Journal articles: '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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Luo, Yan. "Crisis in the Restructuring of China's Vocational Education System, 1980-2010." Chinese Education & Society 46, no. 4 (July 2013): 22–29. http://dx.doi.org/10.2753/ced1061-1932460402.

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Gallacher, Jim. "Vocational education in times of Crisis: lessons from around the world." Journal of Vocational Education & Training 70, no. 1 (January 2, 2018): 167–69. http://dx.doi.org/10.1080/13636820.2018.1436643.

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Downing, Jillian. "Vocational education in times of economic crisis: Lessons from around the world." International Journal of Training Research 16, no. 2 (February 28, 2018): 192–94. http://dx.doi.org/10.1080/14480220.2018.1442165.

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王, 牛俊. "Researching of Higher Vocational Counselors with Campus Crisis Coping Mechanism and Strategy." Vocational Education 05, no. 01 (2016): 6–9. http://dx.doi.org/10.12677/ve.2016.51002.

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Vakhnina, V. V., Yu G. Kasperovich, and Y. G. Naumov. "Psychological features of teaching the negotiating activity in the system of additional vocational education." Psychology and Law 8, no. 4 (2018): 168–79. http://dx.doi.org/10.17759/psylaw.2018080415.

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In the article, the authors consider the need for timely updating the content of training programs and improving the skills of negotiating subjects, taking into account the rapidly changing conditions of professional activity. The use of situational, system-situational approaches in training contributes to the formation of professional competences among negotiators and the development of professionally important qualities necessary for effective implementation of negotiating activities in various professionally significant situations. Collection and analysis of empirical material was carried out in several stages from 1995 to 2014, and included a survey of employees of law enforcement agencies and the conduct of a systematic analysis of the bank in 1705 problem situations. Based on the analysis of the bank of crisis situations in the negotiation process, depending on the characteristics of the negotiating situation, priority strategies and possible crisis zones are singled out, which makes it possible to effectively implement anti-crisis talks. Vocationally important negotiating situations and ways of formation of negotiating competence in the process of preparation and retraining have been determined.

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Taylor, Yvette. "Mediating ‘Aspirant’ Religious-Sexual Futures: In God's Hands?" Sociological Research Online 22, no. 1 (February 2017): 174–86. http://dx.doi.org/10.5153/sro.4153.

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This paper explores the construction of vocational and familial futures, in times of ‘aspiring’, ‘post-welfare,’ or ‘crisis’ youth transitions, as mediated by sexual-religious identification. By considering the intersectional relations of both sexuality and religion in constructing young people's aspirations, the paper highlights pragmatic and caring orientations, including a ‘calling’ to religion as a site of present-future vocational and familial investment. I challenge the separation of religion and sexuality in youth transitions, and in notions of the ‘times we're in’ as compelling certain kinds of future-orientated aspirant (and secular) selves. Overall, the article hopes to contribute to theorising the intersection sexuality and religion in further understanding the subversive – and conservative – potential of religious-sexual values and futures. Such orientations interface with aspects of ‘getting by’ and ‘getting on’ and at once re-inscribe and stretch normative vocational and familial choices.

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Benin, V. L., and O. V. Frolov. "SOCIO-PHILOSOPHICAL PROBLEMS OF HIGHER VOCATIONAL EDUCATION IN THE CONTEXT OF CULTURE CRISIS." Education and science journal 1, no. 2 (March 9, 2015): 47–58. http://dx.doi.org/10.17853/1994-5639-2014-2-47-58.

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Garrick, Barbara. "The crisis discourse of a wicked policy problem: vocational skills training in Australia." Australian Educational Researcher 38, no. 4 (October 15, 2011): 401–16. http://dx.doi.org/10.1007/s13384-011-0033-9.

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Farkas, Tibor, and Erika Hronyecz. "Info-Communication Experts in The Defence Sector: Vocational Training Program." Műszaki Tudományos Közlemények 9, no. 1 (October 1, 2018): 75–78. http://dx.doi.org/10.33894/mtk-2018.09.14.

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Abstract Nowadays, international and national events clearly point out the need for cooperation between different defense organizations in crisis and emergency situations (disaster events, migration issues, and other emergencies) for successful tasks. The fundamental basis of this cooperation is always the command and control activity supported by modern technical equipment that ensures the coordinated implementation of tasks. The key, human element of info-communication support is the preparation and training of the successful professionals. In this paper, the authors intend to present the importance of vocational training.

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Martinelli, Chiara. "Training mothers: feminine vocational education in Italy during Fascism." Rivista di Storia dell’Educazione 7, no. 1 (July 9, 2020): 71–82. http://dx.doi.org/10.36253/rse-9395.

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Throughout the XX century, the term “feminine vocational education” changed its meaning several times. Were the vocational feminine schools aimed at training skilled industrial workers or at educating perspective high-ranked housewives? This paper aims at answering at this question. For such a pursue, it investigates national and local sources and it analyzes how the field changed during the first ten years Fascism ruled Italy. All the vocational schools were struck by a radical reform and by the efforts the Minister of National Education Giuseppe Belluzzo made for rationalize the field. In such a context, curricula taught in feminine vocational schools changed: more time was devoted to domestic economy and to subjects like literature and foreign languages. As the latter were traditionally included in women’ curricula since XIX century, the issue highlights a relevant links between liberal and fascistic educational policies. However, the increasing role domestic education played shows the regime designed vocational feminine schools not for training skilled industrial workers, but for educating mothers. During Fascism, women workers were called to unskilled and low-paid roles for which no training was need; however, lacks in welfare state and economic crisis made the Regime pursue mothers to work hard for saving money and for elevating people’s living standard.

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Calmand, Julien, Jean-François Giret, and Christine Guégnard. "Vocational bachelor graduates in France: labour market integration and social mobility." International Journal of Manpower 35, no. 4 (July 1, 2014): 536–52. http://dx.doi.org/10.1108/ijm-05-2013-0102.

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Purpose – In France, the vocationalization of higher education has resulted in an increase in the number of graduates and created new opportunities. The access of these vocational bachelor graduates to the labour market raises the issue of their professional prospects amid changing economic and social circumstances. The paper aims to discuss these issues. Design/methodology/approach – To provide insights into these issues, the employment situation of bachelor graduates during the first years of active working life will be compared with other tertiary graduates entering the labour market in the same years, using econometric models that estimate the effects of vocational courses “all other things being equal”, incorporating a range of individual characteristics. Findings – Overall, vocational bachelor graduates experienced fewer difficulties in seeking to enter the labour market during difficult economic circumstances. They did not achieve upward social mobility with a lower probability of obtaining a managerial/professional occupation three years after graduation. These results confirm that diplomas continue to play a central and hierarchized role in France. Originality/value – The originality of this paper is to highlight the labour market transition of vocational bachelor graduates during a period of economic crisis, inquiring on the social benefit of this new diploma in France: what were the impacts of the changing economic conditions and influx of vocational bachelor graduates on their labour market transition and their chances of upward social mobility?

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Benin, V. L., and O. V. Frolov. "SOCIO-PHILOSOPHICAL PROBLEMS OF THE HIGHER VOCATIONAL EDUCATION IN THE CONTEXT OF CULTURE CRISIS." Education and science journal 1, no. 1 (March 9, 2015): 44–54. http://dx.doi.org/10.17853/1994-5639-2014-1-44-54.

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Akkermans, Jos, Julia Richardson, and Maria L. Kraimer. "The Covid-19 crisis as a career shock: Implications for careers and vocational behavior." Journal of Vocational Behavior 119 (June 2020): 103434. http://dx.doi.org/10.1016/j.jvb.2020.103434.

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Heyes, Jason. "Vocational training, employability and the post-2008 jobs crisis: Responses in the European Union." Economic and Industrial Democracy 34, no. 2 (June 7, 2012): 291–311. http://dx.doi.org/10.1177/0143831x12445624.

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Ren, Yongmei, and Xuejiao Li. "A Intelligent Evaluation Model Framework of Online Public Opinion Crisis in Higher Vocational Colleges." Journal of Physics: Conference Series 1646 (September 2020): 012135. http://dx.doi.org/10.1088/1742-6596/1646/1/012135.

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Mitrović, Ljubiša. "The crossroads of contemporary sociology and the crisis of its subject and vocational identity." Socioloski pregled 55, no. 2 (2021): 245–66. http://dx.doi.org/10.5937/socpreg55-32289.

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Contemporary sociology is at a fateful crossroads. The paper points to some aspects of its crisis as a science and vocation, the forms of its cognitive pathology and the erosion of positive identity in the universe of sciences and the modern professional division of labour. Indicating the causes and consequences of this crisis, the author concludes that it cannot be overcome only by technical improvement of the methodology of empirical research, but requires profound efforts of the new generation of sociologists, and new answers. Otherwise, Peter Berger's pessimistic predictions about the obsolescence and bankruptcy of sociologists and sociologists might come true. The conclusions we reached in our problematization of this issue can be summarized as follows: 1) the need to redefine contemporary sociology in the spirit of globalization of its subject as a multicomplex science of the laws of structure and dynamics of the global world system and the theoretical-empirical study of phenomena and processes at all levels of social organization. macro, meso, micro) from the perspective of the methodological principle of dialectical concrete totality; 2) building a new theoretical synthesis in the form of a multidisciplinary integrated paradigm; 3) opening sociology through multidisciplinary and transdisciplinary research towards new challenging fields of the future that has begun; 4) redefining its vocation identity in the Mils-Bourdieu key as a martial discipline, radical-critical, reflexive-engaged, emancipatory and actionist sociology.

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Muwaniki, Chenjerai, and Patricia Muvirimi. "Realigning Vocational Skills for Employment and Self Employment of Hearing- Impaired Youths: The Case of Masvingo-Peri Urban." Journal of Education and Vocational Research 8, no. 3 (January 7, 2018): 29–36. http://dx.doi.org/10.22610/jevr.v8i3.1990.

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The study sought to investigate the prospects of equipping hearing impaired youths in peri-urban Masvingo District with skills for employment and self-employment in view of the economic crisis in Zimbabwe. The study used the Human Capital Theory as the theoretical framework. A case study research design was used. Data was collected through semi-structured interviews of eight purposefully selected hearing impaired vocational graduates as well as four key informant interviews with lecturers at the special school. Observations were also done to augment data from the interviews. Thematic analysis was used in analyzing the data. The study revealed that the hearing-impaired graduates acquired technical and vocational and skills at the special school. However, despite the high skill levels, they were not being utilized for their livelihoods. Instead of utilizing their technical and vocational skills, most of the graduates were engaged in self-initiated micro-entrepreneurial activities such as street vending. The major challenges to employment and self-employment included lack of capital, communication barriers and lack of representation and clear policy. The study recommends the realignment of vocational skills with the reality in which hearing-impaired graduates experience daily to focus more on entrepreneurship and community development in view of a weak economy which makes employment and self-employment difficult to achieve.

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Szmyd, Jan. "The Education in Crisis. The Initial Description and Assessment of the Phenomenon." Yearbook of Pedagogy 43, no. 1 (December 1, 2020): 7–26. http://dx.doi.org/10.2478/rp-2020-0001.

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Summary The contemporary education faces the worsening structural crisis. It is the real e d u c a t i o n a l c r i s i s – it’s being exposed at a scale not experienced before. This crisis is determined with the civilization and economy. It’s being invoked with expanded scientific-technology and information civilization and co-related new neoliberal socio-economic system. Thus, the educational crisis is global, as it’s determinants are. The article focus on the main manifestations of the educational crisis: 1) the excessive orientation of higher education programmes on the utilitarian (professional, vocational) knowledge at the expense of the general (cultural and humanistic) knowledge, which is driven by the economic growth; 2) the collapse of the great pedagogical narratives and ideas; 3) the regress of academic identity of the most of universities; 4) the increasing dysfunction of the classical models of school, teacher and upbringing; 5) the permanent decrease of the quality of the general education and upbringing. The contemporary educational crisis is the major threat to the comprehensive and harmonious human development, in a sense it’s the crisis of the man himself.

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Cooper, Trevor. "A Crisis of Confidence in Vocational Education: The Perceptions of Young Workers in Manufacturing Industry." Pastoral Care in Education 11, no. 4 (December 1993): 30–37. http://dx.doi.org/10.1080/02643949309470854.

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Finger, Matthias. "New Social Movements and their Implications for Adult Education." Adult Education Quarterly 40, no. 1 (September 1989): 15–22. http://dx.doi.org/10.1177/074171368904000102.

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The purpose of this article is to show how adult education is linked to the emerging crisis of modernity; in fact, education has been conceived from its very beginning as part of the project of modernity. If adult education follows the same paths as traditional education, it will end up, like modernity, in crisis too. A sign of this crisis in our field is the increasing split between vocational training and personal development. I will develop my argument by using the example of the so-called “new movements”: new movements herald a cultural transformation, where the individual becomes increasingly a central focus and where social transformation will occur through the transformation of the person. It is argued that adult education will develop its full potential only once it has admitted that it is, as a discipline, another expression of the same cultural transformation the new movements foreshadow.

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Kogut, Oleksandra. "EMPIRICAL STUDIES OF MILITARY STUDENTS’ TOLERANCE TO STRESS IN OVERCOMING CRISIS, CONFLICTS, FRUSTRATIONS AND STRESSES." PSYCHOLOGICAL JOURNAL 7, no. 2 (February 28, 2021): 35–45. http://dx.doi.org/10.31108/1.2021.7.2.3.

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The article reveals military students’ psychological characteristics manifested at overcoming stresses, conflicts, frustrations and crises during vocational training. Young years is the most interesting and difficult period in a person’s life. An individual’s identification in society is formed at this age. An appearing mature personality determines life goals, values, gender orientation. Incomplete identification is characteristic for people with internal conflicts, which worsen interpersonal communications, contribute to frustration, aggravates an experienced crisis and make searches for meanings more intensive. Interconnections between a crisis, a conflict, a meaning and a stress have not yet been investigated in psychology to the full degree. The article studies the qualities that should be developed in youth in order to have high tolerance to stress in overcoming obstacles, crises, stresses and noogenic neuroses (lack of meaning). The article purpose: to study second-year military students’ tolerance to stress when they overcome stresses, frustrations, crises or conflicts. The article objective: to study empirically correlations among young men’ gender identity, their tolerance to stress and the peculiarities of their defence mechanisms, used strategies for conflict overcoming, readiness to overcome frustration and life-meaning crises. The applied methods and techniques: theoretical analysis; systems approach; Psychological Stress Measure (PSM-25) (Lemyre-Tiesser-Fillion); Life Style Index (R. Plutchik, H. Kellerman and H. Conte); L.B.Shneider's method of gender identity studying; K. V. Karpinsky’s questionnaire on life-meaning crises; Thomas-Kilmann Conflict Mode Instrument; Stevan Hobfoll’s questionnaire on coping with stressful situations; Boyko-Vasserman questionnaire on social frustration; correlation analysis. Research results. Military students’ tolerance to stress contributes to their “adaptation” (0.35) to educational and professional conditions. The reasons for “meaningful crisis” (-0.55), “frustration” (-0.5), “conflict avoidance” (-0.37) are unsuccessful strategies used by military students for stress overcoming. “Life-meaning crisis” (0.39) and “frustration” (0.39) encourage military students to “avoid conflicts”, thus “assertiveness” (self-confidence) and (-0.43) “support” (-0 , 29) decrease, students “leave” conflicts (0.60), resort to “manipulations” (0.39). “Rivalry” in a conflict encourages military students to “antisocial actions” (0.34). The “caution” strategy is used by military students who are inclined to “cooperation” (0.33). The “contact” strategy is opposed to the “compromise” strategy (-0.28) in a conflict. Conclusions. The signs of formed identity for military students are self-acceptance, existing life goals, values, and the absence of internal conflicts, and also the developed ability to overcome stresses, conflicts, frustrations, crises. All critical situations are interconnected. A crisis and a frustration are the most similar. To overcome them, military students need to be taught such technique as “support” and to develop “assertiveness” (self-confidence).

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Benedek, András, and Péter Klekner. "Managing Economic Transition." Industry and Higher Education 11, no. 3 (June 1997): 182–88. http://dx.doi.org/10.1177/095042229701100312.

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In the early stages of economic transition in Hungary, stagnation was the dominant characteristic of the country, accompanied by crisis indicators such as marked internal and especially external economic instability, instability in foreign trade, and structural impediments to development. Massive unemployment, a decrease in real wages, evident even today, and the intensification of social inequalities contributed additional tensions to the initial transition phase. In this paper, the authors first outline the main characteristics of the Hungarian economy. Then, against this background, they discuss the status of human resources development during the transition period, the economic and legal reforms taking place in the context of education and vocational training, and finally the role of the social partnership in vocational training. The discussion and conclusions drawn are intended to indicate key issues in workforce development not only in Hungary but in countries throughout the region of Eastern and Central Europe

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Afeti, George. "Revitalising technical and vocational education and training in Africa: Issues outstanding." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): xi. http://dx.doi.org/10.14426/jovacet.v1i1.9.

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One of the stark realities of Africa today is the crisis of youth unemployment. Every year,about 10–12 million poorly skilled young people exiting the various levels of the educationsystem enter the labour market (AfDB & OECD, 2012), where they end up in insecure andsometimes hazardous employment with no prospect of further education or training. Evengraduates of higher education institutions are not spared the frustration of seeking and notimmediately finding a job. In countries such as Zambia and Ethiopia, young graduates maytake up to five years after training before finding a job in the formal sector (ILO, 2013). InGhana, it is estimated that the economy needs to create 300 000 new jobs per year to absorbthe growing number of unemployed (Honorati & Johansson de Silva, 2016). In Tanzania,approximately 800 000 people enter the labour market each year (ILO, 2012), in contrast tothe absorptive capacity of the public sector of only 40 000.

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Brinia, Vasiliki, Petros Stavropoulos, and Anastasia Athanasoula-Reppa. "Trainees' perception of vocational training institutes degree apprenticeship." Higher Education, Skills and Work-Based Learning 8, no. 4 (November 12, 2018): 365–75. http://dx.doi.org/10.1108/heswbl-10-2017-0074.

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Purpose The purpose of this paper is to investigate how the degree apprenticeship of the vocational training institutes (VTIs) enhances the labor market and enables the trainees to detect the knowledge and skills that are acquired during the training. In addition, this study tries to detect through work-based learning whether the workplace function as a learning place and whether the trainees are satisfied by the experience during the degree apprenticeship. Design/methodology/approach In total, 129 graduates by various VTIs in the wider area of Patras (Western Greece), who completed the degree apprenticeship, participated in the survey. Findings The findings of this study highlighted the difficulties that the graduates of VTIs face when they look for a job in the economic crisis era that Greece faces. However, this study also highlighted the satisfaction that the trainees denoted about the knowledge and the vocational and social skills that they acquired during the degree apprenticeship. Additionally, the trainees are satisfied by the workplace where the degree apprenticeship took place because it became a learning environment. Practical implications This study is evidence of a need for developing the degree apprenticeship programs in Greece as a means of enhancing the transition from training to work. Originality/value This research is the first and serious recording of the trainees’ opinions regarding their degree apprenticeship, during their studies in VTIs. The presented professional and social skills could use as guidelines for the implementation of new practices and educational policies in training during the educational process. Additionally, the degree apprenticeship programs will be further linked to the educational institution and the educational community will benefit from the trainees’ experience. These new degree apprenticeship practices will be implemented in the following years in all the VTIs in Greece.

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Peng, Jin. "The training mode of technical talents in secondary vocational schools in China under the financial crisis." Finance Analysis and Management 1, no. 2 (2019): 39–43. http://dx.doi.org/10.35534/fam.0102007c.

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Stoliarchuk, O. A., and O. P. Serhieienkova. "The role of reflexivity of future psychologists In the experience of the crisis of vocational training." Theory and practice of modern psychology 5, no. 2 (2019): 138–44. http://dx.doi.org/10.32840/2663-6026.2019.5-2.25.

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Ткачук, Ірина, and Юрій Луценко. "PSYCHOSOCIAL SUPPORT OF EDUCATIONAL PROCESS PARTICIPANTS AT INSTITUTIONS OF VOCATIONAL EDUCATION." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 156–61. http://dx.doi.org/10.32835/2223-5752.2019.18.156-161.

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The article analyzes the scientific sources on the problem of psychosocial help to victims of traumatic events, identifies three main approaches to its implementation. The objective of psychosocial support of the educational process participants at the institutions of vocational education who have survived a crisis life event is formulated. It is to promote the preservation of a person in the status of a productive subject of activity, personality and individuality, capable of positive interaction with the world, people and himself. The defined goal is achieved by solving the following tasks: promoting the stabilization of the emotional state and rational perception of one's life situation; formation of constructive ways of solving the complex life situations; activization of processes of self-knowledge, self-perception, self-regulation and self-control; assisting in creation of a positive image of the future; assistance in taking responsibility for own future; development of social competence and social activity, mastering strategies of successful behavior; the formation of a focus on personal development and social realization. To achieve the identified goals and objectives, training programs for psychosocial support for students and teachers of vocational education institutions have been developed. The indicated programs were piloted on the basis of five vocational education institutions of the Donetsk region.

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Zeer, E. F., V. S. Tretyakova, and V. I. Miroshnichenko. "Strategic Directions of Pedagogical Personnel Training for the System of Continuing Vocational Education." Education and science journal 21, no. 6 (July 3, 2019): 93–121. http://dx.doi.org/10.17853/1994-5639-2019-6-93-121.

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. Introduction. Transition to a post-industrial socio-economic structure and information society caused education crisis, which is common for world space. Dynamic development of high technologies and rapid obsolescence of knowledge significantly reduced life cycle of professions and caused deep structural changes in the sphere of employment. The need of economics for workers with qualitatively new qualification characteristics - a flexible person with meta-professional competencies, capable to solve complex professional problems and ready for innovative activity not just for today, but with the future in mind - has necessitated a significant updating of the system of vocational training and its reorganisation facilitating the implementation of a formula “lifelong learning”. The solution of problems of education begins with qualitative training of teachers, since the qualities of future professionals - graduates of the educational organisation, primarily depend on the level of teachers’ competencies.The aim of the present article is to determine the strategic directions of innovative development of vocational education and preparation of highly qualified pedagogical personnel.Methodology and research methods. The hypothetico-inductive method, theoretic-methodological analysis and synthesis of the content of scientific literature were the major research methods. The research work was carried out on the basis of the principle of convergence, which determines cross-disciplinary and supra-professional communications, acts as a factor of design and a statement in professiology of a new phenomenon - transprofessionalism. The authors described the concept of transprofessionalism through the process- and project-based approaches.Results and scientific novelty. The developmental trends and directions of vocational education are considered. The principal defining factor of vocational education is close integration of all its processes and subsystems (prevocational training - secondary vocational education - higher education institutions - postgraduate training), which integrity is provided by the continuing and advanced education. The concept of transprofessionalism and convergence in multidisciplinary training of specialists is proved. The innovative educational programmes based on this concept are characterised. The logical-semantic model of a modern specialist is designed. This model can form an empirical basis to design vocational education platform, which integrates socio-humanistic, natural-science disciplines and related innovative technologies for teachers’ training in the system of continuing vocational education. Strategic directions for realisation of such preparation are formulated: transprofessionalism, cooperation / collaboration, advanced and “high-speed” training, digital transformation.Practical significance. The research materials can be useful for specialists in the field of vocational education, heads of the educational organisations in order to develop and make managerial decisions and to effectively organise the process of vocational training of pedagogical personnel.

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Hamburg, Ileana. "Reskilling within Digital Lifelong Learning and Entrepreneurship in Vocational Education." Language, Education and Culture Research 1, no. 1 (January 23, 2021): p26. http://dx.doi.org/10.22158/lecr.v1n1p26.

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Covid-19, following recession in 2020 and digitalization have created uncertain labor market and required rapidly change of work and education. The period of opportunity to reskill workers i.e.to have digital skills and other ones which are necessary in job and life has become shorter due to the newly constrained labor market. Education is an important component of poverty reduction efforts and economic and social development. The use of digital approaches in entrepreneurship education is necessary to prepare students for technological change, particularly digitalization nowadays; until now a digital based entrepreneurship education curriculum has seen as critical. Lifelong education is a key factor for improving knowledge, competence, working possibilities and the quality of life. The intensive use of digital technologies during the Covid-19 crisis and after it is a substantial impulse for entrepreneurship education and digital lifelong learning, i.e., lifelong learning via e-learning platforms.This paper firstly presents some requirements for entrepreneurship education to cope with disruptions due to Covid-19 and requirements like the use of digital technologies and reskilling of employees. Secondly some digital approaches within lifelong learning and learning methods used within entrepreneurship education are given as well as some examples. Conclusions and recommendations are proposed.

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Hirschi, Andreas. "Vocational Identity Trajectories: Differences in Personality and Development of Well–Being." European Journal of Personality 26, no. 1 (January 2012): 2–12. http://dx.doi.org/10.1002/per.812.

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This person–centred study investigated the longitudinal patterns of vocational identity development in relation to personality, the development of well–being, gender, nationality and the attended school track among two cohorts of Swiss adolescents in 8th or 9th grade ( N = 269) and in 11th or 12th grade ( N = 230). The results confirmed the existence of four identity statuses, namely, achievement, foreclosure, moratorium and diffusion. Forty–two per cent of students showed progressive patterns of identity development, while 37% remained in their identity status over time. Students with different statuses and status change patterns differed significantly in their personality traits. Higher neuroticism related to the emergence of identity exploration over time, while conscientiousness related to maintaining or achieving a sense of identity commitment in terms of achievement or foreclosure. Controlling for the effects of socio–demographics and personality traits, students who reached or maintained a state characterized by identity clarity and commitment showed a relative increase in life satisfaction, while those entering a state of identity crisis or exploration showed a decrease in life satisfaction. Copyright © 2011 John Wiley & Sons, Ltd.

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Zinchenko, Yu P., E. M. Dorozhkin, and E. F. Zeer. "Psychological and Pedagogical Bases for Determining the Future of Vocational Education: Vectors of Development." Education and science journal 22, no. 3 (April 29, 2020): 11–35. http://dx.doi.org/10.17853/1994-5639-2020-3-11-35.

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Introduction. Today, the field of education around the world is facing a protracted crisis caused by the transition to post-industrial society. The dynamic knowledge obsolescence due to the rapid development of science and high technology caused deep structural changes in employment and significantly shortened the life cycle of professions. Modern economy needs specialists with qualitatively new characteristics: a competent and flexible person with meta-professional competencies, who is capable to implement innovative activity and to work in multitasking regime in the situation of instability and uncertainty, and who is ready for active professional self-determination throughout life. Therefore, a radical reorganisation of vocational education system is necessary to be undertaken. It is significantly important to solve this problem through the conduction of professional and pedagogical training of teachers, since the level of their competency primarily depends on the qualitative characteristics of future employees for diverse sectors of the economy and production.The aim of the present article is to define strategic guidelines for predicting the development of professional education in the conditions of post-industrial society.Methodology and research methods. The theoretical and methodological framework of the research is based on the theory of vocational development, the concept of determining the immediate and long-term perspectives of educational sphere, as well as logical-evolutionary, system-dynamic, project-based, personal and convergent approaches. In the course of the research, the methods of analysis, synthesis, generalisation and hypothetical-inductive method were applied.Results and scientific novelty. The trends and directions of vocational education development are identified and described. The principal defining factor of vocational education is close integration of all its processes and subsystems (prevocational, primary vocational, vocational higher secondary and postgraduate education), which integrity is ensured by the continuity and compliance with the principle of advanced education. The concept of convergence and transprofessional in multi-disciplinary training of professionals is revealed. The process of convergence, determining interdisciplinary and prevocational links, ensures transprofessionalism formation – human readiness and participation in the development and realisation of new types of socio-professional activities. A logical and semantic model of a modern specialist is constructed. This model can serve as an empirical basis for designing and supporting a vocational educational platform, which integrates natural science, industrial-technological and socio-humanitarian disciplines and related innovative technologies when training teachers for the system of vocational education. Transprofessionalism, cooperation, collaboration, advanced and high-speed education are highlighted as the vocational training strategies in the conditions of digital transformation of the economy.Practical significance. The research materials can be useful for the specialists in the field of vocational education, for the managerial staff of educational organisations when developing management decisions and organising efficient preparation of teaching personnel.

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Kleinberg, Jeffrey. "On the Job after 9/11: Looking at Worker’s Block Through a Group Lens." Group Analysis 38, no. 2 (June 2005): 203–18. http://dx.doi.org/10.1177/0533316405052379.

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The terror attacks of 11 September 2001 have produced a posttraumatic effect in many workers. They have developed what the author defines as ‘Worker’s Block’, an emotional disengagement from their job. The author suggests that factors contributing to this vocational crisis include the nature of the stressor, deficits in the individual’s resiliency and the hardiness of one’s employer. From his group-centered perspective, the author discusses ways to strengthen individuals and their organizations in order to minimize the damaging effects of future attacks on the workforce.

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Берестень, Ю. "BEGINNING OF PRIMARY AND SECONDARY AGRICULTURAL EDUCATION IN KATERINOSLAVSKY AT THE EARLY XX CENTURY." Problems of Political History of Ukraine, no. 15 (February 5, 2020): 102–21. http://dx.doi.org/10.33287/11931.

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The institutional formation of primary and secondary agricultural education was the result of the response of local governments and the provincial administration to the economic crisis caused by the effects of the drought series. The regional economy needed a skilled workforce capable of mastering modern agricultural technology and innovative agro-cultural innovations. The proposal to create an elementary educational institution of agricultural education was put forward on June 30, 1894 at the meeting of the provincial assembly by the deputy of the Verkhnodniprovsky County Zemstvo E.I. Ostroukhov, whose initiative was supported by the deputy corps. Subsequently, in November 1899, the Verkhnodniprovsky Agricultural School was opened, on the basis of which the educational and production model of the primary agricultural education institution for the Dnieper region was developed. The substantial expansion of the area of primary vocational agricultural education was significantly slowed down by the economic crisis of 1900-1903.The next stage in the development of vocational agricultural education in Katerynoslav province is related to the legislative activity of the autocracy. In particular, on May 26, 1904, the Russian Emperor Nicholas II approved the «Regulations on Agricultural Education», which defined the general legal principles and order of functioning of secondary and lower educational institutions of agricultural education. However, the obstacles to the implementation of regional educational projects were the military-political events of the Russo-Japanese War and the Revolution of 1905-1907, which caused a financial crisis that made it impossible for the intensive development of the educational environment. The new attempt of meaningful expansion of the space of lower and secondary vocational-technical agricultural education falls during the period of Stolypin agrarian transformations of 1906-1911. models of rational land use. At the meeting of December 15, 1909, the Katerynoslav Provincial Zemsky Meeting approved a new target program aimed at establishing a network of lower agricultural educational establishments in the province. The practical implementation of this document led to the emergence of a number of primary agricultural schools. On the eve of the First World War, new educational establishments were opened - practical agricultural schools, which were engaged in the training of technicians for certain branches of agriculture: horticulture, viticulture, horticulture. During the First World War, new centers of agricultural education emerged - agricultural shelters, which provided the function of social care for orphans.

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Dovgan, Sergey, and Marian Popovych. "Moral and ethical conditionality of sociological and economic theories and their role in overcoming the economic and socio-cultural crisis in Ukraine and the world." Problems of Innovation and Investment Development, no. 17 (December 4, 2018): 120–27. http://dx.doi.org/10.33813/2224-1213.17.2018.13.

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Some root causes of the economic and socio—cultural crisis in general, in which Ukraine has been virtually continuously since 1991, are considered, the classification of sociological and economic theories, based on the moral conditionality of the goals that they carry and the approaches on which they are built, is indicated, and also stressed the importance of replacing the standards of higher vocational education in the field of economics and finance, state and municipal government, and jurisprudence, aimed at serving a liberal—market economic model,with managerially sound alternatives. It is indicated that it is impossible to overcome the economic and socio—cultural crisis as a whole solely on the basis of economic science, the role of the nature of upbringing and compulsory education of new generations in the process of solving this problem is noted.

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Sangsawang, Thosporn. "An Instructional Design for Online Learning in Vocational Education according to a Self-Regulated Learning Framework for Problem Solving during the CoViD-19 Crisis." Indonesian Journal of Science and Technology 5, no. 2 (September 1, 2020): 283–198. http://dx.doi.org/10.17509/ijost.v5i2.24702.

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This study used multimedia games as instruments for critical thinking activities based on the Self-Regulated Learning (SRL) framework for the CoViD-19 crisis, supported by achievement tests and questionnaires. The results showed that the present method is effecttive to improve students' learning achievement, confirmed by the higher posttest results compared to than those of the pretest. The educational goals of SRL theories were developed through student-directed instructional design online where the students' guide made some input into their learning processes. The students' satisfaction in learning with the SRL framework for the CoViD-19 crisis gained a high level, informing that the SRL framework for problem solving during the CoViD-19 crisis was useful for teaching and career training. Teaching styles (such as the stable focus, orientation, or intent) constituted the entire patterns of teaching behaviors. This study implies that a self-directed learner can be described as being self-managing in a situation where the individual is engaged in student-centered instructions.

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Evans, Russell Alex. "The Culture of Business Education and its Place in the Modern University." Canadian Journal of Higher Education 45, no. 4 (December 31, 2015): 229–43. http://dx.doi.org/10.47678/cjhe.v45i4.184727.

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Many researchers believe that the modern university is in a state of crisis like never before. One of the main reasons cited for this decline is that the modern university has a closer resemblance to a transnational corporation than to a traditional scholarly institution (Lewis, 2005). This paper attempts to define the term “university” from a classical perspective and to describe the gradual incorporation of vocational pursuits into its scope. Focusing on modern North American university models, it asks whether business schools, in particular, should be operating within academia. An alternative is discussed, which focuses on the vocational attributes of business rather than theoretical knowledge. I draw on secondary sources as well as my own personal experience as a student and researcher to make suggestions on how interdepartmental tension developed and how it can be reduced. The paper finds that the business school does have a place in the modern university; however, the classical representation of the university must be abandoned for it to be fully embraced.

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Ardhian, Dany, Eti Setiawati, Sony Sukmawan, Fredy Nugroho Setiawan, and Elisabeth Worobroto Purwaningrum. "THE NARRATIVE OF THE ENVIRONMENTAL CRISIS: STUDY ON TEXT IN PUBLIC SPACE AT MALANG SCHOOL, INDONESIA." Asian People Journal (APJ) 3, no. 1 (April 30, 2020): 122–31. http://dx.doi.org/10.37231/apj.2020.3.1.169.

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Environmental crisis is problems of human behavior. Humans mistakenly view nature and mistakenly place themselves in the context of the whole universe. Mistakes of the human perspective on nature stem from anthropocentric ethics. Excessive and irresponsible exploitation of natural resources is a manifestation of anthropocentric behavior. Human anthropocentric behavior portrayed creatively in the outdoor media in the school's internal public space. Some posters displayed in several schools in the Greater Malang region show strong symptoms of anthropocentric behavior. This qualitative study describes the results of linguistic landscape data to find the symbolic function of environmental crisis. The research data in the form of visual-verbal information and ecological ideas were taken from poster displayed in public spaces around the school at public and private Junior, Senior, and Vocational high school in Malang City, Indonesia. Data was collected using documentation (photography) and analyzed ethnographically. As a result, environmental education posters contain ideas about the environment, namely crisis, and conservatives. These two ideas simultaneously make confusion an ethical orientation. The intended ethical orientation is wise behavior in water use, waste management, and environmental sustainability. In addition to messages on waste handling and management and saving water, educational posters also convey crisis messages. As a follow-up, the findings of this study can be used in the curriculum at school so that poster material can become a learning medium. Keywords: environmental crisis, environmental education poster, waste management, apocalypse

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MECHI, LORENZO. "Managing the Labour Market in an Open Economy: From the International Labour Organisation to the European Communities." Contemporary European History 27, no. 2 (April 13, 2018): 221–38. http://dx.doi.org/10.1017/s0960777318000061.

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Since their foundation, the European Communities were characterised by a specific recipe for the labour market, centred on the promotion of labour mobility and a marked focus on vocational training and social dialogue. Drawing on an extensive range of primary sources, this article retraces the roots of that recipe in the reformist thinking of the interwar years, with a special point of reference in the International Labour Office. Identified within that body since the 1920s, the recipe evolved through the experiences of the great crisis and post-war demobilisation. It was then adapted to the needs of European economic integration.

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Eaton, Jonathan. "Conceptualising scholarship within college-based higher education." Higher Education, Skills and Work-Based Learning 5, no. 1 (February 9, 2015): 5–13. http://dx.doi.org/10.1108/heswbl-08-2014-0040.

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Purpose – During a period of significant crisis within HE on a global scale, there is a clear need for colleges to clearly articulate the distinct nature of their higher vocational education provision. This need is particularly acute given the current financial and political pressures impacting on a diverse HE landscape. The purpose of this paper is to argue that colleges are well placed to develop and implement an approach to scholarly activity which revitalises links with local communities. Design/methodology/approach – This paper provides a synthesis of recent research on scholarly activity within college-based higher education (CBHE) and the concept of a “civic university”. It also provides a brief case study of how scholarship within the college context can be utilised to promote meaningful community engagement. Findings – Working productively with community organisations, groups and individuals, colleges will be provoked to recast the complex relationship between teaching, research and community engagement in a manner appropriate to their immediate context rather than a national agenda. Moreover, a strengthened relationship between colleges and their local communities will recapture the rich heritage of vocational education in widening participation and raising aspirations towards education in general. Originality/value – This paper attempts to relocate current discussions of CBHE scholarly activity within the context of civic engagement. It will be of interest to colleagues across the higher vocational education sector, both nationally and internationally, in situating their institutional and departmental scholarly activity strategies within the context of the communities which they serve.

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Paska, Igor, Larysa Satyr, Ruslana Zadorozhna, Leonid Stadnik, and Alla Shevchenko. "Employment in the financial sector of economy: features and trends." Nowadays and Future Jobs 2, no. 1 (February 3, 2020): 4–14. http://dx.doi.org/10.21511/nfj.2.2020.02.

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The significant transformation of employment in terms of its quantitative and qualitative characteristics is a hallmark of the current labor market. Some labor market segments differ in the market condition, growth rates, and the mechanisms of adaptation to change. This article aims at analyzing employment trends in the domestic financial sector in the context of global labor market trends. The research is based on methodological approaches to the employment study of the International Labor Organization and the information of the State Statistics Service of Ukraine. The study found out that in the pre-crisis period, employment in financial activities increased at a faster rate than other types of economic activity. However, after 2008, the trend has reversed. The concentration ratio of employees of the financial and insurance activities in the capital and in economically developed regions is moderate and steadily increasing. A decrease in the intensity of vocational training and advanced training is the negative aspect of the crisis processes in the Ukrainian financial sector.

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Journal articles on the topic 'Vocational crisis'

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