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Journal articles on the topic 'Vocational Education and Training System'
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Stoychyk, Tetyana. "STANDARDIZATION IN THE SYSTEM OF VOCATIONAL EDUCATION AND TRAINING." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (7) (2018): 66–69. http://dx.doi.org/10.17721/2415-3699.2018.7.18.
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The question of standardization of education as a component of determining the level of its quality is considered on the basis of regulation mechanisms and evaluative technologies – state attestation and accreditation of educational institutions. The attempt to streamline the conceptual apparatus of the current legislation in the field of vocational education in accordance to the requirements of modernity in particular includes the terms "standard", "state social standards", "standard of education", "state standard of vocational (vocational) education", "service of education" ; certain objects of standardization (the content of vocational education and its formation system); forms and periodicity of checking the level of knowledge, skills and professional qualifications of students, students of vocational education institutions; means of qualification certification of graduates; educational and planning documentation. It is emphasized the importance of introducing into the system of vocational education such concepts as "state standard" and "professional standard". The author's vision of improvement of the current legislation is proposed by specifying the tasks of professional education in the light of the draft Law of Ukraine "About vocational education"; directing efforts to systematically support the image of an educational institution, ensuring high results of doing, adherence to the requirements of the implementation of the state plan and the placement of graduates; development of the state standards of vocational education for each working profession on the basis of a competent approach. It is determined that other components of educational activity - management, financial-economic and commercial-production – need to be standardized. The ways of further improvement of the professional world system are proposed: approximation of the content of the state standards of the VET to the requirements of employers, dynamic response to socio-demographic challenges, work on increasing the prestige of the workers 'professions, licensing of workers' professions and certification of UPTE.
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Sancak, Merve. "Partisan politics of skills in middle-income countries: Insiders, outsiders and the vocational education system of Turkey." Competition & Change 24, no. 3-4 (November 25, 2019): 291–314. http://dx.doi.org/10.1177/1024529419888430.
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The literature on the political economy of development argues that many middle-income countries could not develop strong vocational education and training systems because of the lack of political coalitions that would support such systems. However, these researchers have overlooked the role of partisan politics, domain of political competition and the links of insiders and outsiders with political parties. This article addresses this gap by studying the case of Turkey in the 2000s, when the country was governed by the Justice and Development Party and experienced important changes in its vocational education and training system. It investigates the political shifts in these years and the impact of these shifts on vocational education and training policies. The article argues that the governing Justice and Development Party played a key role in the changes in the Turkish vocational education and training system. Small and medium enterprises and labour market outsiders, which were the outsiders of the political and economic system, formed Justice and Development Party’s main constituents. Different from the previous parties, Justice and Development Party focused on the economic interests of outsiders and vocational education and training became an important tool to address such interests of both groups. The Justice and Development Party governments integrated the interests of both small and medium enterprises and workers into the vocational education and training policies in the 2000s, which has led to a vocational education and training system with high state commitment, higher firm involvement and higher permeability between vocational and general education. This research is based on process-tracing of the political dynamics and vocational education and training system developments in Turkey in 2002–2011. The data comprise primary and secondary documents, as well as interviews with several stakeholders.
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Mitra, Jay, and Harry Matlay. "Entrepreneurial and Vocational Education and Training." Industry and Higher Education 18, no. 1 (February 2004): 53–61. http://dx.doi.org/10.5367/000000004773040979.
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The social, economic and political systems of former communist countries have faced considerable changes since the late 1980s. Most countries in Eastern and Central Europe have undergone their own individual brand of transition from a centrally planned, command system to a more or less liberalized, Western-style market economy Many observers agree that in general there is still a great deal to be done to achieve the key goal of economic liberalization, but there is little agreement among academics as to what would constitute an effective and stabilizing transition in the region. In common with contemporary Western beliefs and attitudes, much of the new thinking and hopes for economic regeneration in Eastern and Central Europe have centred on entrepreneurship and small business development. In the early years of transition, the influx of international aid became a stumbling block to the establishment of the kind of support systems that had proved crucial for the survival and growth of small businesses in Western Europe. The demand for entrepreneurial skills and the deficiencies inherent in their new labour markets exposed post-communist economies to external shocks such as those caused by the termination of COMECON agreements and the Gulf War. The longitudinal research on which this paper is based was closely modelled on ongoing work by the authors, which involves an in-depth investigation of the ‘paradox of training’, the difference between attitude and practice, that exists in the small business sector of the UK economy. Following the results of a pilot study undertaken in the UK, the research was extended to include small business sectors across Eastern, Central and Western Europe.
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Aleshchenko, N. M. "Advanced training in industry education." Transport Technician: Education and Practice 2, no. 4 (November 24, 2021): 398–402. http://dx.doi.org/10.46684/2687-1033.2021.4.398-402.
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The experience of the Federal Agency for Railway Transport (Roszheldor) conducting annual training courses for the heads of educational institutions of secondary vocational education and heads of state universities of railways supervising their work, organized by the Training and Methodological Center for Education in Railway Transport, considered. The main issues and problems that were discussed from September 13 to 16, 2021 at the courses “Improving the quality of secondary vocational education in the field of railway transport: prospects and ways of development”, held on the basis of the Emperor Alexander I St. Petersburg State Transport University.The topical issues, the study of which is devoted to the event: the results of the work of educational institutions of secondary vocational education of Roszheldor; interaction of educational organizations of Roszheldor with the main employer — JSC Russian Railways; educational and methodological support of basic professional educational programs of secondary vocational education; new organizational and methodological mechanisms in the system of secondary vocational education through Federal educational and methodological association; introduction of technological innovations into secondary vocational education in railway transport through professional skill con-tests; WorldSkills championships; informational, organizational, scientific and methodological resources for solving problems of training mid-level specialists for railway transport.
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Feng, Zhixin, Shang Wang, and Xueyi Zheng. "Reflections on the Construction of the Key Elements of Vocational Education and Training System." Journal of Contemporary Educational Research 6, no. 12 (December 8, 2022): 16–22. http://dx.doi.org/10.26689/jcer.v6i12.4548.
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Campus education and social training are the two most important functions of vocational colleges. Attaching importance to campus education while neglecting social training is a long-standing problem in vocational colleges. Vigorously developing higher vocational education is an inevitable requirement for the high-quality development of education in China and the ardent expectation of the public. Only through the construction a scientific and efficient education and training system and the deep integration of campus education with social training can the design of complementary resources and the improvement of talent training quality take place. The vocational education and training system contains many elements. This study takes teaching resources, teaching staff, and management mechanism as the main research subject and carries out related research work. Firstly, this paper expounds the policy documents of the Chinese government and emphasizes the importance of vocational education. Secondly, the relevant research results of scholars are reviewed. Thirdly, this paper proposes several specific suggestions for the construction of key elements of the vocational education and training system. Then, the main conclusions and prospects are summarized.
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Tytova, Nataliya, Oksana Katsero, and Oksana Kondur. "System Analysis of the Future Educators’ Psychological and Pedagogical Training Experience." Journal of Vasyl Stefanyk Precarpathian National University 7, no. 1 (April 21, 2020): 199–206. http://dx.doi.org/10.15330/jpnu.7.1.199-206.
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It is established that the integration of the higher education of Ukraine to the European educational space is connected to the problems of vocational education system reformation in order with the international requirements. It was determined that an effective way to implement the requirements to the future specialists' professional qualities is to diversify their professional training as well as to create and provide conditions for a positive synergy with the aim to ensure scientific character, conformity to culture, fundamentals, humanization, consistency, innovation, accessibility, unity and accessibility, continuity and diversity training for applicants. The research work deals with the terminological aspects of future specialists’ psychological and pedagogical training in higher education institutions. The essential analysis of vocational training teachers’ psychological and pedagogical training is based on the unity of pedagogical theory and practice and considers contextual education and upbringing, based on the laws and mechanisms of pedagogical creativity. The analysis of scientific works, published up till now by domestic and foreign researchers, made us come to the conclusions that one of the reasons for the backwardness of the students' psychological and pedagogical training is a low level of pedagogical science development, inflexibility of educational programs, fragmented courses, lack of practical orientation. Development of requirements for the training of vocational teachers, with sectorial and integrated psychological and pedagogical components, is a priority now. The main task of higher vocational education is to prepare teachers who are ready for the organization and implementation of fundamental, technical and vocational training in practice at all levels of vocational education: vocational schools, technical schools, colleges, professional lyceums and gymnasiums, etc. The research work analyzes the terminology and clarifies the concepts “training”, “vocational teacher training”, “general pedagogical training” and “psycho-pedagogical training of future specialists in pedagogical institutions”.
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Федоров, В. А., and О. Г. Маскина. "Industrial training in teacher training for the system of vocational education: State, problems, prospects." Vocational education and labour market, no. 4(51) (December 2, 2022): 32–53. http://dx.doi.org/10.52944/port.2022.51.4.009.
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Введение. С увеличением потребности государства в квалифицированных рабочих кадрах и специалистах среднего звена меняются и требования к качеству подготовки педагога профессионального обучения, непосредственно отвечающего за результат образовательного процесса в системе профессионального образования. Учитывая интегративный характер деятельности педагога профессионального обучения, предполагающей освоение им в рамках профессионально-педагогического образования нескольких компонентов подготовки, особое внимание следует уделить производственному обучению, способствующему практическому освоению будущей предметной области педагога и непосредственно связанному с областью профессиональной деятельности будущих выпускников системы среднего профессионального образования. Цель. Определить возможные пути совершенствования производственного обучения как самостоятельного и полноценного компонента профессионально-педагогического образования, учитывающие его актуальные проблемы. Методы. Библиографический анализ научных публикаций, анализ нормативно-правовых актов, синтез полученной информации, использование индуктивного метода при изучении места производственного обучения в подготовке педагога профессионального обучения и формулировании выводов. Результаты и научная новизна. В контексте исследования конкретизированы понятия «производственное обучение» и «подготовка педагога профессионального обучения по профессии рабочего (должности служащего)». Определено актуальное состояние теории и практики производственного обучения. Выявлены требования к подготовке будущего педагога профессионального обучения по профессии рабочего (должности служащего) и недостатки производственного обучения. Предложены возможные пути совершенствования производственного обучения как компонента профессионально-педагогического образования. Практическая значимость. Результаты исследования могут быть использованы в практике образовательных организаций высшего образования при реализации программ подготовки педагогов профессионального обучения. Финансирование. Исследование выполнено в рамках государственного задания Министерства просвещения РФ «Теория и методология формирования системы обновления содержания в рамках подготовки педагогических кадров в условиях трансформации российской экономики» (фундаментальное исследование, № 073- 00104-22-01). Introduction. Taking into account the increasing need of the state for qualified workers and mid-level specialists, the requirements for the quality of training of a teacher of vocational education, who is directly responsible for the result of the educational process in the system of secondary vocational education, are also changing. Based on the integrative nature of the activity of a teacher of vocational education, which presupposes them mastering several components of training, special attention should be paid to industrial training. It can contribute to the practical development of the future subject area and is directly related to the field of professional activity of future graduates of secondary vocational education. Аim. To find possible ways to improve industrial training as an independent and fullfledged component of vocational pedagogical education, taking into account its current state and identified problems. Methods. Bibliographic analysis of scientific publications and the study of normative legal acts, synthesis of the information received, an inductive method for studying the place of industrial training in the preparation of a teacher of vocational training and the formulation of conclusions. Results and scientific novelty. The conducted research made it possible to concretise the concepts of “industrial training” and “training of a teacher of vocational education in the profession of a worker (position of an employee)”; to determine the essential characteristics and current state of industrial training; to provide a description of the requirements for the training of a teacher of vocational education in the profession of a worker (position of an employee), taking into account the existing deficits in their industrial training. Potential ways of improvement of industrial training as a part of training of a teacher of vocational and pedagogical education were developed. Practical significance. The results of the study can be used in the practice of educational institutions of higher education in the implementation of training programmes for teachers of vocational education. Funding. The research was carried out within the framework of the state task of the Ministry of Education of the Russian Federation “Theory and Methodology of the Formation of a Content Update System in the Framework of Teacher Training in the Conditions of Transformation of the Russian Economy” (fundamental research, No. 073- 00104-22-01).
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Minina, Veronika. "Historical and pedagogical analysis of the national vocational education system development." Man and Education, no. 1 (70) (2022): 64. http://dx.doi.org/10.54884/s181570410019925-2.
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The article analyzes the historical foundations of the creation and development of the vocational education system in Russia, the trends and risks of training middle-level specialists, and the institutional basis of the process. The theoretical foundation of the study of combining theoretical vocational training with practical training at the enterprise, the specificity of vocational education in the modern world, affecting the formation of the economy, production and the development of the structure of society are considered. Based on the historical analysis, the stages and periods of the formation of the professional training system are described. The results of the study are presented.
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Maricic, Sven, Donald Radolovic, Ivan Veljovic, and Roberta Raguz. "VR 3D Education for Vocational Training." MATEC Web of Conferences 299 (2019): 03006. http://dx.doi.org/10.1051/matecconf/201929903006.
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The progress and development in the fields of technologies in the past few decades are impressive. With so many innovations that have had an impact on human lives and have changed them so drastically, living in a time where new technologies are still making massive changes, and, unquestionably, it wil continue with that trend. As the techniques are continuously evolving, people are forced to prepare ourselves and our descendants to the new and upcoming technologies so that they would be able to understand them, use them, teach others about them and also make some improvements in the specific fields of applications. This article presents an overview of the principal results of research on the impact of Virtual Reality (VR) 3D education for students in industrial vocational training. They were introducedto the generated model and had to explore all elements to have personal experience in the virtual environment. After the training, a user experience survey has been conducted, and the results obtained after the use of the system were presented.
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Liu, Yuewei, Li Tao, and Chaoyu Xie. "Impetus, Policies and Education Law of School-Enterprise Cooperation in Vocational Education in China." Frontiers in Humanities and Social Sciences 2, no. 8 (August 20, 2022): 52–58. http://dx.doi.org/10.54691/fhss.v2i8.1656.
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Vocational education school-enterprise cooperation is a cooperative activity between vocational colleges and enterprises to improve the quality and efficiency of vocational school education or vocational training in terms of joint training, cooperative research, building institutions together and sharing resources. With the joint efforts of relevant stakeholders such as governments at all levels, various types of schools and enterprises, the system and mechanism of vocational education school-enterprise cooperation in China have made continuous breakthroughs and innovations. However, the effect of vocational education school-enterprise cooperation needs to be further improved. This paper analyzes the impetus of school-enterprise cooperation in vocational education in China and introduces the policy and legal system of school-enterprise cooperation. Suggestions for implementing school-enterprise cooperation are given. The analysis shows that there is uncertainty about the costs, benefits and risks of enterprises' participation in school-enterprise cooperation. It should start from strengthening the system of school-enterprise cooperation.
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Markova, Ya S. "Features of specialist training in the system vocational and pedagogical education." Quality. Innovation. Education, no. 6 (2020): 18–21. http://dx.doi.org/10.31145/1999-513x-2020-6-18-21.
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Various educational systems operate in Russia to meet educational needs, among which vocational and pedagogical education occupies a special place. One of the indicators of the high quality of training of a teacher of vocational training, armed with general scientific, general professional and special knowledge, who has a professional pedagogical methodology, is his ability to manage the pedagogical process and predict the results of various methods of organizing the educational process. The proposed methodological recommendations can be used in organizing the training of teachers in secondary vocational and higher education.
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Persson Thunqvist, Daniel, Anna Hagen Tønder, and Kaja Reegård. "A tale of two reforms: Institutional change in vocational education and training in Norway and Sweden in the 1990s." European Educational Research Journal 18, no. 3 (January 10, 2019): 298–313. http://dx.doi.org/10.1177/1474904118823104.
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Political reforms of the 1990s ushered in sweeping socio-economic changes in the Nordic countries, including radical changes in their vocational education and training systems. However, the reforms led to a school-based vocational education and training system with a strong orientation towards higher education in Sweden, and a hybrid system with a stronger apprenticeship component in Norway. Drawing on comparative literature about institutional change in education systems, the aim of this article is to consider why such different vocational education and training systems emerged in countries that shared numerous commonalities following political reforms with similar neoliberal agendas. Our findings, based on secondary data analyses, show that national education reforms played a key role in transforming vocational education and training systems to promote greater flexibility and lifelong learning in line with societal changes. They also show that differences in the roles played by the social partners in Sweden and Norway in the reform processes, in conjunction with differences in political priorities, have led to major differences despite the similarities of national histories and attitudes.
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Кашицына, Ю., Yu Kashicyna, Т. Гурулева, and T. Guruleva. "Training in the System of Further Vocational Teacher Education." Profession-Oriented School 7, no. 5 (November 14, 2019): 21–27. http://dx.doi.org/10.12737/article_5da029cbcb4da1.42703565.
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The article discusses some aspects of improving the system of continuing education of teachers. The importance of the methods of active learning and interactive technologies in the formation of communicative, psychological and pedagogical competencies of teachers is shown. Particular attention is paid to socio-psychological training. The training learning process is described. The article is addressed to teachers and teachers, students of pedagogical universities, methodologists, directors of educational organizations.
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Utakrit, Sobsan. "The Technical-Vocational Education and Training System in Thailand." International Journal of Sociology 29, no. 1 (March 1999): 42–65. http://dx.doi.org/10.1080/15579336.1999.11770190.
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Wiriadidjaja, Astrid, Lelly Andriasanti, and Andrea Jane. "Indonesia-Germany Cooperation in Vocational Education and Training." Journal of Local Government Issues 2, no. 2 (September 30, 2019): 178. http://dx.doi.org/10.22219/logos.vol2.no2.178-192.
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To reduce the unemployment rate, Indonesia has focused since 2007 on the development of Vocational Education and Training (VET). VET is one of solutions that would enhance human resources quality in Indonesia, which has 262 million people. However, the number of unemployed graduates from vocational education is still high until 2019. It means there is something wrong in Indonesia’s current VET system. Meanwhile in Germany, VET is a pillar of national education which is based on a dual system. This system is successful in Germany. As one of the biggest donor countries in promoting VET, Germany tries to introduce a dual education system through bilateral relations with developing countries such as Indonesia. Indonesia seems to need to try to develop VET base on dual education system through cooperation with Germany. Thus, the research question of this article is “why does Indonesia need to make a co-operation with Germany in developing VET based on a dual education system?’ To answer the research question, this paper uses qualitative method which results in the following conclusion: Cooperation with Germany would open the opportunity for abundant human resources in Indonesia to fulfill a huge labor demand in Germany particularly and Europe in general. Moreover, the cooperation makes Indonesia gain support in developing the VET system in this country and get transfer of knowledge and technology from Germany as a developed country
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Duan, Pengfei, Yao Yang, and Runhua Gong. "Integration of Industry and Education in Higher Vocational Education under Ecological Metaphor Methodology, Systematic Construction." BCP Education & Psychology 7 (November 7, 2022): 245–50. http://dx.doi.org/10.54691/bcpep.v7i.2641.
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China puts forward higher requirements for vocational education reform, the transformation and development of colleges and universities, and the training of applied talents. This paper to return to the ecological metaphor of higher vocational education fusion system, based on the "analogy source selection-metaphor mapping" metaphor process perspective, tracing the theory of logic starting point, for higher vocational education fusion system components deconstruction and the construction of higher vocational education fusion system.
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Blinov, V. I., A. I. Satdykov, I. S. Sergeev, and N. F. Rodichev. "The methods of scenario designing for the development of regional systems of vocational education and training." Education and science journal 23, no. 2 (February 13, 2021): 11–38. http://dx.doi.org/10.17853/1994-5639-2021-2-11-38.
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Introduction. Despite the increasing importance of the vocational education and training systems in the developed countries, with rare exceptions, there are no strategic management tools adequate to the present context. The system of vocational education and training (VET), being a complex and multidimensional object, requires adequate approaches to manage its development. The present article demonstrates one of these approaches based on forecasting possible system states in the long term, identifying and comparing alternative development scenarios. The requirements for describing scenarios for the development of regional vocational education and training system, including the possible structure of the description and parameters of the scenarios, are presented and justified. The advantages of an approach to forecasting, based on a comprehensive qualitative description of possible states of the regional ecosystem of VET, are shown.The aim of the present article was to demonstrate a scientific approach to long-term forecasting of the development of vocational education and training.Methodology and research methods. The current research is based on the methodology of system analysis of social objects, using the methods of comparative analysis and modeling of social systems, scenario planning and expert methods.Results and scientific novelty. As a result of the research, a methodology for the scientific description of scenarios for the development of vocational education and training, under the influence of a set of probable factors, was developed. The novelty of the results lies in the possibility of constructing a number of alternative scenarios using relatively stable model modules.Practical significance. The research results can be applied in the process of strategic planning for the development of vocational education and training in the regions of the Russian Federation, as well as for the regional vocational education and training systems of other countries.
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Lesnikova, M. V. "Analysis of International Experiences in Constructing the Information System of Education Management in the Field of Technical and Vocational Education and Training." Statistics of Ukraine 85, no. 2 (August 22, 2019): 49–60. http://dx.doi.org/10.31767/su.2(85)2019.02.06.
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Education Management Information System (EMIS) is an organized group of information and documentation services that collects, stores, processes, analyzes and disseminates information on the planning and management of the education system. Each country tend to have own EMIS because of the differences in local systems of education and training. EMIS in the field of Technical and Vocational Education and Training (TVET), or TVET-MIS, is a consolidated EMIS for timely access to high quality information. The analysis showed that in all the countries under study the owner of EMIS in the field of vocational education is the Ministry of Education. Data is collected in the vast majority of countries, with exception of Brazil and Pakistan, from public vocational education institutions, and cover the formal education sector.
Indicators contained in EMIS for professional (vocational) education provide the possibility of international comparisons, methodological soundness and simplicity of making statistical reports; they provide the user with the opportunity to generate the necessary information independently (an example is Open EMIS Core – TVET-MIS), form the extended database of registers with wide possibilities for searching the necessary information, tracing the trajectory of employment of graduates of professional (vocational) education institutions. These systems are characterized by: the availability of indicators of the effectiveness of the system of professional (vocational) education (examples are MLDS, Maryland and TVET-MIS – Career Tech, Ohio, USA), the coverage of professional (vocational) education institutions in public and private sectors, the successful coordination of the system of professional (vocational) education with the stakeholders (an example is NEMIS system in Pakistan), a comprehensive electronic system for collecting, managing and analyzing data from the system of professional (vocational ) education, despite economic instability in a country (an example is TAALIM system, Afghanistan), coverage of the informal professional (vocational) education sector, self-contained computerized data collection system that uses a centralized procedure for extracting primary data on one date for all institutions (an example is SISTEC system, Brazil).
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Berezovska, Liudmyla I., Galyna D. Kondratska, Anna A. Zarytska, Kateryna S. Volkova, and Taras M. Matsevko. "Introduction of New Forms of Education in Modern Higher and Vocational Education and Training." International Journal of Higher Education 9, no. 7 (August 4, 2020): 107. http://dx.doi.org/10.5430/ijhe.v9n7p107.
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This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.
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Eicker, Friedhelm, and Martin Hartmann. "Regional Network Learning in Vocational Education and Training." Industry and Higher Education 16, no. 6 (December 2002): 369–77. http://dx.doi.org/10.5367/000000002101296531.
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The vocational education system in Germany is challenged by the wide range of societal demands made on it. The current organizational structure of the ‘Dual System’ of vocational education is too rigid. Teaching in vocational schools and the parallel company apprenticeships are too isolated from each other. Educational provision thus follows the systemic logic of this separation: there is inadequate and only superficial cooperation between school and firm. This paper recommends a change in approach from cooperation to networking. Based on the theoretical instrument of a ‘reflection step model’, an approach for bringing the two sectors together is developed. Examples are given of two research projects that indicate the potential of this approach.
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Spoettl, Georg, and Vidmantas Tūtlys. "Education and Training for the Fourth Industrial Revolution." Jurnal Pendidikan Teknologi dan Kejuruan 26, no. 1 (April 23, 2020): 83–93. http://dx.doi.org/10.21831/jptk.v26i1.29848.
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Within the context of the 4th Industrial Revolution as an overall paradigm change, organization and work processes must switch together with automation following and real-time control. This applies to the contents of labor and to the interaction and connection between human and technology. Up to this point, there are only a few empirical studies about how digitized, decentralized and closely connected production system with "Cyber-Physical-Systems" change the task and and competence profiles in the workplace. One outcome will be that intelligent workpieces will manage their way into production themselves. Depending on the implementation level of Industry 4.0 in companies, vocational education and training for the workforce is highly relevant and the vocational systems have to respond to the needs and expectations of the new technological challenges. Successful reactions of the vocational systems towards the 4th Industrial Revolution have to focus on curriculum development, teacher training and training of highly skilled workers. Approaches to fulfill these requirements will be discussed in this paper.
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Petrov, A. Ya. "Vocational Training of Workers and Vocational Education of Students in Vocational Schools (1980s): Legal Aspects." Pravo istoriya i sovremennost 6, no. 1 (2022): 013–23. http://dx.doi.org/10.17277//pravo.2022.01.pp.013-023.
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The article is the second part of a series devoted to topical legal issues of the development of the training system for workers and vocational education in vocational schools in the Soviet Union. Part two is devoted to the study of the legal foundations of vocational education in the 1980s. The author characterizes the regulatory framework and the organization of vocational training in connection with their changes reflected in the standard framework documents.
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I. Zyrianova, Natalia, Evgeny M. Dorozhkin, Yekaterina V. Zaitseva, Ivan S. Korotayer, and Matvey D. Shcherbin. "Trends in and principles of training vocational teachers." International Journal of Engineering & Technology 7, no. 2.13 (April 15, 2018): 200. http://dx.doi.org/10.14419/ijet.v7i2.13.11687.
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The urgency of the problem under consideration here has been necessitated by a need for training more vocational teachers for the system; they are to be specialists in developing and implementing the basic and optional educational programs designed for workshop force and mid-tier specialists; this means preparing the personnel resource for innovation industry. The goal of the paper is to reveal the changes that are necessary to be brought about for improving the quality of training delivered to students of vocational pedagogy and continuing vocational education. The key approach to the study of the problem is the systems activity approach that allows us to employ the systems concepts for building domain-specific schema linked to the investigation of how vocational teacher training is organized today, with regard to the requirements set by Russia's educational standard "Teacher of vocational training and continuing vocational education". Analysis of theory and findings in the literature led us to the conclusion that, considering the particular properties and logic of vocational teacher’s education, as well as reliance on the approaches and concepts under consideration, is what shall cater to the ever increasing demands to it from man, society and state. In view of the analysis' results, we suggest recommendations for improving vocational teacher training that would lead to vocational education/training/continuing education quality enhancement, including training offered in corporate training centers and innovation industries. The materials herein may be of value to educational managers in forming their personnel resource.
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Dvoryadkina, Elena, Elena Efimova, and Dina Prostova. "Financing the development of the regional vocational training system: qualitative changes." SHS Web of Conferences 99 (2021): 01022. http://dx.doi.org/10.1051/shsconf/20219901022.
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Innovative development of the national economy is Russia's main strategic aim in a globally competitive environment. In general, innovation processes should start with transformations within regions, as it is the regions in Russia that form the basis of the national economic system. The purpose of this paper is to identify prospective directions for qualitative changes in the development of the regional vocational education system, which is the object of the study. The authors focus on the financing of regional vocational education system development, since this system is considered one of the most important factors of economic competitiveness, national security, and at the same time, vocational training is the basis for human capital accumulation and development. Regional programs, which are one of the instruments for financing education systems at regional level, are analyzed.
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A.J.Turekeeva. "Pedagogical opportunities to improve training system on the basis of advanced foreign experience." International Journal on Integrated Education 3, no. 11 (November 26, 2020): 172–77. http://dx.doi.org/10.31149/ijie.v3i11.879.
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The article describes the current stage organizing methods’ study of education system development of the Republic of Uzbekistan, intensification and the modernization process general direction, professional development of the public education system staff, foreign and domestic technologies experience and teachers’ professional development in the additional vocational education system in accordance with the theoretical literature the need to improve the continuous vocational education system, as well as vocational education programs in general, technology, teaching methods and forms’ development and modernization for adults.
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Melnarowicz, Władysław, and Krzysztof Melnarowicz. "Return to Vocational Education." Journal of KONBiN 44, no. 1 (December 1, 2017): 235–55. http://dx.doi.org/10.1515/jok-2017-0070.
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Abstract The article presents the description of the current education and vocational training systems in Poland and the world with special emphasis on technical professions. It draws attention to the events and decisions, which led to a decreased level of education, lower quality of graduates and problems, the youth graduating from secondary and high schools have with finding a job. The studies of the authors on the effectiveness of vocational training systems lead to the presentation of an innovative proposal of deriving operational goals of education from professional tasks and developing a modular design of curricula. Such an approach towards the construction of vocational training programs is based on the model of a modularized occupation MES (Modules of Employable Skills). The described concept is supported by: high efficiency, flexibility and economic issues.
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Олейникова, О. Н., and Ю. Н. Редина. "Vocational education and training under circular economy." Vocational education and labour market, no. 3(50) (October 21, 2022): 70–83. http://dx.doi.org/10.52944/port.2022.50.3.010.
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Введение. Экологизация, цифровизация и увеличение продолжительности трудовой жизни формируют современную политику рынка труда и образования. На смену линейной парадигме устойчивого развития приходит экономика замкнутого цикла (ЭЗЦ), что приводит к появлению новых профессий, подходов к организации труда и новых сочетаний умений. Статья посвящена анализу экономики замкнутого цикла в контексте совершенствования системы подготовки кадров в сфере профессионального образования и обучения (ПОО).Цель. Выявить возможности повышения эффективности ПОО на системном уровне в контексте перехода к ЭЗЦ.Методы. Основу составили элементы социально-экономического моделирования, структурирования и систематизации, метод case-study и форсайт-технологий. Междисциплинарный подход позволил экстраполировать социально-экономические тренды на область прогнозирования потребностей рынка труда в условиях перехода к ЭЗЦ.Результаты. Циркулярные модели бизнес-процессов содействуют переходу к более справедливой и экологически устойчивой ЭЗЦ. Применение подходов ЭЗЦ замкнутого цикла в ПОО будет способствовать повышению ее эффективности, обеспечивая переход к Индустрии 5.0, в условиях которой обучение происходит параллельно с разработками новых промышленных технологий. ЭЗЦ требует также нового подхода к формированию инноваций в обучении и Т-образного сочетания умений специалиста широкого профиля.Научная новизна. Выявлены ключевые принципы и элементы формирования ЭЗЦ и возможности для совершенствования ПОО в рамках стратегии замкнутого цикла.Практическая значимость. Результаты анализа, выводы и обобщения могут быть использованы в процессе модернизации ПОО, трансформации содержания программ и моделей обучения, а также при создании инновационных площадок обучения в рамках циркулярного подхода. Introduction. The article is devoted to the analysis of the circular economy in terms of improving vocational education and training (VET) system. Greening, digitalisation and increasing working life duration are shaping the labour market and education policies. The linear paradigm of sustainable development is being replaced by the circular economy (CE), which leads to the emergence of new professions, new approaches to the organisation of work, and new combinations of skills that meet the mobile, flexible, and sustainable labour market needs.Aim. The purpose of the study is to identify trends and opportunities to improve the effectiveness of VET at the system level in terms of transition to CE.Methods. The employed methodology relies on elements of socio-economic modelling, structuring and systematisation, the case-study method and foresight technologies. The interdisciplinary approach made it possible to identify and extrapolate socio-economic development trends to the area of the labour market needs forecasting in the context of the CE transition.Results. It is concluded that circular business process models are facilitating the transition to a more equitable and environmentally sustainable CE. Extrapolating the circular approach to the VET system will ensure its transition to the Industry 5.0 thus increasing its efficiency: the training will go in parallel with the development of new industrial technologies. Transition to CE will also require a new approach to the VET innovations and T-shaped skills.Theoretical novelty lies in identifying the key principles and elements of the CE formation, and the pathway for improving VET within the framework of a circular strategy.Practical significance. Obtained results can be used for further VET modernisation, programmes and learning models content transformation, as well as for the creation of innovative learning spaces within the circular paradigm.
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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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MARKOVA, V. M., and M. S. MEFANIK. "FUNCTIONS OF PROFESSIONAL TRAINING OF STUDENTS OF PROFESSIONAL AND TECHNICAL EDUCATION INSTITUTIONS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 82–89. http://dx.doi.org/10.31494/2412-9208-2021-1-3-82-89.
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The article analyzes the functions of vocational training of students of vocational education institutions. The analysis showed that it is possible to distinguish the following functions: cognitive function, personality development function, socialization function, cultural-humanistic function and technological function. Given the above, the implementation of the functions defined by scientists is entrusted directly to specific institutions that are specially created in the system of vocational education as "educational institutions that meet the needs of citizens in quality vocational education, mastery of working professions, qualifications, specialties according to their interests , state of health, abilities ". It is investigated that vocational education is the only field that specializes in the reproduction of the leading component - skilled workers for all branches of intangible and tangible production, as well as for various types of production activities of the future specialist. It is noted that the modern system of vocational education is branched with established traditions, which at the present stage is in a state of restructuring and reorientation in accordance with the requirements of society and the state, trends in such education abroad, new socio-economic conditions of the state. The main powers and activities of the vocational education institution are identified, including: organization of the educational process, educational-methodical, educational-production, educational, production-commercial and financial-economic activity; selection of forms and methods of training of future representatives of production; development of working curricula and programs on the basis of standard curricula and programs, determination of the regional component of the content of vocational education, which are approved in the prescribed manner. The specifics of vocational training of students of vocational education institutions are studied. Key words: vocational education institution, vocational training, vocational education, engineer-teacher, vocational education specialists, students of vocational education institutions, functions of vocational training.
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Terentyeva, Irina Vasilyevna, Olga Kirillova, Tatyana Kirillova, Natalya Pugacheva, Aleksandr Lunev, Irina Chemerilova, and Anastasia Luchinina. "Arrangement of cooperation between labour market and regional vocational education system." International Journal of Educational Management 32, no. 6 (August 13, 2018): 1041–55. http://dx.doi.org/10.1108/ijem-10-2017-0296.
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Purpose Modern educational environment in the system of vocational education focuses on the requirements of labour market and those of employers to the content of graduates’ professional competencies. Thus, the purpose of this paper is to develop practical guidance on the arrangement of cooperation between labour market and regional vocational education system. Design/methodology/approach Participative approach allowed considering the cooperation between labour market and regional system of vocational education as the process aimed at creating management tools for formation, use, development of human resources. The research involved 300 teachers, 400 students, 100 employers, who found out the effectiveness criteria for the cooperation between labour market and vocational education system. Findings The findings reveal national models characteristics and universal tools for cooperation between vocational education institutions and enterprise. National models characteristics allow identifying the most advantageous cooperation tools; comparing suggested tools with the experience of others and thereby assessing their relevance and implementation risks. Research limitations/implications The research results allow us to plan strategies for further studies of this problem, which are related to the development of models for cooperation between labour market and vocational education system. Practical implications The identification of universal tools for cooperation between vocational education institutions and enterprise promotes the integration of national vocational education systems into national educational space. The materials of the paper can be useful for university leaders and professors; employees of centres for professional advancement and retraining in selecting and structuring the content of academic and teaching staff’s advanced training. Social implications The revealed criteria contribute to vocational education programmes integration, connection between professional and educational standards, students’ professional identity. Originality/value The effectiveness of the cooperation between labour market and vocational education system will be improved by studying national models and identifying the most advantageous cooperation tools (modular training, voluntary social/ecological year, educational resources integration, state and public management, clustering vocational education institutions and industry companies). This will allow comparing the suggested tools for collaboration between labour market and vocational education system with the experience of others and thereby assess their relevance and implementation risks. Improving the cooperation between labour market and vocational education system will be successful provided that universal tools for cooperation (socio-economic, educational, practical, innovative and technological) are identified, which promotes the integration of national vocational education systems into national educational space. The effectiveness of cooperation between labour market and vocational education system will increase on condition of criterion assessment (clustering, subjectivity, transdisciplinarity), promoting vocational education programmes integration, connection between professional and educational standards, students’ professional identity, students’ engagement in the development and implementation of research and production projects, stepped formation of professional competencies.
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Bui, Van Hong. "SOLUTIONS FOR APPLYING THE EDUCATIONAL TECHNOLOGY IN VIETNAMESE VOCATIONAL EDUCATION INSTITUTIONS." Advances in Social Sciences Research Journal 6, no. 9 (September 23, 2019): 172–77. http://dx.doi.org/10.14738/assrj.69.7105.
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In the context of growing science and technology, increasing knowledge, more diverse learning needs of learners and especially the trend of international integration in vocational education as at present, the ability to apply technology and innovate teaching methods in training plays a decisive role to the quality of human resource training. Based on the analysis of the impact of the Fourth Industrial Revolution (Industry 4.0) on the vocational education system and the trend of innovation in human resource training in vocational education institutions in Vietnam, the article proposes solutions for applying educational technology in training at the vocational education institutions, meeting the needs of innovation and improving the quality of Vocational Education today
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Lysenko, V. "Study of Foreign Experience of Learners’ Vocational Self-Determination As an Innovative Potential of Advanced Professional Training." Profession-Oriented School 9, no. 1 (March 26, 2021): 35–40. http://dx.doi.org/10.12737/1998-0744-2021-9-1-35-40.
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The study of Russian as well as foreign experience concerning the effective practices for performing learners’ vocational training and self-determination allows the educators to extrapolate the most adequate ideas, principles, technologies, approaches to the development and implementation of career guidance and vocational training programs intended for specialists. The acquired knowledge can be further used for analysis, comprehension and application of the best practices in the system of advanced vocational training.
The article considers the features of the dual secondary vocational training system of Germany and focuses on the career guidance experience in schools and colleges in the UK. It also presents approaches that are not widespread and less known in Russia than in other countries to apply them to the dual higher education system.
Some elements of effective foreign practices of vocational training, self-determination and career guidance can be used in advanced vocational training centers as well as in institutions involved in general secondary, secondary vocational and additional education.
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Anisimova, Olga. "FORMULA FINANCING OF THE VOCATIONAL TRAINING: BEST PRACTICES." Educational Analytics of Ukraine, no. 5 (2021): 103–18. http://dx.doi.org/10.32987/2617-8532-2021-5-103-118.
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Vocational education plays an important role in the national education systems of different countries. At the same time, the issue of the framework of financing the provision of educational services remains extremely important. The aim of the article is to analyze the best practices of formulaic financing of vocational education. The article considers the main approaches to determining the components of the formula for financing vocational education. To achieve our goal, we used several scientific methods, such as synthesis, analysis, deduction, etc. The analysis of the best practices of formula financing of vocational education is carried out, the basic indicators which are used for the formula for the financing of vocational education are defined. It is established that the proper funding and adequate allocation of funds for vocational education help to improve the quality of educational services. The allocation of public funds using a formula can be based on criteria determined by each country, depending on the place of vocational education in the general education system. The funding formula is most often used when vocational education is part of general secondary education or its direct continuation. It is determined that the use of the financing formula helps to increase the efficiency and transparency of the allocation of funds. The key factor in the successful use of the formula is the choice of allocation criteria. It is established that the basic criteria are usually used in funding formulas such as the type of educational institution that provides educational services, type of educational program, number of students and years of study, the need for additional funding for students with special needs. Among the countries that use the funding formula extensively, we analyzed the practices of the UK and Denmark. Both countries have a long history of using the formula, constantly improving and assessing its efficiency.
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Кубрушко, П. Ф., М. В. Шингарева, and Ю. А. Атапина. "Pedagogical training of secondary vocational education teachers." Vocational education and labour market, no. 2(49) (June 30, 2022): 36–46. http://dx.doi.org/10.52944/port.2022.49.2.004.
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Авторы, анализируя ретроспективы и проявляющиеся тенденции в системе профессионально-педагогического образования (ППО), обосновывают подходы к совершенствованию подготовки преподавателей СПО. Представленные в статье материалы и выводы отражают результаты исследований, проводившихся на кафедре педагогики и психологии профессионального образования Российского государственного аграрного университета — МСХА имени К. А. Тимирязева по координационному плану научных исследований Учебно-методического объединения вузов по профессионально-педагогическому образованию в течение десятков лет. Содержащиеся в докладе положения могут быть учтены руководителями и специалистами федеральных и региональных органов управления образованием при формировании политики и принятии текущих решений, направленных на модернизацию СПО, а также педагогами-учеными при проведении научных исследований в области теории и практики ППО. Abstract The authors analyse retrospectives and emerging trends in the system of vocational pedagogical education and substantiate different ways of improving teachers of secondary vocational education training. The materials and conclusions presented in the article come from the results of research being conducted at the Department of Pedagogy and Psychology of Vocational Education of the Russian State Agrarian University — Moscow Timiryazev Agricultural Academy for decades. The research is being done according to the coordination plan of scientific research of the Educational and Methodological Association of universities for vocational pedagogical education. The report contains provisions that can be taken into account by managers and specialists of federal and regional education management bodies when forming policies and making current decisions aimed at the modernisation of secondary vocational education, as well as by teachers-scientists when conducting scientific research in the field of theory and practice of vocational education.
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Sung, Johnny. "Employer-led Vocational Education and Training Systems." Journal of Interdisciplinary Economics 19, no. 4 (April 2008): 363–78. http://dx.doi.org/10.1177/02601079x08001900404.
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Fedorov, В. A., P. F. Kubrushko, V. V. Dubitskiy, and A. V. Feoktistov. "Vocational teacher training in Russia at the present stage: Conceptual aspect." Education and science journal 24, no. 7 (September 10, 2022): 11–44. http://dx.doi.org/10.17853/1994-5639-2022-7-11-44.
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Introduction. The features of vocational teacher education (the system of vocational teacher training), its understanding and management complexity, dynamics of modern changes, and needs of educational practice call for conceptual visualisation of its present-day state. The paper presents the authors’ vision of this phenomena based on the ideas of humanisation, continuity, and democratisation of vocational teacher training system. The authors put forward some principles developing these ideas and outline the conditions for their implementation.Aim. The current research aims to present the conceptual foundations of vocational teacher training in a systematic way, providing its complete explanation and facilitating its designing amid socio-economic and socio-pedagogical changes.Methodology and research methods. The research is conducted in the context of humanistic educational paradigm, which seems to be the most advantageous for achieving the goal set, based on systemic, activity-shaped personality, integrative, and managerial-and-technological approaches, as well as theoretical and methodological analysis of the scientific sources concerning the object under study.The research is based on the nearly 100-year experience of training teaching staff for educational organisations of vocational training, the results of pedagogical research on the training problems, analysis of the history and current state of Russian vocational teacher training and relevant foreign experience, the results of experiments on introducing state educational standards and designing the vocational teacher training content.Results and scientific novelty. The conceptual foundations of vocational teacher training are represented in the unity of three components. The first component represents the general methodology, which reveals its history (development stages), role and place in the social, economic and educational system of the country. The second component determines the development prospects of vocational teacher training, which include the following aspects: its purpose, consisting in creating and maintaining conditions necessary for effective and high-quality training of teachers for the system of professional education and vocational training; conditions necessary for the development of a personality capable of self-implementation in vocational education; objectives including the formation of a versatile, socially functional, and continuously developing personality, ready for effective vocational and professional training; the guiding ideas of humanisation, democratisation and continuity of vocational education and training, as well as the conceptual principles of humanitarisation, fundamentalisation, action orientation, self-organisation of educational activities, public administration, correspondence of the content of continuous vocational teacher training stages to the main stages of personality development, continuity of training curricula, diversity of educational institutions, and the deployment of an advanced vocational teacher training system. The third component outlines the expected state indicated by the necessary conditions for the implementation of conceptual principles of vocational teacher training and concerning the selection of teaching content, building the structure of the system of vocational teacher training system supported with relevant management tools.Practical significance. The information presented in the article can contribute to the development of vocational teacher training programmes; serve as a methodological basis when forming the topics of fundamental, applied research and development on vocational teacher training, as well as for the organisation and coordination of relevant research and the implementation of the practical results obtained. The research results can also be taken into account in adapting different approaches to this type of education and in defining further development policies. There are reasons to believe that such a view on vocational teacher training complements the experience gained by other authors, and in turn, can be developed in further research.
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Al-Anber, Zaid Ahmed, Thafer Y. Assaraira, Saad Bani-Mohammad, and Zeid A. Albashaireh. "The Role of the National Qualifications Framework in the Jordan Education System." International Journal of Advanced Science and Computer Applications 2, no. 1 (November 12, 2022): 41–48. http://dx.doi.org/10.47679/ijasca.v2i1.20.
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Jordan is part of the structuring of the international Qualification Framework. The Jordan qualification framework, JNQF, is a national strategy for managing and regulating all national qualifications in the education and training sectors in a single comprehensive qualification framework. The JNQF consists of 10 levels for both academic and vocational pathways. The descriptors of JNQF which are designed in terms of learning outcomes, help to map the vertical level of complexity of a particular qualification and help to clarify its horizontal orientation, be this knowledge, skills, or competences. The main advantages of JNQF are: enhancing the image of vocational education and training (VET), bridging the academic and vocational pathways, facilitating lifelong learning, shifting the paradigm from input-oriented learning/training into leaning outcomes-based, recognizing individual learning pathways and opening up the possibilities to bring closer education/training providers in the labor market.
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Deissinger, Thomas. "Germany's Vocational Training Act: its function as an instrument of quality control within a tradition‐based vocational training system." Oxford Review of Education 22, no. 3 (September 1996): 317–36. http://dx.doi.org/10.1080/0305498960220305.
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Sasaki, Seigo. "Academic Education and Vocational Training via Electric Control System Design." IEEJ Transactions on Electronics, Information and Systems 133, no. 7 (2013): 1316–21. http://dx.doi.org/10.1541/ieejeiss.133.1316.
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Steinmann, Susanne. "The Vocational Education and Training System in England and Wales." International Journal of Sociology 28, no. 4 (December 1998): 29–56. http://dx.doi.org/10.1080/15579336.1998.11770185.
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VAGANOVA, Olga Igorevna, and Alexander Alekseevich KOROSTELEV. "TECHNOLOGIES OF TRAINING IN THE SYSTEM OF SECONDARY VOCATIONAL EDUCATION." Azimuth of Scientific Research: Pedagogy and Psychology 11, no. 1 (2022): 22–27. http://dx.doi.org/10.57145/27128474_2022_11_01_05.
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Антон Андреевич, Коновалов,, and Ожиганова, Дарья Анатольевна. "TRAINING OF VOCATIONAL EDUCATION TEACHERS IN GREAT BRITAIN AND CHINA." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 4(117) (December 30, 2022): 109–16. http://dx.doi.org/10.37972/chgpu.2022.117.4.014.
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Актуальные социально-экономические условия поднимают проблему быстрой и качественной подготовки специалистов среднего звена, условия реализации которой зависят от кадрового обеспечения педагогического состава образовательных организаций. В связи с этим выделяется необходимость изучения зарубежного опыта с целью модернизации существующей системы профессионально-педагогического образования. Ведущими методами в исследовании стали анализ и обобщение содержания научной литературы, государственных сайтов различных ведомств и образовательных организаций, нормативных и локальных документов. В результатах исследования представлено сравнение зарубежных моделей профессионально-педагогического образования, в частности в Великобритании и Китае, с российской. Общие тенденции по профессионально-педагогической подготовке педагогических работников сферы профессионального образования в анализируемых зарубежных странах могут быть учтены при модернизации и развитии национальной системы подготовки педагогов СПО в России, прежде всего по тем направлениям, которые сегодня в России не реализуются. Current socio-economic conditions raise the problem of rapid and high-quality training of middle-level specialists, realization of which depends on the staffing of educational personnel. In this connection, the need to study foreign experience in order to modernize the system of vocational education and training is highlighted. The basic methods in the study are the analysis and generalization of the content of scientific works, national sites of various departments and educational organizations, regulatory and local documents. The study results present a comparison of foreign models of vocational education and training system, in particular Great Britain and China, with the Russian model of vocational and pedagogical education. General trends in the vocational and pedagogical training of vocational teachers in the foreign countries under analysis can be taken into account in the modernization and development of the national system for vocational education and training system in Russia, first of all, those trends that are not implemented in Russia today.
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Frick, Jan. "An Emerging Model for Vocational Training." Industry and Higher Education 15, no. 6 (December 2001): 403–8. http://dx.doi.org/10.5367/000000001101295993.
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Norway's Rogaland Kurs og Kompetansesenter (Rogaland Training and Education Centre), serving the whole of the Rogaland County region, has developed an innovative method of providing vocational training to local industry through the formal education system. The courses offered range from secondary school to postgraduate level. Provision has been enhanced through e-learning based on experiences with the Internet gathered in research projects involving schools, higher education and industry – these projects are described in the paper. The author sees great potential in the model that has been developed for providing vocational training to industry in the region. The main challenges for the future are to make this a generally applicable model, so that it can be used in other regions of Norway, and to encourage cooperation among regions in course delivery.
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Melnikova, N. V. "THE TRAINING SYSTEM OF SOVIET ATOMIC PROJECT." Вестник Пермского университета. История, no. 1 (56) (2022): 150–62. http://dx.doi.org/10.17072/2219-3111-2022-1-150-162.
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The creation of the specialized, highly productive workforce was one of the achievements of the Soviet atomic project. The paper studies the formationof the national “atomic” personnel training system, from the 1940s and up to the late 1950s. The system was built in line with the key principle of the Soviet atomic project: solution of problems using various alternative approaches simultaneously. The author reviews different types and levels of “atomic” edu-cational programs (general education, high school and university, additional and vocational education). The initial approach was training via the dedicated courses, as well as internship programs at research institutions and produc-tion facilities involved in the atomic project. The next step was the creation ofthe closed chairs, departments and faculties at the universities. Later,the “own” vocational schools, colleges and technical universitieswere established. Thus,this systemembraced practically all workforce categories (from qualified workers to scientists). The particular qualities of the soviet “atomic” personnel training system were the integrationwith science and industry, students’involvement in research work (up to workers), the formation of a continuing education environ, insularity of educa-tional process, and the polytechnic character. It had a positive impact on the higher and postgraduate education of natural sciences and engineering. However, the progress of “atomic” education appeared in a limited educational segmen
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Budgell, Phil. "Alternative Approaches to Vocational Education and Training – Part 2." Vocational Education 24, no. 5 (October 11, 2022): 432–59. http://dx.doi.org/10.53656/voc22-501alte.
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In this paper, the author continues the discussion he started in Budgell (2021): Alternative Approaches to Vocational Education and Training. A presentation of the basic ability distribution (as determined by the World Population Review (2020)) of the Bulgarian Population is followed by an analysis of the Programme for International Student Progress 2018. The author then goes on the analyse the efficiency of the Bulgarian Education System by analysing the school structure in one municipality. This is followed by an analysis of the effectiveness of the system which indicates that, even given the basic ability distribution, the pupils’ skills in reading, mathematics and science are below expectations. The data indicates that the problems with developing basic skills are concentrated in Vocational/Professional Schools. The author goes on the conclude that there should be a smaller number of larger schools (130 – 156 pupils in each grade) providing greater choice for the pupils. Furthermore, vocational training should commence in Grade 11 in larger Vocational Colleges that provide a wider range of career paths and enable pupils to postpone their career decision until they are at least 17 years old.
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Konovalov, Anton Andreevich, Airat Ildarovich Satdykov, and Ekaterina Yurievna Esenina. "Training, professional development and competence assessment of vocational and professional education teachers: An international review." Science for Education Today 12, no. 6 (December 30, 2022): 138–64. http://dx.doi.org/10.15293/2658-6762.2206.06.
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Introduction. Training, professional development and evaluation of professional competence of vocational education teachers is considered to be the basis of providing any national economy with qualified workers and specialists. It has been increasingly recognized that more attention needs to be paid to this area. The vocational training systems are currently undergoing significant changes worldwide and require new strategies for administrative decisions. The purpose of this article is to analyze and systematize the international experience of training, professional development and competence assessment of vocational education teachers with a focus on Germany, Finland, and China in order to take it into account in modern Russian education. Materials and Methods. The theoretical and methodological basis of the research includes theories of vocational training and vocational teacher education, theories focusing on the content of vocational and teacher education and professional development of teaching staff. The authors used the following research methods: reviewing and comparative analysis of scholarly literature, reports of state institutions, regulations, and websites of educational settings in Germany, Finland and China. Results. The authors have identified trends in the convergence of qualifications and positions of teachers of professional disciplines and industrial instructors. Significant differences in the qualifications and skills of teachers and instructors in the workplace have been identified. Among the forms of professional development for vocational teachers, the authors have highlighted in-service training and activities focused in teaching methods and curriculum development. It is emphasized that the development of teachers' competence is gradual and level-based, the set of skills being determined by vocational education positions, duties and responsibilities In the countries analyzed, internships and professional self-assessment play a particularly important role in the professional development of vocational school teachers. Conclusions. A comparative international analysis of training, professional development and competence assessment of vocational teachers has enabled the authors to determine the main vectors for updating the system of professional training and vocational teacher education in Russia.
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Lyesnikova, Maryna. "DEVELOPMENT OF REGIONAL VOCATIONAL (VOCATIONAL AND TECHNICAL) EDUCATION SYSTEMS." Educational Analytics of Ukraine, no. 5 (2021): 79–90. http://dx.doi.org/10.32987/2617-8532-2021-5-79-90.
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The entry campaign for vocational education institutions in Ukraine traditionally starts in May-June and lasts until 1 September, but enrolment is not interrupted throughout the calendar year. During 2011-2020, there was a steady decline in the number of students and trainees admitted to vocational education institutions. The main reason for the considerable reluctance of young people and adults to acquire working professions is the false stereotype of its prestige. As a result of the admission campaign launched in 2021, for the first time in the last ten years, there has been an increase in the number of entrants to vocational education institutions. New entrants are offered integrated, consolidated professions that will help them to acquire wide-ranging qualifications and competencies. The article ranks the most popular integrated professions among this year's entrants. Factors contributing to the prestige of vocational education were identified. In particular, vocational guidance is being actively provided to young students and the number of Training аnd Practical Centres is increasing. The process of optimizing the network of vocational education institutions will also enhance the prestige and competitiveness of vocational education. The study found that Lviv, Dnipropetrovsk, Kharkiv, Donetsk, Odesa, Zaporizhzhia, Vinnytsіa, and Kyiv are the leaders in terms of the number of persons admitted to vocational institutions, the number of Training аnd Practical Centres established, the number of dual vocational training students. The main direction of further increase in the number of entrants to vocational education institutions is the adoption of the new Law of Ukraine "On Vocational Education" in the draft of which changes are proposed regarding the image of vocational education, as well as the terminology, content and mechanisms of functioning have been updated.
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Lyesnikova, Maryna. "DEVELOPMENT OF REGIONAL VOCATIONAL (VOCATIONAL AND TECHNICAL) EDUCATION SYSTEMS." Educational Analytics of Ukraine, no. 5 (2021): 79–90. http://dx.doi.org/10.32987/2617-8532-2021-5-79-90.
Full textAbstract:
The entry campaign for vocational education institutions in Ukraine traditionally starts in May-June and lasts until 1 September, but enrolment is not interrupted throughout the calendar year. During 2011-2020, there was a steady decline in the number of students and trainees admitted to vocational education institutions. The main reason for the considerable reluctance of young people and adults to acquire working professions is the false stereotype of its prestige. As a result of the admission campaign launched in 2021, for the first time in the last ten years, there has been an increase in the number of entrants to vocational education institutions. New entrants are offered integrated, consolidated professions that will help them to acquire wide-ranging qualifications and competencies. The article ranks the most popular integrated professions among this year's entrants. Factors contributing to the prestige of vocational education were identified. In particular, vocational guidance is being actively provided to young students and the number of Training аnd Practical Centres is increasing. The process of optimizing the network of vocational education institutions will also enhance the prestige and competitiveness of vocational education. The study found that Lviv, Dnipropetrovsk, Kharkiv, Donetsk, Odesa, Zaporizhzhia, Vinnytsіa, and Kyiv are the leaders in terms of the number of persons admitted to vocational institutions, the number of Training аnd Practical Centres established, the number of dual vocational training students. The main direction of further increase in the number of entrants to vocational education institutions is the adoption of the new Law of Ukraine "On Vocational Education" in the draft of which changes are proposed regarding the image of vocational education, as well as the terminology, content and mechanisms of functioning have been updated.
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Radkevych, Valentyna. "A SCIENTIFIC PEDAGOGICAL ANALYSIS OF VOCATIONAL EDUCATION AND TRAINING REFORMS DURING THE EARLY YEARS OF UKRAINE’S INDEPENDENCE (1991-2000)." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (November 25, 2019): 142–53. http://dx.doi.org/10.32835/2223-5752.2019.19.142-153.
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Relevance. The paper focuses on the structural and content-related changes in the system of vocational education and training at the time of proclaiming Ukraine’s independence. It also analyzes the impact of educational concepts, laws, decrees, state programs and other regulatory documents adopted in the 1990s on this process.
The paper aims to study an essential pedagogical issue, that is the process of reforming vocational education and training in the first decade of Ukraine’s independence in the context of enhancing its quality.
Research methods. The following scientific methods were used to achieve the research goal: definitive and logical analysis of scientific works – to summarize conceptual views on the training of skilled workers in vocational schools in the 1990s; analysis and synthesis of the legal framework – to explain the functioning of the vocational education and training system, to identify the mechanisms of legal regulation and areas of its reform in the late 20th century; study and analysis of the innovative experience in training skilled workers – to clarify social, economic, pedagogical and other factors in the modernization of professional (vocational) education today. Results. The paper describes the organizational structure and effectiveness of vocational education and training management in the 1990s. It highlights the principles applied to shape the content of professional education in the light of technical and technological changes in the branches of the economy. Besides, it reveals the peculiarities of the educational process in vocational schools and ...
Conclusions. Socio-economic and political processes taking place at the beginning of Ukraine’s independence significantly changed all spheres of public life. It also refers to the system of professional training of skilled workers for various branches of the economy and the service sector. Thus, it proves the relevance of applying such experience in the modernization of professional (vocational) education today.
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Giesinger, Johannes. "Educational justice, segregated schooling and vocational education." Theory and Research in Education 15, no. 1 (March 2017): 88–102. http://dx.doi.org/10.1177/1477878517696191.
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The philosophical debate on educational justice currently focusses on the Anglo-American situation. This essay brings in an additional perspective. It provides a justice-oriented critique of the segregated education systems in German-speaking countries. First, arguments that are commonly put forward in favour of these systems are rejected. Second, an additional argument against early tracking in education is formulated. It is claimed that segregated education systems tend to undermine children’s ‘right to an open future’. It is also explained that the segregated systems in Germany, Austria and Switzerland are linked to well-established systems of vocational education and training. It is argued, in this essay, that a workplace-based vocational system can be an important element of a just education system. The proposal is, then, to introduce a comprehensive school system in the first 8 or 9 school years that prepares students for both the vocational system and the academic track ( Gymnasium). Against this background, a so-called threshold conception of educational justice – that contains two different threshold levels – is formulated.