abandon their courses. There is a clear need for public vocational counseling policies and for the creation of student service centers to deal with this phenomenon.
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Bhattarai, Prakash C. "Technical and Vocational Education and Training (TVET): What Next?" International Journal of Multidisciplinary Perspectives in Higher Education 5, no. 1 (January 24, 2021): 106–12. http://dx.doi.org/10.32674/jimphe.v5i1.2505.

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Employment sector has been invariably affected in the current crisis resulted from the global pandemic of COVID-19. This demands a paradigm shift in the present way of intervention in the TVET sector of Nepal through short- and long-term strategies.
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Dal Yob Lee and 황미애. "A study on the crisis prevention for vocational rehabilitation-related professionals." Korean Journal of Physical, Multiple, & Health Disabilities 52, no. 2 (April 2009): 1–20. http://dx.doi.org/10.20971/kcpmd.2009.52.2.1.

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Dissertations / Theses on the topic "Vocational crisis"

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Georg, Walter. "Learning from Japan? : On the Crisis of the German Vocational Education and Training System." 名古屋大学教育学部技術職業教育学研究室, 2000. http://hdl.handle.net/2237/2997.

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Ryklief, Yusuf. "Barriers and Enablers to Vocational IT Education: Responding to South Africa's ICT Skills Crisis." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29359.

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Advancement in digital technologies has directed the attention of developing countries toward ICT’s to aid socio-economic advancement. These technological solutions cannot be implemented as an island, and its effective use requires proportionate advancement in local ICT skills levels to ensure effective operation and sustainability. Increasingly demands for skilled ICT workforce globally is placing pressure on institutions to be more responsive, and to produce ICT graduates with a skillset that is more relevant and closer aligned to the needs of industries. In South Africa the ICT skills landscape remains an object of conflicting reports. Depending on who the question is posed to, the paradoxical views describe the country as either facing a critical shortfall of skilled ICT professionals, or that droves of qualified ICT professionals cannot find suitable employment. These contradictory notions suggest a possible mismatch between the current skills of ICT professionals, the supply of appropriately skilled ICT graduates by education institutions and industry demands for appropriately skilled ICT workforce. Attempts to reform the country’s skills landscape has resulted in numerous policy pronouncements and skills development strategies by the public and private sectors with limited success. This focus of this study was to evaluate the National Certificate Vocational Information Technology (NCV IT) strategy, an ICT skills development mandate issued to South African Technical and Vocational Education and Training (TVET) Colleges in response to the country’s ICT skills shortage. Using the Design-Reality Gap Model, the study evaluated the intended design objectives and current reality of NCV IT to gauge its status ten years post inception. While the South African government boasts increasing access to the programme, little focus is given to the handful of graduates who successfully complete the programme and even less who find meaningful employment. The study further operationalised the Design Reality Gap Model to demonstrate its applicability and value in the evaluation of Vocational Education and Training (VET) programmes. Primary data informing the study was from focus group discussions and semi-structured interviews with key NCV IT stakeholders. Secondary data supporting the study was collected by reviewing key documents relating to NCV IT. The findings reveal significant gaps exist between the programme’s intended design and current reality, indicative of the key challenges hindering the effective delivery of its ICT skills promise. It further positions the NCV IT programme as a post-apartheid dumping ground for financially disadvantaged and academically underperforming individuals hoping to achieve self-sufficiency. What was envisaged to be an enabler for the country’s ICT skills development has instead become a black hole for public funding yielding no return on investment. Recommendations were suggested along particular structural dimensions to improve the NCV IT programme, and the development of a more effective vocational ICT skills development strategy.
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Katsikopoulou, Ioanna. "Finding one's place in life : exploring the relation between upper secondary vocational education and social cohesion in times of economic crisis : the cases of Greece and England." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/15382/.

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This study explores the relation between upper secondary vocational education and social cohesion in times of economic crisis. Greece and England frame the specific context of research. I have set two research questions to investigate how vocational education is envisaged to support vocational students to find their place in life. The first concerns their inclusion in the labour market (as an aspect of the economy), and the second their inclusion in society (as distinct from the labour market). I am using the concepts of human capital and social capital as analytical lenses to address the research questions. This is an inductive study of perceptions of vocational education, as articulated in selected education policy documents and interviews with participant teachers. The first source of evidence includes six (sets of) state education policy documents produced over the period of 2003-2013, and the second semi-structured interviews with twenty-eight vocational teachers in total, equally distributed between the cases of Greece and England. Findings from the documentary analysis indicate that vocational education is directed towards strengthening human capital development through specialised preparation for immediate employment and the acquisition of a wide range of knowledge and skills, in an attempt to address the social cohesion challenges of economic disruption and youth unemployment. If successful development appears to be more a matter of collective effort in Greece, in England it would depend more on the individual student. Findings from the interview data show that participant teachers recognise the importance placed on human capital development and support the role of vocational education in the creation of social capital and social ties. Despite structural differences between Greece and England, vocational education is envisaged to foster social cohesion by assisting its students in the development of a sense of acceptance and belonging possibly to the detriment of excellence. Such findings invite further research.
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Najar, Santa Cruz Kenia Briset. "Recorrido subjetivo a lo largo del proceso de reelección vocacional en jóvenes universitarios." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/653287.

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Investigación con enfoque cualitativo y diseño fenomenológico, cuyo objetivo fue analizar los procesos subjetivos y de subjetivación durante el proceso de reelección vocacional en jóvenes universitarios. La muestra estuvo conformada por diez estudiantes de universidades privadas limeñas, entre 18 y 21 años de edad, que optaron por la reelección vocacional en una sola ocasión. Se encontró que el proceso de reelección vocacional estuvo conformado por tres momentos: primera elección vocacional, crisis vocacional y reelección vocacional. En un primer momento, los jóvenes se posicionaron subjetivamente de manera pasiva, por lo que sus elecciones respondieron a exigencias sociales y familiares para asegurar un lugar social. No obstante, posteriormente, durante la crisis vocacional, la insatisfacción, el desinterés y el malestar emocional experimentados movilizaron recursos personales para encontrar una profesión que satisficiera sus deseos vocacionales. Finalmente, los jóvenes se reposicionaron creativamente frente a lo social y familiar, apropiándose de sus deseos y construyendo trayectorias vocacionales singulares.
Research with a qualitative approach and phenomenological design, whose objective was to analyze the subjective and subjectivation processes during the process of the switch majors in university students. The sample was ten students from private universities in Lima, between 18 and 21 years old, who opted for the change course only once. It was found that the process of the switch majors consisted of three moments: declaring a major, vocational crisis and switch majors At first, the young people were subjectively positioned in a passive way, so that their choices responded to social and family demands and to ensure a social place. However, later, during the vocational crisis, the dissatisfaction, disinterest, and emotional distress they experienced mobilized personal resources to find a profession that satisfied their vocational desires. Finally, young people creatively repositioned themselves against the social and family, appropriating their desires and building unique vocational trajectories.
Tesis
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Amorim, Aline Pinto. "O papel do profissional técnico em meio ambiente: um estudo das interfaces da educação profissional técnica de nível médio com a educação ambiental." reponame:Repositório Institucional da FURG, 2010. http://repositorio.furg.br/handle/1/2117.

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Dissertação (mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2010.
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Esta dissertação versa sobre a investigação vinculada à linha de pesquisa “FEA: Fundamentos da Educação Ambiental do PPGEA/FURG”, sendo um estudo acerca da formação dos estudantes da primeira turma do Curso Técnico em Meio Ambiente do Colégio Estadual Lemos Júnior, situado no município de Rio Grande-RS, a fim de compreender se a Educação Ambiental e a Educação Profissional Técnica de Nível Médio, especialmente a Área Profissional Meio Ambiente, orientam a formação no sentido de preparar o profissional para as responsabilidades frente à crise sócioecológico- ambiental vigente, levando em conta a existência (ou não) da preocupação ambiental, de acordo com a proposta do PPGEA - Programa de Pós- Graduação em Educação Ambiental da Universidade Federal do Rio Grande, nos estudos científicos e tecnológicos que norteiam a formação do profissional técnico de nível médio. A metodologia utilizada é a pesquisa qualitativa aliada às contribuições teórico-metodológicas do paradigma da complexidade na proposta de Edgar Morin, que possibilitaram a compreensão dos dados os quais se constituem das diretrizes legais nacionais para a educação profissional técnica de nível médio, o plano de curso da escola pesquisada e entrevista realizada com quatro alunos da primeira turma em formação. No decorrer da pesquisa estruturamos os capítulos a fim de mostrar a compreensão que temos acerca das relações que permeiam a formação do técnico, incluindo o contexto da educação profissional no Brasil, as principais mudanças na política pública de ensino para esta área, o estigma da formação de técnicos em função da mão de obra necessária ao mercado a fim de entender como histórica e culturalmente se deu este caminho. Além disso, procuramos mostrar a visão de EA de forma institucionalizada a qual norteia as políticas públicas da educação com relação à inclusão desta modalidade nos currículos. Também a proposta de EA apresentada pelo PPGEA na perspectiva da formação de cidadãos crítico-superadores da crise ambiental. Sendo que outros aspectos referidos são questões relacionadas ao currículo e também à crise ambiental de modo mais específico relacionando às questões de ciência, educação e tecnologia. Em nossa análise importou refletir sobre a questão da formação e suas relações com a EA, de modo que são apontados limites que estão voltados para a organização curricular fragmentada que visualizamos desde a proposta do Catálogo Nacional de Cursos Técnicos até a organização do Plano de Curso no qual pudemos observar uma estrutura nitidamente disciplinar. A preocupação com a EA permeando o currículo da formação de técnicos em meio ambiente e o papel desse profissional perante a crise foram as bases das relações estabelecidas durante a pesquisa, visando a complexidade das relações do sujeito com a técnica, sociedade e meio ambiente. As entrevistas, realizadas com alunos egressos, permitiram corroborar a reflexão que aponta para a inadequação de um currículo disciplinar, o qual despontencializa as possibilidades da EA na formação dos técnicos.
This dissertation is the investigation linked to the research line "FEA: Fundamentals of Environmental Education PPGE / FURG", being a study on the formation of the first group of students from the Technical Course on Environment of the State College Lemos Jr, located in the city Rio Grande-RS, in order to understand whether the Environmental Education and Vocational Technical High School, especially the Professional Area Environment, guide the training to prepare for professional responsibilities in the crisis socio-ecological-environmental regulations taking into account the existence (or not) of environmental concern, according to the proposal of PPGEA - Graduate Program in Environmental Education, Federal University of Rio Grande, in scientific and technological studies that guide the formation of the professional technician level. The methodology used is qualitative research combined with the theoretical and methodological paradigm of complexity in the proposed Edgar Morin, who provided an understanding of the data which constitute the legal guidelines for national professional technical high school education, the course plan the school studied and interviews conducted with four students from the first class in training. During the research we structured the chapters to show the understanding we have about the relationships that underlie the formation of the coach, including the context of professional education in Brazil, the major changes in public policy education for this area, the stigma of training technicians according to the manpower required to market in order to understand how culturally and historically happened this way. Also, try to show the vision of an institutionalized form of EA which guides the public educational policy regarding the inclusion of this modality in the curricula. Also the proposal presented by EA PPGEA with regard to formation of citizen-super critical environmental crisis. Since other aspects mentioned are issues related to curriculum and also to the environmental crisis and more specifically relates to issues of science, education and technology. In our analysis we cared to reflect on the issue of training and its relationship with EA, so we point out limits that are directed to visualize fragmented curriculum proposal from the National Catalogue of Vocational Courses to the organization of the Course Plan which we could observe a clearly disciplinary structure. The concern with EA permeating the curriculum of the training of technicians in the environment and the role of a trader before the crisis were the basis of relationships established during the research, aiming at the complexity of the subject's relations with technology, society and environment. The interviews conducted with former students, allowed to corroborate the reflection that points to the inadequacy of a disciplinary curriculum, which not optimizes the possibilities of EA in the training of technicians.
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Santana, Luiz Gustavo. "SERVIÇO SOCIAL E FUNDAMENTOS HISTÓRICO E TEÓRICOMETODOLÓGICOS DO ESTÁGIO NOS CURSOS DE GRADUAÇÃO NO TOCANTINS." Pontifícia Universidade Católica de Goiás, 2014. http://localhost:8080/tede/handle/tede/2202.

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The subject of this dissertation, presented at the Graduate Program in Social Work PUC Goiás, fell on the examination of new determinations (impacts) that focus on vocational training social worker, evidenced in the internship process. The investigation thus was based on the prospect of seizing the stage in Social Work, as a component of vocational training which tends to materialize trends arising from the dynamics inherent to the context of the crisis of capitalism, counter-reform of the state and its expressions in politics higher education. This condition is analyzed considering the distance of the stage of their theoretical and academic approach to an ever-increasing, the interests and demands of labor markets. Developed studies were based on analyzes that emphasize the Brazilian reality in their social, economic, political and cultural aspects, as well as research on the experience of Academic Units Training in Social Work, located in the state of Tocantins. It has been assured that such studies make the results always provisional and subject to revision. It is this wealth that research brings to the continuation of studies on the subject of stage and vocational training.
O objeto de estudo desta dissertação apresentada ao Programa de Pós-Graduação em Serviço Social da PUC Goiás, voltou-se para o exame de novas determinações(impactos) que incidem sobre a formação profissional do(a) assistente social, evidenciadas no processo do estágio. A investigação, assim, se fundamentou na perspectiva de apreender o estágio em Serviço Social como um dos componentes de formação profissional que tende a materializar as tendências da dinâmica inerente ao contexto de crise do modo de produção capitalista, da contrarreforma do Estado e suas expressões na política de educação superior. Tal condição é analisada considerando o distanciamento do estágio de seus fundamentos teóricos e acadêmicos para uma aproximação, cada vez maior, aos interesses e demandas dos mercados de trabalho. Os estudos desenvolvidos tiveram por base as análises que enfatizam a realidade brasileira em seus aspectos sociais, econômicos, políticos e culturais, assim como a pesquisa sobre a experiência de Unidades de Formação Acadêmica em Serviço Social, situadas no Estado do Tocantins. Tem-se a garantia de que os estudos dessa natureza tornam os resultados sempre provisórios e passíveis de revisão. É essa a riqueza que a pesquisa traz para a continuidade dos estudos sobre a temática do estágio e a formação profissional.
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Pontes, Edimilton de Carvalho. "Vocação e crise profética: uma leitura pastoral a partir de Jeremias 20.7-12." Faculdades EST, 2011. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=320.

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Este trabalho de pesquisa está relacionado à área bíblica, com ênfase na vocação e crise profética, centrado em Jeremias, especialmente no texto Jr 20.7-12. A proposta é depreender aspectos importantes da crise e vocação para prática pastoral na atualidade. O trabalho analisa os aspectos envolvidos na vocação profética para entendimento do profeta e da sua missão de anúncio da Palavra de Deus em cumprimento de seu chamado. Busca compreender a crise na vida do profeta Jeremias, como elemento formador da identidade profética e conseqüentemente pastoral, a partir das suas confissões. Realiza uma leitura destes termos fundamentais, extraindo conceitos para prática pastoral no dia-a-dia.
This research is related to the biblical field, with emphasis on the prophetic vocation and the crisis centered on Jeremiah, especially in the text Jr 20.7-12. The proposal is to apprehend important aspects about the crisis and the calling of the prophet for the purpose of pastoral practice in present days. The paper examines the issues involved in prophetic calling in order to understand the prophet and his mission of proclaiming the Gods Word in compliance with his calling. It also tries to understand the crisis in prophet Jeremiahs life as a formative element of prophetic and thus also pastoral identity, starting with his confessions. It tries to come to grips with these fundamental concepts, in order to obtain the knowledge needed for the every day pastoral ministry.
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Grövel, Angèle. "Les Officiers de la Marine Marchande : un groupe professionnel dans la tempête ? : accès au métier, socialisations et carrières des élèves des écoles supérieures maritimes au début du XXIème Siècle." Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100172.

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Cette thèse vise à étudier les logiques d’accès, de socialisation et de carrière des futurs Officiers de la Marine Marchande dans un contexte de déréglementation du marché du travail et de reconfiguration de la formation. Dans une première partie, il s'agit de mettre au jour les conditions d'émergence et d'institutionnalisation de la formation des Officiers et son rôle dans la dynamique du groupe professionnel, depuis les tentatives d'enseignement des savoirs nautiques au cours de l'Ancien Régime jusqu'à la reconnaissance des titres maritimes en titres d'ingénieur au début du XXIème Siècle. Cette sociohistoire des écoles d’Officiers met en lumière le caractère structurel de la « crise » du groupe et permet d’étudier les rhétoriques développées et les ressources mobilisées et par ce dernier pour assurer sa « survie ». A partir de l’exploitation de deux enquêtes par questionnaires et de l’analyse d’entretiens avec des futurs et anciens navigants, il revient ensuite d’interroger dans quelles mesures les transformations de la formation, les mutations du marché de l’emploi et les évolutions du travail pèsent sur les cadres traditionnels de socialisation et de carrière. Après avoir réalisé une sociogenèse des dispositions sociales d’accès au métier, cette thèse décrit et analyse les mécanismes de socialisation au sein des établissements et à bord des navires marchands. Enfin, ce travail s’achève sur l’étude des trajectoires professionnelles des futurs et des anciens Officiers. Il est alors question de dégager les étapes de la carrière avant de se focaliser sur les facteurs qui expliquent les sorties du métier
This thesis aims to study access, socialization and careers of future Officers of the Merchant Navy in the context of deregulation of the labor market and reconfiguration of training. In the first part, the aim is to expose the conditions for the emergence and institutionalization of training Officers and its role in the dynamics of the occupational group, from teaching nautical knowledge during the Old Régime, to the recognition of maritime engineering at the beginning of the XXI Century. This social history of the Officers school highlights the structural nature of the "crisis" of the profession and allows us to study the rhetoric developed and the resources mobilized to ensure its survival. From the analysis of the results of two surveys and interviews with former and future sailors, we question how transformations of training, mutations in the labor market and changes in work impact traditional frameworks of socialization and careers. After completing a socio-genesis of social access dispositions, this thesis describes and analyses the process of socialization within institutions and on board merchant ships. Finally, this thesis ends with a study of the careers of former and future Officers. The purpose of this last part is to identify the career phases before focusing on factors which explain the high numbers of professionals leaving the profession
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GOMES, Falcon Felipe. "Educação Profissional na EEEP Marvin: uma avaliação processual do ensino médio integrado." www.teses.ufc.br, 2015. http://www.repositorio.ufc.br/handle/riufc/11784.

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GOMES, Falcon Felipe. Educação Profissional na EEEP Marvin: uma avaliação processual do ensino médio integrado. 2015. 212f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Avaliação de Políticas Públicas, Fortaleza (CE), 2015.
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O presente trabalho é um esforço de avaliar qualitativamente o processo de efetivação do ensino médio integrado à educação profissional na escola Marvin situada no bairro Pirambú em Fortaleza, Ceará. Procura-se relacionar a trajetória do programa com o contexto das políticas educacionais a nível local, nacional e mundial, numa tentativa de compreender que tipo de repercussões a atual crise do capital insere na reconfiguração do trabalho e como estas mudanças se articulam com a sustentação de “novos” paradigmas educacionais. Baseia-se numa proposta de avaliação compreensiva e processual, onde procura-se compreender o fluxo da política nas diferentes arenas de formulação, implementação e repercussão na população atendida. O significado do programa é exposto e transmutado na medida em que se investigam os diferentes atores envolvidos. As categorias estudadas foram Ensino Médio, Formação Profissional, Teoria do Capital Humano e Avaliação de programas. Como marco teórico destacou-se o conceito de Avaliação baseada no modelo experiencial. Neste sentido a contribuição da presente pesquisa é justamente numa perspectiva de avaliação compreensiva entender como as práticas desenvolvidas dentro da escola profissional Marvin pelos seus atores (alunos, professores e gestores) passam a ressignificar sua cultura de ação, moldando, reproduzindo e introjetando discursos, fabricando crenças e modos operacionais de conduta e expectativas que se adequem às contradições do mundo do trabalho. Os resultados demonstraram que a incorporação dos pressupostos da Tecnologia empresarial socioeducacional (TESE) se fazem como pré-requisitos para adesão dos sujeitos ao programa. Quanto à ideia de corresponsabilidade ela está intrinsecamente articulada aos fundamentos da teoria do capital humano. Quando os atores da escola são convidados a assumir as responsabilidades pelo sucesso escolar (metas e formação pessoal) assim como pelos inúmeros problemas estruturais do ensino médio público estes estão ao mesmo tempo compactuando com o ideal de desenvolvimento econômico pautado no investimento individual em educação e reproduzindo a ideia de que só por meio do sistema educacional a classe que vive do trabalho possa realizar a mobilidade social.
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Yew, Mei-Wei, and 游美未. "A Study of Tour Leaders’ Vocational Training on Travel Crisis and the Model of Crisis Management." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/5qncrm.

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碩士
景文科技大學
觀光與餐旅管理研究所
99
There are increasing numbers of people travel abroad as a group package tour ever since the government lifted the ban for people to travel abroad for the purpose of pleasure. To travel around the world is quite often Taiwanese people’s dream. On the other hand, those who passed the governmental exam and attended relevant vocational training on tour management would be entitled to obtain a licence to perform as professional tour leaders. As a result, many green-hand tour leaders would begin to lead tours to foreign countries under the situation of lacking in practice and experience. Once they encounter crisis during travel, the members in the group tour as well as leaders themselves would run the risk to lose their lives or their properties. This will of course bring disputes about the issues and damage the reputation of the travel agency in the end. This study aimed to probe into the justification of the current vocational training for the tour leaders facing the travel crisis. The research is processed .by conducting in-depth interviews among 12 selected professional tour leaders. Data and information on crisis management when travelling were collected from the interviews, followed by evaluation on relevant vocational training and reference model of travel crisis management. Results of the study are as follows: 1. Current pre-professional training could benefit the tour leaders when handling the travel crisis, however the relevant on-the-job training is insufficient. Tour leaders tend to gain relevant knowledge by consulting the experienced ones, reading books or retrieving information on websites. 2. Travel crises often happen at the scenic points and hotels on youngsters and elderly, and most cases are accidents such as loss by theft, injury caused to the tourists, etc. 3. The relevant vocational training such as first-aid processing would be helpful handling the crisis. Besides, the key managing the travel crisis is to make appropriate decision on the spot. 4. Provide a model of travel crisis management for tour leaders reference by sorting the types of travel crisis and relevant solution based on the interviewees’ experience, for example, if the tour group meets an armed robbery, the tour leader should be calm and cooperative to safeguard the lives of the group members. 5. Propose a systematic training to use simulation of case study, periodical workshops held within the company, and mentor system to coach the green hands. These would enable the effective crisis management of tour leaders.
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Books on the topic "Vocational crisis"

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Crisis and change in vocational education and training. London: J. Kingsley, 1996.

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Pilz, Matthias, ed. Vocational Education and Training in Times of Economic Crisis. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47856-2.

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New York (State). Legislature. Senate. Higher Education Committee. Subcommittee on Nursing Shortages. New York's nurse shortage crisis. [Albany, NY: The Subcommittee, 2005.

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Rajan, R. Sundara. Beyond the crisis of the European sciences. Shimla: Indian Institute of Advanced Study, 1998.

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Vásquez, Oscar E. Corvalán. Vocational training of young people in Latin America: Crisis and opportunity. [Montevideo: Cinterfor, 1986.

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Marion, Peller. Crisis-proof your career: Finding job security in an insecure time. Secaucus, N.J: Carol Pub. Group, 1993.

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Alperin, Barry. Industry in crisis: Reengineering your appraisal career. Los Angeles, CA: Valuation Press, 1996.

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Gleeson, Denis. The paradox of training: Making progress out of crisis. Milton Keynes [England]: Open University Press, 1989.

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The lawyer bubble: A profession in crisis. New York: Basic Books, 2013.

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Walton, Mark. Boundless potential: Transform your brain, unleash your talents, and reinvent your work in midlife and beyond. New York: McGraw-Hill, 2012.

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Book chapters on the topic "Vocational crisis"

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Mirchandani, Kiran, and Meaghan Brugha. "Alternative Futures for Work-Related and Vocational Education." In Youth as/in Crisis, 47–64. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-098-1_4.

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Lassnigg, Lorenz. "Apprenticeship Policies Coping with the Crisis: A Comparison of Austria with Germany and Switzerland." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 127–48. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47856-2_7.

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von Arx, Jeffrey. "The Victorian Crisis of Faith as Crisis of Vocation." In Victorian Faith in Crisis, 262–82. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-10974-6_9.

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Daugherty, Sarah. "The Bostonians and the Crisis of Vocation." In A Companion to Henry James, 88–99. Oxford, UK: Wiley-Blackwell, 2009. http://dx.doi.org/10.1002/9781444304978.ch5.

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"Economic crisis and Korean vocational training." In The Korean Labour Market after the 1997 Economic Crisis, 219–32. Routledge, 2013. http://dx.doi.org/10.4324/9780203128015-17.

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"The looming crisis." In Open and Flexible Learning in Vocational Education and Training, 15–32. Routledge, 2013. http://dx.doi.org/10.4324/9781315041919-7.

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"Caught in the Middle: Jeremiah’s Vocational Crisis." In What Kind of God?, 284–93. Penn State University Press, 2015. http://dx.doi.org/10.1515/9781575067223-026.

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Henold, Mary J. "Womanhood Is Sisterhood." In The Laywoman Project, 29–69. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469654492.003.0003.

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This chapter uses the group the Theresians as a case study to analyze shifting perceptions of Catholic laywomen’s vocation in the 1960s and 1970s. The Theresians was founded in the early 1960s by Fr. Elwood Voss as a group for laywomen to promote vocations to the Catholic sisterhoods. The organization’s founding was an outgrowth of the perceived vocation crisis that began in the late 1950s in the American church. Theresians at this time were consistently taught to privilege the “higher” vocation of women religious (nuns) rather than their own vocations as married or single laywomen. Such beliefs were reinforced by a mid-century Catholic culture that discouraged friendship between laywomen and sisters, and emphasized not only sisters’ special sanctity, but also their authority over laywomen. Over time, however, lay and religious Theresians came to challenge the idea of laywomen’s inferiority, and the group sought new ways of expressing and affirming laywomen’s vocational choices and Catholic women’s self-definition.
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"Chapter Five. Vocation And Vocational “Crisis”: A Study Of Italian Former Priests." In Vocation and Social Context, 103–26. BRILL, 2007. http://dx.doi.org/10.1163/ej.9789004161948.i-216.39.

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Fotopoulos, Nikos, Argyris Kyridis, Maria Pavlis-Korres, and Christos Zagkos. "Giving Painkillers to a Dying Patient." In Impact of Economic Crisis on Education and the Next-Generation Workforce, 169–84. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9455-2.ch008.

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The issue of unemployment and especially youth unemployment is one of the most urgent and gloomy issues in the European Union. In the case of Greece, in particular, this phenomenon is closely linked to the financial, fiscal and debt crisis creating extremely negative conditions and prospects for the Greek economy and society. This chapter highlights key issues of the current situation in the field of unemployment and especially youth unemployment in Greece, drawing the image of reality on vocational education and training (initial and continuing). It also shows the diachronic ineffectiveness of policies concerning educational and vocational training in Greece. Finally, the chapter proposes the context of a critical and institutional framework for the development of a realistic policy for vocational training and education and social cohesion in times of crisis.
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Conference papers on the topic "Vocational crisis"

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guofan, Yuan. "Design and implementation of psychological crisis intervention platform for Higher Vocational Students." In 2021 2nd International Conference on Big Data and Informatization Education (ICBDIE). IEEE, 2021. http://dx.doi.org/10.1109/icbdie52740.2021.00072.

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Mutia, Elok, and Herdis Herdiansyah. "Jakarta Bay Reclamation : Political Interest and Ecological Crisis." In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285895.

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Song, Yan, Xingjun Tan, and Changliang Jiao. "Research on the Grid Management Model of Psychological Crisis for Higher Vocational College Students." In Proceedings of the 3rd International Seminar on Education Innovation and Economic Management (SEIEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/seiem-18.2019.124.

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Setiawaty, Tetty, and Gunadi Thajono. "Principal Leadership to Alleviate Poverty at Lagging and Social Crisis Area in District of South-west Sumba East Nusa Tenggara." In 2015 International Conference on Innovation in Engineering and Vocational Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icieve-15.2016.40.

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Zhao, Nan. "Research on the Current Situation and Countermeasures of Crisis Management in Higher Vocational Colleges based on the Network." In 2017 3rd International Conference on Humanities and Social Science Research (ICHSSR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ichssr-17.2017.44.

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"Mechanism of Psychological Crisis Prevention and Quick Response of Higher Vocational College-students -- A Case Study of Yunnan College of Foreign Affairs and Foreign Language." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000628.

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Algan, Neşe, Başak Gül Aktakas, and İpek Tekin. "The Relationship between Corruption and Economic Growth as a Social Issue: A Case Study on Turkey." In International Conference on Eurasian Economies. Eurasian Economists Association, 2014. http://dx.doi.org/10.36880/c05.00996.

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The present study aims to investigate the relationship between corruption and economic growth by taking the driving force of education into account. A significant contribution of the education level to the reduction process of corruption is expected to occur. For this reason, the number of those who are convicted of corruption offenses depending on their educational status for Turkey are to be taken into account, whereas the effect of education being a separate variable on growth and corruption will not be considered. In this regard, Vector Error Correction (VECM) model will be used as a method for the years between 1980-2011 and the relationship between corruption and economic growth will be analyzed. The contribution of the study to the literature is to reveal the impact of those who cause corruption depending on their education level on growth by undertaking the education levels separately. According to the empirical findings, considering corruption convicts who are literate but not graduated from a school and those having graduated from primary and secondary education, it was observed that corruption affects growth in a negative way. In contrast, given the corruption crimes which were committed by the graduates of both high school and vocational school at high school level and higher education, it was determined that there is a positive relationship between corruption and economic growth.
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Reports on the topic "Vocational crisis"

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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