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Journal articles on the topic 'Vocational Education and Training'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Fenn, John B. "Education or vocational training?" BioTechniques 40, no. 6 (2006): 780–81. http://dx.doi.org/10.2144/000112200.

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2

Frei, Cornelia. "Vocational Education and Training." CHIMIA 78, no. 6 (2024): 449–50. http://dx.doi.org/10.2533/chimia.2024.449.

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3

Foster, Philip. "Vocational education and training." Prospects 22, no. 2 (1992): 149–55. http://dx.doi.org/10.1007/bf02195542.

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4

Horoshkova, Lidiіa, Yevhen Khlobystov, and Vira Kharahirlo. "Financial Reserve of Vocational Education and Training (Vocational Technical Education and Training) Institutions." Економіка і регіон/ Economics and region, no. 1(76) (August 2, 2020): 64–73. https://doi.org/10.26906/eir.2020.1(76).1919.

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The effectiveness of education funding in Ukraine in general and vocational education and training in particular is analyzed in the study. It is proved that Ukraine has disparities between market needs in certain specialties and the number of graduates. The needs in blue collar workers have resulted in the decline in vocational schools number and their graduates. According to the analysis of the structure and sources of education and VET financing in Ukraine, it has been proved, that positive results of education decentralization and educational services financing can be assured by raising add

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5

Fayzullayev, Xamid Saidovich. "VOCATIONAL EDUCATION." Multidisciplinary Journal of Science and Technology 5, no. 2 (2025): 840–42. https://doi.org/10.5281/zenodo.14955187.

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Vocational education is an essential component of modern education systems, providing individuals with the necessary skills and competencies to meet the evolving demands of various industries. Unlike traditional academic education, which focuses on theoretical knowledge, vocational education emphasizes practical training and technical expertise, enabling graduates to transition directly into the workforce. The increasing complexity of global economies necessitates a workforce that is not only knowledgeable but also proficient in specialized skills, making vocational education a crucial mechani

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6

Sally, Smith. "Researching vocational education and training." Journal of Vocational Education & Training 68, no. 4 (2016): 475–76. http://dx.doi.org/10.1080/13636820.2016.1245809.

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7

Moodie, Gavin. "Identifying vocational education and training." Journal of Vocational Education & Training 54, no. 2 (2002): 249–66. http://dx.doi.org/10.1080/13636820200200197.

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8

Becker, Rolf, and Anna Etta Hecken. "Higher Education or Vocational Training?" Acta Sociologica 52, no. 1 (2009): 25–45. http://dx.doi.org/10.1177/0001699308100632.

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9

Aleshchenko, N. M. "Advanced training in industry education." Transport Technician: Education and Practice 2, no. 4 (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 Em

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10

Kagara, Abdul Bello, Abdulwasiu Alim, Lauwali Mansur, and Adeniyi Joseph Adetunji. "In the inception, Technical Vocational Education and Training (TVET)was more of informal and non-formal education." International Journal of Innovative Science and Research Technology 7, no. 12 (2023): 1172–76. https://doi.org/10.5281/zenodo.7509328.

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In the inception, Technical Vocational Education and Training (TVET)was more of informal and non-formal education. Later, it was planned based on bureaucracies which is a system based on logic, order and the legitimate use of formal authority. Hierarchy of offices and authority exist in vocational and technical schools, colleges and vocational and technical educations and the practice is more pronounced in the ministries as compared to the educational settings. A close look at Nigeria’s vocational and technical institutions today reveals basically a bureaucratic organization. There is hi

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11

Härnqvist, Kjell. "GENERAL EDUCATION, VOCATIONAL TRAINING, AND FURTHER EDUCATION." Higher Education in Europe 13, no. 1-2 (1988): 32–42. http://dx.doi.org/10.1080/0379772880130104.

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12

Cronin, Mary E., Kathy Wendling, Deborah C. Lord, and Dominick R. Palmisano. "Community Vocational Training." Intervention in School and Clinic 27, no. 1 (1991): 52–55. http://dx.doi.org/10.1177/105345129102700112.

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13

Mirzaxmatovna, Anarkulova Gulnaz. "Effective Methods of Training Vocational Education Specialists in Higher Education Institutions." International Journal of Psychosocial Rehabilitation 24, no. 2 (2020): 5614–21. http://dx.doi.org/10.37200/ijpr/v24i2/pr2020797.

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14

Muhrman, Karolina. "How can students in vocational education be motivated to learn mathematics?" Nordic Journal of Vocational Education and Training 12, no. 3 (2022): 47–70. http://dx.doi.org/10.3384/njvet.2242-458x.2212347.

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The aim of this article is to discuss how mathematics teaching with a closer connection to students’ vocational orientation can increase their motivation to learn mathematics. This article uses a motivation theory called self-determination theory to analyse interviews and observations made in two different studies investigating mathematics in vocational education. The results indicate that there are many vocational students who are unmotivated to learn mathematics because they do not see any relevance in the subject. However, there seem to be positive aspects regarding vocational students’ mot

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15

Városi, Klára. "Dual training and adult education in agricultural vocational training." Acta Carolus Robertus 13, no. 2 (2023): 225–35. http://dx.doi.org/10.33032/acr.4679.

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The legal and legislative background dealing with vocational training and adult education has undergone several changes over the past almost sixty years. In addition to social policy and national economic effects, the changes were also strongly influenced by the vocational training policies of the countries around us. Through these changes, I would like to show how today's dual education system developed in agricultural vocational training, and what place adult education have been given in this model. It can be seen in the Hungarian VET culture that cooperation with dual internships is managed

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16

Sanda, István Dániel. "Vocational training and vocational education in the ancient world." Képzés és Gyakorlat 13, no. 1-2 (2015): 419–33. http://dx.doi.org/10.17165/tp.2015.1-2.30.

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17

Vu, Anh Duong Pham, and Thu Hien Phan Thi. "International Experience in Vocational Training Quality and Lessons for Vietnam." International Journal of Management Sciences and Business Research 09, no. 04 (2020): 89–96. https://doi.org/10.5281/zenodo.4922874.

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<em>The article has summarized the theoretical basis of training, training quality. Since then, we have conducted experience analysis to improve the quality of Chinese training because Vietnamese culture has many similarities with Chinese culture. Next, we analyze the situation of improving vocational training quality in Germany and Switzerland, two countries with developed education. Finally, we offer recommendations, lessons and solutions to improve the quality of vocational training in Vietnam</em>

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18

Neumann, Jörg, Thomas Ruoss, and Markus Weil. "Academic drifts in vocational, professional, and continuing education: A multi-perspective approach for the case of Switzerland." Nordic Journal of Vocational Education and Training 15, no. 1 (2025): 121–47. https://doi.org/10.3384/njvet.2242-458X.25151121.

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In this article, we examine the phenomenon of ‘academic drifts’ within vocational education. Our objective is to gain a well-informed epistemic understanding of various aspects of academic drifts, considering their complexity and enabling meaningful conclusions. By heuristically exploring three different cases at their systematic, institutional, and functional levels, as well as temporal junctures of the Swiss education system, we show the different developments in the distribution of vocational and academic education, leading to a broader and less simplistic understanding of ongoi

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19

Melnarowicz, Władysław, and Krzysztof Melnarowicz. "Return to Vocational Education." Journal of KONBiN 44, no. 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

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20

Bilboe, Wendy. "Vocational education and training in Kuwait: Vocational education versus values and viewpoints." International Journal of Training Research 9, no. 3 (2011): 256–60. http://dx.doi.org/10.5172/ijtr.9.3.256.

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21

Hvozdetska, Yuliia. "PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF VOCATIONAL TEACHERS: A DEFINITIONAL ANALYSIS." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 31, 2023): 70–78. http://dx.doi.org/10.31499/2307-4906.4.2023.292341.

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The article presents the results of the definitional analysis of the concept of “psychological and pedagogical training of vocational teachers”. The essence of the terms “vocational education”, “vocational teacher”, “vocational training”, “vocational and pedagogical training”, “psychological and pedagogical training of vocational teachers” is substantiated. “A vocational teacher is a mobile specialist who organizes and carries out engineering and pedagogical activities of students, is engaged in self-education, is creative in solving professional problems, knows how to cooperate in a team and

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22

Karlsson, Tobias Lasse. "Being someone or doing something: How students in municipal adult education view their future vocation." Nordic Journal of Vocational Education and Training 12, no. 3 (2022): 71–94. http://dx.doi.org/10.3384/njvet.2242-458x.2212371.

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Being an adult, deciding what to do with your life, and trying to understand the consequences of educational choices can be difficult. Vocational education and training (VET) programmes within the Swedish municipal adult education (MAE) offer an opportunity to learn a vocation, and last 6–18 months. This study aims to explore how adult VET students perceive desirable vocational habitus and is based on 18 interviews comparing students from two vocational MAE programmes in assistant nursing and floor laying. Semi-structured interviews were conducted at the beginning of the students’ training and

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23

Huy Thọ, Vương. "Continuing education in vocational teacher training." Journal of Science, Educational Science 60, no. 8D (2015): 138–44. http://dx.doi.org/10.18173/2354-1075.2015-0265.

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24

Lyngsnes, Kitt Margaret, and Marit Rismark. "Trajectories through Vocational Education and Training." International Journal of Learning, Teaching and Educational Research 17, no. 11 (2018): 175–93. http://dx.doi.org/10.26803/ijlter.17.11.11.

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25

Halliday, John. "Empiricism in vocational education and training." Educational Philosophy and Theory 28, no. 1 (1996): 40–56. http://dx.doi.org/10.1111/j.1469-5812.1996.tb00231.x.

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26

Matlay, Harry. "Vocational education and training in SMEs." Education + Training 50, no. 1 (2008): 67–70. http://dx.doi.org/10.1108/00400910810855540.

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27

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 f

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28

Tran, Ly Thi. "Internationalisation of Vocational Education and Training." Journal of Studies in International Education 17, no. 4 (2013): 492–507. http://dx.doi.org/10.1177/1028315312469987.

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29

Winch, Christopher. "Research in Vocational Education and Training." British Journal of Educational Studies 60, no. 1 (2012): 53–63. http://dx.doi.org/10.1080/00071005.2011.650944.

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30

Kumar, Manoj. "Vocational Education and Training in India." International Journal of Adult Vocational Education and Technology 7, no. 1 (2016): 1–24. http://dx.doi.org/10.4018/ijavet.2016010101.

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Failure in the training market may result from credit constraints and the inability to insure against labor income uncertainty, deterring potential trainees, or labor market imperfections that create external benefits for Indian industries. This paper constructs a model of a training market affected by both problems, and examines the rationale for training levy schemes, intended to make Indian industries increase investment in training. It is shown that regulating Indian industries, or equivalently financing a subsidy through taxation of profits, can achieve a Pareto improvement irrespective o

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31

Mitra, Jay, and Harry Matlay. "Entrepreneurial and Vocational Education and Training." Industry and Higher Education 18, no. 1 (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

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32

Millot, Benoît. "The future of vocational education training." Economics of Education Review 4, no. 4 (1985): 352. http://dx.doi.org/10.1016/0272-7757(85)90020-2.

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33

Kamalov, Murat, Amangeldi Saipov, and Yusubali Kamalov. "Training of future teachers about educational technologies of vocational training." World Journal on Educational Technology: Current Issues 14, no. 5 (2022): 1279–90. http://dx.doi.org/10.18844/wjet.v14i5.8055.

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This study aimed at investigating the education of future teachers about the educational technologies of vocational education, and it was designed according to this purpose. In this context, it was aimed to conduct a study with the teachers of the future. The research was created and implemented in the 2021–2022 spring academic year. A total of 172 pre-service teachers voluntarily participated in the research. In the research, vocational education technologies were given with the help of online technology in the form of a 2-week online training to the group participating in the study. In order

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34

Jia, Yuzhi. "On the Innovation of Higher Vocational Physical Education Guided by Vocational Education." Transactions on Economics, Business and Management Research 4 (January 26, 2024): 28–30. http://dx.doi.org/10.62051/0snmjv98.

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Higher Vocational College is an important strategic position to cultivate applied talents in the field of education in China, and physical education is an essential course in higher vocational colleges. From the perspective of vocational education background, physical education curriculum education in higher vocational colleges should be improved and innovated with the change of educational objectives and teaching forms, to ensure higher efficiency and quality of personnel training. Therefore, this paper mainly discusses the innovation and development of physical education in Higher Vocational

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35

Sowa, Magdalena, and Marlena Deckert. "When Formal Education Is Not Enough. The Self-Improvement Needs of LSP Teachers." Roczniki Humanistyczne 71, no. 10 (2023): 21–35. http://dx.doi.org/10.18290/rh237110.2.

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Learning in vocational education is mandated to implement the learning outcomes of Vocationally Oriented Foreign Language (VOFL). Unfortunately, formal education does not prepare foreign language teachers for work in vocational training institutions. This article addresses the problem of the needs of foreign language teachers working in vocational education in the Lublin region. A questionnaire survey is the basis for the diagnosis of the needs of these teachers. The latter are discussed in relation to the teaching of VOFL in terms of the forms and content of teachers’ in-service training and

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Tkachuk, Viktoriia, Tetiana Sulyma, Olena Tarasova, and Svitlana Khotskina. "ASPECTS OF TRAINING BACHELORS IN VOCATIONAL EDUCATION (COMPUTER TECHNOLOGIES)." Scientific Journal of Polonia University 32, no. 1 (2019): 90–98. http://dx.doi.org/10.23856/3211.

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The present multi-aspect research into training future vocational teachers of the first (bachelor) cycle of higher education and the increased status of forming a creative mobile specialist on the labour market is focused on regulatory content aspects to ensure high-quality vocational training at Ukraine’s universities. The number of licensed, state-ordered and enrolled students specializing in vocational education (Speciality 015) for the last three years is compared. The research reveals the essence of integrated vocational and pedagogical training of students pursuing a bachelor’s degree in

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Garbuja, Beg Prasad, and Rajan Binayek Pasa. "Role of Technical and Vocational Education and Training in Women Empowerment: A Case from Bima VDC of Myagdi District, Nepal." Journal of Training and Development 2 (August 11, 2016): 33–41. http://dx.doi.org/10.3126/jtd.v2i0.15436.

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This study analyzed role of technical & vocational education and training in women empowerment process specifically in local level. In fact, technical & vocational education and training programs not only provide self-employment opportunity to the women but also trigger capability to exercise control over their personal and family life, make choices to improve well beings and take active role in decision making. For justifying central argument; what are the changing role of technical & vocational education and training that has been fostering women empowerment as well as social and

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38

Andrukh, O. N., and M. K. Chaduneli. "Legal paradox in initial vocational training." Izvestiya MGTU MAMI 7, no. 4-2 (2013): 356–59. http://dx.doi.org/10.17816/2074-0530-68292.

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The article analyzes the legal instruments in the field of vocational education and studied the legal paradox as a mismatch of the law of the Russian Federation "On Education" to the Constitution of the Russian Federation with respect to initial vocational training which do not guarantee access to free primary vocational education on high society's needs for personnel.

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39

SAWAI, Minoru. "Vocational Training and Vocational Education in Postwar Japan: An Overview." Japanese Research in Business History 37 (2020): 1–10. http://dx.doi.org/10.5029/jrbh.37.1.

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40

Nore, Hæge. "Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training." International Journal for Research in Vocational Education and Training 2, no. 3 (2015): 182–94. http://dx.doi.org/10.13152/ijrvet.2.3.4.

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This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a recontextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and desig

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Rina, Kumari Singh. "Role of Vocational Education and Skill Training to Stimulate Human Development." Indian Journal of Social Science and Literature (IJSSL) 2, no. 1 (2022): 31–36. https://doi.org/10.54105/ijssl.A1030.092122.

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<strong>Abstract: </strong>Vocational education and skill development work in tandem and are inextricably linked. In India, there is a need for vocational education that improves skill development because it is quite low in percentage when compared to traditional higher education. The study discusses the state of vocational education in the India. It also mentions the difficulties that vocational education faces, such as a lack of quality, obsolete modules, and insufficient courses. The report also looks at the government's new policies and efforts aimed at improving the quality of vocatio

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Bergsli, Oddhild Peggy. "Flerkulturalitet i opplæring av helsefagarbeidere." Nordic Journal of Vocational Education and Training 12, no. 2 (2022): 75–97. http://dx.doi.org/10.3384/njvet.2242-458x.2212275.

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This study will focus on multicultural competence as a topic in vocational training of health care workers in upper secondary school in Norway. The research question is: How do vocational teachers practice multiculturalism in health care worker vocational education? According to OECD, multiculturalism is one of the core competencies of the 21st century. The need of healthcare professionals with expertise in multicultural sensitivity and health-communication will increase in the years ahead because this competence is essential for a good and caring professional health care. The theoretical pers

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43

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

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Vaganova, N. O., V. M. Lopatkin, and A. S. Vasiliev. "Authenticity in vocational education." Transport Technician: Education and Practice 2, no. 2 (2021): 147–57. http://dx.doi.org/10.46684/2687-1033.2021.2.147-157.

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An attempt was made to apply an authentic approach to teaching, which consists in creating conditions for the accumulation of students’ own experience in vocational education. The concept of “authenticity” establishes a connection between training and real production conditions and determines the quality of the personnel potential of enterprises.The work is based on theoretical studies of authentic education, the practice of training specialists in professional educational organizations. The solution of the set tasks was facilitated by the study of state regulatory documents, orders of the lea

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Gaylord-Ross, Robert, Joyce Forte, Keith Storey, Cory Gaylord-Ross, and Devi Jameson. "Community-Referenced Instruction in Technological Work Settings." Exceptional Children 54, no. 2 (1987): 112–20. http://dx.doi.org/10.1177/001440298705400203.

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Two studies investigated the extent to which students with serious vocational handicaps could learn work behaviors in technological settings. In Study 1, 12 students learned a number of chemical laboratory tasks. The median amount of training time per task was 2 hours and 37 minutes. In Study 2, pre- and posttraining videotape vignettes of 6 students performing a technical task were presented to a group of 27 respondents. On a social validity questionnaire, they judged the students to be significantly ( p < .001) more vocationally competent after training. The characteristics of an effectiv

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46

Nath, Samaresh. "A Study of Vocational Guidance in the Context of Vocationalisation of Education." Shrinkhla Ek Shodhparak Vaicharik Patrika 11, no. 9 (2024): E1—E9. https://doi.org/10.5281/zenodo.11612852.

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This paper has been published in Peer-reviewed International Journal "Shrinkhla Ek Shodhparak Vaicharik Patrika"                      URL : https://www.socialresearchfoundation.com/new/publish-journal.php?editID=9038 Publisher : Social Research Foundation, Kanpur (SRF International)  Abstract :  The General Conference of International Labour Organization in its vocational guidance recommendations described, "Vocational Guidance" as "assistance given to an individual in solving pro

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47

Olesia, Samokhval. "THE TRENDS OF CURRENT VOCATIONAL EDUCATION AND TRAINING REFORMS IN LUXEMBOURG: REVIEW AND ANALYSIS." EUREKA: Social and Humanities, no. 2 (March 30, 2018): 59–67. https://doi.org/10.21303/2504-5571.2018.00575.

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The article deals with the theoretical analysis and grounding of current reform trends in the educational system of the Grand Duchy of Luxembourg, particularly in vocational education and training, as well as identifies the backgrounds for reforming the system of vocational education and training, and directions of activity for the implementation of the set tasks. In the course of the study, the problems faced by the Luxembourg vocational education and training were studied. They have both geopolitical and socioeconomic characteristics and comprise: low level of pupils’ performance in ba

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48

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 (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 educati

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49

Piskorskaya, S. Yu. "Communications in vocational education." Professional education in the modern world 12, no. 4 (2023): 636–41. http://dx.doi.org/10.20913/2618-7515-2022-4-3.

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Introduction. The article considers vocational education in the aspect of the relationship between the educational organization, the real sectors of the economy and the state. Purpose setting. The objectives of the study are to identify the reasons for employers» dissatisfaction with the quality of training of graduates of educational organizations and to search for options for modernizing the system of vocational education by establishing a correspondence between the needs of business and industry.Methodology and methods of the study. The research methodology is based on a philosophical under

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Люлькова, Юлія. "PUBLIC-PRIVATE PARTNERSHIP MODELS IN THE PROFESSIONAL TRAINING OF SPECIALISTS FOR THE CONTEMPORARY LABOR MARKET NEEDS." Professional Pedagogics 1, no. 28 (2024): 159–66. http://dx.doi.org/10.32835/2707-3092.2024.28.159-166.

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Abstract:

The relevance of the article is determined by the need to substantiate the characteristics of the application of public-private partnership models in the vocational training of specialists in institutions of vocational (vocational-technical) education, taking into account the contemporary needs of the labor market, capable of working effectively in high-tech manufacturing environments. Objective: To identify and substantiate the characteristics of the application of public-private partnership models in the vocational training of specialists for the contemporary needs of the labor market. Metho

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