Relevant bibliographies by topics / Vocational education Education Children

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

Academic literature on the topic 'Vocational education Education Children'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Vocational education Education Children"

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Vidosavljevic, Sladjana. "The beginnings of institutional education of female children in Serbia." Zbornik Matice srpske za drustvene nauke, no. 155-156 (2016): 353–61. http://dx.doi.org/10.2298/zmsdn1656355v.

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Institutional vocational education of female children in the Principality of Serbia began in 1846, when the Statute for setting up girl?s education was brought, defining a specific task, organization and content of girl?s schools. The biggest role in the opening of vocational schools for female children had women's associations - communities. The communities represented humanitarian organizations which took care of the protection of women and their right to enlightenment. Their work is largely tied to the vocational education of female children, school work, management, financing, charitable and humanitarian activities. Women?s communities established the women ?s vocational schools, which were an important factor for the general education of young women, both in the economic and the cultural- educational plan. The women students who finished vocational schools in the second half of the nineteenth and the early twentieth century had the ability to successfully carry out handicraft activities, to be advanced, giving a contribution to the formation of a new, modern society.
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Olimov, Shirinboy Sharofovich, and Khusniddin Kupayinovich Khomidov. "Preparing Future Teachers To Solve The Tasks Of Patriotic Education Of Children And Youth." American Journal of Social Science and Education Innovations 02, no. 12 (2020): 132–36. http://dx.doi.org/10.37547/tajssei/volume02issue12-23.

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In this article, the essence and significance of the solution of issues of patriotic upbringing of young people and children, their role in society, the development and implementation of projects on patriotic education of youth in educational institutions of the region (city, district), including vocational colleges As education and patriotic education are an urgent problem, research on effective pedagogical tools has been highlighted.
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Jinmei, Wu. "Research on the Performance Assessment Mechanism of Accurate Poverty Alleviation in Vocational Education." Journal of Finance Research 4, no. 2 (2020): 1. http://dx.doi.org/10.26549/jfr.v4i2.2100.

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Vocational education is an effective way to achieve accurate poverty alleviation and get rid of intergenerational poverty. Vocational education is mainly to train skilled talents, not only to provide academic education for the children of poor families, but also to use a skill to achieve employment. It is of great necessity to implement accurate poverty alleviation in vocational education, and performance assessment is a very important part of the accurate poverty alleviation work of vocational education. This paper mainly analyzes the predicament of accurate poverty alleviation in vocational education and the problems in the construction of performance assessment system for accurate poverty alleviation in vocational education, and puts forward measures to improve the accurate poverty alleviation assessment system for vocational education and strengthen the accurate of vocational education.
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Wicaksono, Wahyudi, Robert A. Sparrow, and Peter Van Bergeijk. "The impact of parents’ education and attending vocational high school to college entrance." Jurnal Pendidikan Vokasi 8, no. 1 (2018): 12. http://dx.doi.org/10.21831/jpv.v8i1.17938.

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Using IFLS data 2007 and 2014, this study aims to examine the impact of parents’ education and attending vocational high school to the probability of children attending tertiary education. This study is motivated by the government plan in increasing the proportion of vocational high school graduates compare to general high school graduates. Multinomial-Logit model is used to examine the senior high school types, Logit and Probit are used to examine the decision on pursuing tertiary education. The main conclusions are (1) parents’ education has significant impact on the children’s senior high school preference and college enrollment, (2) children who attended vocational senior high school have a lower probability to enrol in tertiary education compared to those who attended general senior high school or MA
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Yastrebov, Gordey, Yuliya Kosyakova, and Dmitry Kurakin. "Slipping Past the Test: Heterogeneous Effects of Social Background in the Context of Inconsistent Selection Mechanisms in Higher Education." Sociology of Education 91, no. 3 (2018): 224–41. http://dx.doi.org/10.1177/0038040718779087.

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In this article, we analyze how the existence of alternative pathways to higher education, which implies different selection mechanisms, shapes social inequality in educational attainment. We focus on the Russian educational system, in which higher education can be accessed from academic and vocational tracks, but the rules of admission to higher education from these tracks are different. Access through the academic track is highly selective due to obligatory high-stakes testing, which determines secondary-school graduates’ eligibility to pursue higher education. The vocational track is generally less selective with regard to student intake and provides less restrictive access to higher education. We argue that this system has nuanced implications for social inequality. On one hand, transitions from vocational education to higher education can promote greater social mobility by offering an affordable and low-risk gateway to higher education for children from less-advantaged families. On the other hand, more-advantaged families might use the vocational track to higher education if their children face a high risk of failure in the more selective academic track. We test this conjecture and provide supporting evidence using data from the longitudinal survey Trajectories in Education and Careers.
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Bozhanova, Yu V. "Volunteer movement in institutions of secondary vocational education." Transport Technician: Education and Practice 2, no. 2 (2021): 223–29. http://dx.doi.org/10.46684/2687-1033.2021.2.223-229.

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Volunteer activity is gaining popularity among students of professional educational organizations as one of the forms of social activity of the younger generation.Today, in many educational organizations, not only higher, but also secondary vocational education, volunteer associations operate on a permanent basis. The number of young people in Russia engaged in volunteer activities is constantly growing.Volunteering today is a driving force that helps to effectively solve many educational problems. Involving young people in volunteer activities is of great importance: by taking part in certain events or social projects, children gain invaluable practical experience; help specific people. And communication with people of different ages, social status, assistance in solving their problems, experience contribute to the moral development of young people. Based on modern scientific literature, of Internet sources identified the key characteristics of volunteering: independence, versatility, cohesion in certain situations of a team of like-minded people, creativity, interest, decision-making, socialization of volunteers. The movement of volunteering and its dynamics in modern Russia are considered on the example of the Elets Technical School of Railway Transport — branch of the Rostov State Transport University.
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Dang, Vi Hoang. "Vietnamese Students’ Perception and Loyalty towards an Image of Vocational Education and Training." Journal of Education and Vocational Research 5, no. 4 (2014): 228–38. http://dx.doi.org/10.22610/jevr.v5i4.172.

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Stakeholders’ perceptions towards a career in vocational education and training (VET) in Vietnam negate the country’s industrial development plan. During the last 15 years, the Vietnamese Governments investment in to the sector increased annually. However, parents and their children still pursue the goal of higher education via the mainstream rather than a career path way using the vocational education and training system. Although stereotypical views of vocational students are being challenged, Confucian ideology maintains some influence over stakeholders’ educational decisions leading to the sustained popularity of higher education. This study explores the perceptions of students on the image of and their loyalty towards vocational education and training. A sample of 300 lower secondary school, 300 upper secondary school, and 300 vocational students was drawn from across the Northern and Southern regions of Vietnam. A survey questionnaire was used to collect data and mean analysis conducted to explore the data. The findings indicate that agreement with statements about facilities and equipment, teacher’s ability, curriculum, and soft skills are the clearest indicators of enhanced perceptions about the image of vocational education and training. Encouragement from parents appears most influential to positively affecting lower secondary students’ loyalty. Unexpected was that vocational students had less interesting continuing in vocational education and training compared to lower and upper secondary school students inclination towards a career in VET. First-hand experience seemingly leads to diminished perceptions and loyalty towards vocational education.
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Grišinaitė, Rūta. "Profesinis orientavimas sovietmečio Lietuvoje 1958–1984 m.: sisteminis, idėjinis ir praktinis įgyvendinimas." Lietuvos istorijos metraštis 2019/1 (September 1, 2019): 145–76. http://dx.doi.org/10.33918/2019/1/6.

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Vocational guidance in the Soviet system of education was considered a high priority of institutional socialisation. Industrialisation and technical modernisation dictated and regulated changes in perception of labour training and vocational guidance and encouraged to promote economically required and favourable occupations in the public discourse. However, in reality, the attempt of the educational staff to direct pupils to vocational education facilities did not correspond with the expectations of parents and children regarding their future. Moreover, children’s choices for future occupations were far from accompanying socialist slogans. In order to reveal this complex phenomenon, the article analyses the systematic, theoretical, and practical implementations of vocational guidance in the educational environment of Soviet Lithuania. The research revealed that educational framework for vocational guidance in Soviet Lithuania was receptive to the changes introduced by educational reforms throughout the Soviet nion. It reflected the government’s economic, technical, and agricultural modernization as well as the increasing necessity of specialized manpower and blue–collar workers. The 1970s was the turning point for vocational guidance infrastructure in Lithuania – a huge institutional development took place. Moreover, state administration sectors responsible for economic welfare imposed their considerable influence on the educational system. The modernisation of the educational discourse in Soviet Lithuania in the 1960s–1970s changed the perception of vocational training in the educational system. Labour ducation and vocational guidance became the focus of the Soviet educational discourse and offered a child–oriented vocational guidance framework, which was based on the knowledge of the child, motivational, and interest related education. However, this sophisticated approach was used to manipulate children and to ensure adequate supply of professionals for various key industries, alongside with the implementation of ideological tasks. The actual practices of labour education and professional choices among children were influenced by family values, teachers’ approaches, and different socioeconomic conditions that surrounded children in the rural and urban environment. Due to the agricultural structure and collectivization in rural areas, children there were used to physical work. Therefore, their labour education included helping collective farm workers and their own parents during harvest periods. Meanwhile faster modernisation of urban educational spaces and more advanced technical possibilities determined that labour education of children from urban areas was less intense in terms of physical work. The development of the infrastructure of post-school activities in urban areas allowed children to get acquainted with different professions and activities. These circumstances were crucial when making a decision for future professional choices. Children’s future occupational decisions were also influenced by the concept of “prestige profession” (lawyer, doctor, engineer etc.) that circulated among parents and children during our research period. This concept was exceptionally strong among cultural and political elite families; therefore, their children most frequently went for higher education. Meanwhile childhood in rural areas based on physical work, determined the urge to escape these difficult conditions. nsequently, these pupils were considering non–manual occupations. However, their strong urge to help the family sometimes left them in an ambivalent position and their work choices were made in favour of the family. These contradictory practises led to the emergence of “vocational misguidance” when only unapt, ill-behaved or ideologically upstart pupils were guided to vocational training institutions.
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Duncan, Leanna. "“Every One of Them Are Worth It”: Blanche Van Leuven Browne and the Education of the “Crippled Child”." History of Education Quarterly 60, no. 3 (2020): 324–50. http://dx.doi.org/10.1017/heq.2020.28.

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Many rights struggles have promoted education and learning as proof of citizenship and capacity, and disability rights movements are no exception. Blanche Van Leuven Browne, one early twentieth-century polio survivor, reimagined the possibilities of education for “crippled children” by approaching schooling as not only preparation for vocational work but as a sign of disabled children's social worthiness. This article explores the role of education in Browne's life and work, from her childhood in the 1880s to the Detroit hospital-school for physically disabled children she operated from 1907 to 1918. Browne's educational approach emphasized writing and citizenship to (re)define the identity of the “crippled child,” envisioning each as an intelligent future citizen. This approach contrasted with predominant contemporary medical, philanthropic, and educational approaches, which emphasized medical care and vocational training for children with orthopedic disabilities. It also distanced physically disabled children from intellectually disabled children, who were key cultural targets of eugenic fears.
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Baranova, Olga A., and Natalia N. Zhukova. "Professional orientation of students in the Center of additional education." Social And Political Researches 2, no. 11 (2021): 120–32. http://dx.doi.org/10.20323/2658-428x-2021-2-11-120-132.

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In modern socio-cultural conditions, the problem of vocational guidance is very relevant. This is especially true for institutions of additional education. The concept for the development of additional education for children considers the development of the sphere of non-formal and additional education as the basis for professional selfdetermination, orientation and motivation of adolescents and youth to participate in innovative activities in the field of high technologies and industrial production. The transition from a post-industrial economy to a digital one, the accelerating transformation of labor markets and employment structures determine the demand for new content of additional education. It should be aimed at developing demanded modern competencies, building a new system of professional and personal selfdetermination of students. The article touches upon such issues as the interpretation of the concept of "vocational guidance", the history of the formation of vocational guidance work, outlined modern approaches to the organization of vocational guidance in the institution of additional education. The educational resources of the Center for technical creativity of the city of Rybinsk, Yaroslavl region, are described, the purpose of the creation and implementation of which is the formation of softskills ("soft skills") and self-determination of students. The article also discusses such an area of activity as professional networking. The issues of work with social partners of an educational organization, implementation of a practice-oriented approach in education were touched upon. This article analyzes the results of a questionnaire survey of students of the Center for technical creativity in the city of Rybinsk, Yaroslavl region and their parents, concerning the motivation of children to engage in additional education. 450 respondents took part in the survey. Conclusions are made about the relevance and necessity of career guidance activities in the institution of additional education.
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Dissertations / Theses on the topic "Vocational education Education Children"

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Lock, Suk-han. "Careers education in s skills opportunity school (SOS) : a case study /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22706276.

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Buck, Linda Lee. "Perceptions of vocational special education coordinators in Ohio regarding the importance and level of performance of state-prescribed guidelines /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691095448.

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Williams, Bryan Thomas. "An investigation of the attitudes of juvenile delinquents toward vocational education and work in relation to intelligence, length of time spent in vocational education, length of incarceration, and age /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9412552.

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Paris, Tex. "Perceived Attitudes of the Self-Concept of Dropouts Who Returned to an Alternative Education School and Coordinated Vocational Academic Education Students." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332445/.

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The problem of this study was to determine if there were differences in perceived attitudes of self-concept between young people who returned to alternative education after dropping out of public education and educationally disadvantaged at-risk youth in Coordinated Vocational Academic Education (CVAE) classes as measured by the Piers-Harris Children's Self-Concept Scale. The hypotheses formulated for the study predicted no significant difference in mean attitude self-concept scores of returned dropouts to alternative schools and CVAE students enrolled in junior high school preemployment laboratories and high school students enrolled in Cooperative Education classes as measured by the Piers-Harris scale; and no significant change in mean attitude self-concept scores of former dropouts enrolled in alternative education centers and CVAE students as measured by the Piers-Harris scale over a two-month period utilizing an extended Solomon Four-Group Design, with and without the treatment. The scale was administered to 351 students from junior high and high school CVAE classes in Ector County (Odessa), Fort Stockton, and Midland Independent School Districts and alternative schools in Denton, Fort Stockton, Midland and Odessa, Texas. The self-concept scores were treated for significance by an analysis of variance. Findings were that all groups tested scored within the age range, junior high school CVAE students scored lowest, but not significantly lower (p > .05); and junior high school CVAE students, alternative school students, and high school CVAE students all had a slight increase in self-confidence scores over the two-month period. All null hypotheses were retained. It was concluded that, overall, junior high school CVAE students, former dropouts who returned to an alternative school, and high school CVAE students possessed positive self-concepts that were above the national mean for the scale; and that CVAE classes enhance the self-concept of academically disadvantaged students in Cooperative Education classes.
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Kallie, J. "The relationship between the educational and vocational aspirations of a group of selected Asian parents for their children and those of the children themselves." Thesis, Oxford Brookes University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375730.

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Li, Ping-ying Eria. "Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.

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Bell, Sheena. "Inclusion for people with dyslexia in education and workplace contexts." Thesis, University of Northampton, 2013. http://nectar.northampton.ac.uk/8850/.

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Beuka, Rose Doumou. "The educational and career aspirations of Solomon Island's parents for their children." The University of Waikato, 2008. http://hdl.handle.net/10289/2404.

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This study used the qualitative semi-structured interview method to collect data to discover Solomon Islands parents' educational and career aspirations for their children and their perceptions of formal secondary education in the Solomon Islands with respect to their children's preparation for meeting these aspirations. In carrying out the research, four couples were selected as participants and categorized into two groups according to their educational attainment (well educated and less educated). What was found was that, although parents have educational and career aspirations for their children, not all parents were specific. The findings also suggested that the career aspirations parents have were mainly influenced by economic and social factors rather than internal factors. In relation to parents' perception of the formal secondary education system in terms of preparing students for work, the findings suggested parents have both a positive and low opinion of formal secondary education in the Solomon Islands. There was also a mixed feeling and point to the idea that there are other factors such as teachers and curriculum subjects that impacted on the perceptions of success or vice-versa of the secondary education system. The findings also suggested that while parents appreciate the vocational curriculum and education system as preparing students for work (than secondary education), preference however was given to secondary education first and foremost.
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Robinson, John H. "A follow-up study of 1983 graduates of a special education program for learning disabled students." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49881.

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In response to the need for data on the post-high school experiences of graduates from special education programs, this follow-up study of the 1983 graduates of a special education program for severely learning disabled students sought the patterns of post-high school employment, and education/training and the status of independent living of the graduates. In order to obtain a profile of the sample population, school records were reviewed. A telephone survey of graduates obtained employment history and experiences, identified types of frequency of education/training sought, and assessed the status of independent living. All data were analyzed descriptively and conclusions and implications identified for future educational programming during the high school years.<br>Ed. D.<br>incomplete_metadata
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Case, Gerald D. "Career development of gifted and regular elementary school students." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862265.

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The purpose of this research was to investigate career development of gifted and regular elementary school students. Students in grades four through six from a university laboratory school were examined by ability, grade level, and gender in several areas of interests, using the Holland (1985a) Theory of Vocational Personalities and Work Environments.The Self-Directed Search - Form E (SDS-E; Holland, 1985b) and The Occupational Alternatives Questions (OAQ; Slaney, 1980) were administered to 148 students, 34 of which had been identified as gifted. Holland (1985b) SDS codes were assigned to the SDS obtained scores and the stated occupational choices. Prestige of occupational choices were also assigned, using the socioeconomic index of Stevens and Cho (1985).Demographic variables and hypotheses were tested by MANOVA and ANOVA statistical procedures to determine the nature of relationships between variables.Results indicated overall significant main effects in the MANOVA of obtained SDS codes for the independent variables of grade, sex, and ability. Males scored higher than females on the Realistic code. Females scored higher on the Artistic and Social codes. Gifted students scored higher on the Investigative code. On the ANOVA of the differential variable, there were significant differences by grade and sex, with fifth grade students and females more highly differentiated.<br>Department of Counseling Psychology and Guidance Services
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Books on the topic "Vocational education Education Children"

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Hursh, Norman C. Vocational evaluation in special education. Little, Brown, 1988.

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Hursh, Norman C. Vocational evaluation in special education. Taylor & Francis, 1988.

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Goel, S. K. Differently abled children. Pointer Publishers, 2013.

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Branch, Hawaii Special Education. Special education-vocational rehabilitation: Work-study program guidelines. Special Education Branch, Dept. of Education, State of Hawaii, 2003.

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National Seminar on "Mainstreaming Persons with Disabilities in Technical and Vocational Education" (2003 National Institute of Technical Teachers' Training & Research, Chandigarh). Vocational and technical education for the disabled. Abhishek Publications, 2005.

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Kellogg, Ann. Vocational experience programs for students with disabilities: Labor laws, program guidelines, vocational assessment. Available from Exceptional Education Team, Wisconsin Dept. of Public Instruction, 1997.

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Schooling for jobs: Changes in the career preparation of British secondary school children. Avebury, 1993.

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L, Scott John, ed. Vocational special needs. 2nd ed. American Technical Publishers, 1986.

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L, Scott John, ed. Vocational special needs. American Technical Publishers, 1995.

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Fandel, Chantal. Determining the need for vocational counselling among different target groups of young people under 28 years of age in the European Community: The guidance needs of school children in the 9th year of technical secondary education and school children completing extended primary education in the Grand Duchy of Luxembourg. The Centre, 1994.

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Book chapters on the topic "Vocational education Education Children"

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Kessell-Holland, Paul. "Vocational Education Matters: Other People’s Children…Not Seen and Not Heard." In Practice-Focused Research in Further Adult and Vocational Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38994-9_2.

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Bhavani, Rao R., Srividya Sheshadri, and Laura Aswati Maciuika. "Addressing the First Teachers: Education and Sustainable Development for Children, Families and Communities Through Vocational Education, Technology and Life Skills Training for Women." In Children and Sustainable Development. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47130-3_25.

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Lewis, Theodore. "Vocational Education." In Encyclopedia of Adolescence. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_311.

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Lewis, Theodore. "Vocational Education." In Encyclopedia of Adolescence. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_311.

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Lum, Gerard. "Vocational Education." In International Handbook of Philosophy of Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72761-5_76.

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Billett, Stephen. "Vocational Education: A Field and Sector of Education." In Vocational Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1954-5_1.

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Billett, Stephen. "Positioning Vocational Education." In Vocational Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1954-5_2.

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Billett, Stephen. "Vocations." In Vocational Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1954-5_3.

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Billett, Stephen. "Occupations." In Vocational Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1954-5_4.

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Billett, Stephen. "Development of Vocational Education Systems and Fields." In Vocational Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1954-5_5.

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Conference papers on the topic "Vocational education Education Children"

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Jauhari, Muhammad Nurrohman, Muchamad Irvan, and Purba Bagus Sunarya. "Vocational Education Services in Schools for Children with Special Needs." In 1st International Conference on Information Technology and Education (ICITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.315.

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Rahayu, Sri, Naldo, and Hardika Widi Satria. "How do Indonesian Children View Humorous Advertising on YouTube?" In 3rd International Conference on Vocational Higher Education (ICVHE 2018). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200331.173.

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Krypton, Arius. "The Consumer Behavior of Children Toward Digital Audiovisual Advertising." In 3rd International Conference on Vocational Higher Education (ICVHE 2018). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200331.176.

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Satria, Hardika Widi, Sri Rahayu, and Naldo. "Type of Humor and Advertising Effectiveness: Study on Indonesian Children Aged 7–12." In 3rd International Conference on Vocational Higher Education (ICVHE 2018). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200331.174.

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Yershova, Ludmila, Aleksei Mikhailov, Alexey Malygin, Olga Smirnova, and Mariya Burlakova. "Vocational Orientation of the Mentally Retarded Children at the “Art Ceramics” Studio." In 7th International Conference on Arts, Design and Contemporary Education (ICADCE 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210813.101.

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Maknun, Johar, Mokhamad Syaom Barliana, and Diah Cahyani. "Vocational Skills Learning to Build Independencies of with Physically Disabled Children." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.119.

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Gidion, Hermito. "The Importance of Measuring Fine Motor Skill in Early Children’s Education." In 3rd International Conference on Vocational Higher Education (ICVHE 2018). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200331.160.

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Rubleva, Olga Aleksandrovna. "To the question of realization of the right to provide orphaned children and children without parental care with vocational education." In XI International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-117170.

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Richmond, Deborah. "Empowered Mobility: Supply Chain Thinking for Youth in Foster Care." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.29.

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The application of global container logistics to high mobility children, such as those in foster care, asks designers to consider an empathic, human-centered approach to an institutionalized system of involuntary mobility, which can result in as many as 3-4 family “placements” per year for some children. In spite of grim statistics for youth in foster care related to graduation, teen pregnancy, drug use and imprisonment, these children develop many positive resiliencies around adaptability, emotional intelligence, empathy and efficiency. Working with a non-profit serving youth in foster care in Watts, Los Angeles, called Peace4Kids, whose motto is “community as family,” the concept of a “mobile village” was born. Following their lead, paired with a deep understanding of consumer culture’s collective intelligence around moving goods through cities, an innovative strategy was used to create a literal delivery platform for educational programming, in partnership with other non-profits, around food equity, social justice and eventually other vocational skills such as apparel arts, machine arts, fine arts and early education.
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Zati, Vidya, Faisal Faisal, Srinahyanti Srinahyanti, and Rafael Ginting. "Avoiding Gadget Addiction in Children by Helping Children to Develop Talents and Interests." In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285698.

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Reports on the topic "Vocational education Education Children"

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Taysumova, H. V., and D. S. Saralinova. PURPOSE OF DIGITIZATION VOCATIONAL EDUCATION. Ljournal, 2019. http://dx.doi.org/10.18411/ds-2019-2-mah.

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Hanushek, Eric, Ludger Woessmann, and Lei Zhang. General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w17504.

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Bettinger, Eric, Michael Kremer, Maurice Kugler, Carlos Medina, Christian Posso, and Juan Saavedra. School Vouchers, Labor Markets and Vocational Education. Banco de la República de Colombia, 2019. http://dx.doi.org/10.32468/be.1087.

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Rozelle, Scott, Albert Park, Sangui Wang, et al. Investment in vocational versus general schooling: evaluating China`s expansion of vocational education and laying the foundation for further vocational education evaluation. International Initiative for Impact Evaluation, 2015. http://dx.doi.org/10.23846/ow2208.

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Dave, Dhaval, Nancy Reichman, Hope Corman, and Dhiman Das. Effects of Welfare Reform on Vocational Education and Training. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w16659.

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Krishnaratne, Shari, Howard White, and Ella Carpenter. Quality education for all children? What works in education in developing countries. International Initiative for Impact Evaluation (3ie), 2014. http://dx.doi.org/10.23846/wp0020.

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Guryan, Jonathan, Erik Hurst, and Melissa Schettini Kearney. Parental Education and Parental Time With Children. National Bureau of Economic Research, 2008. http://dx.doi.org/10.3386/w13993.

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Snel, Herman, and Herman Brouwer. Strengthening Myanmar’s agricultural technical and vocational education and training system. Wageningen Centre for Development Innovation, 2021. http://dx.doi.org/10.18174/543718.

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Villegas, Leslie. Increasing accountability for the education of migrant children. Emerald, 2021. http://dx.doi.org/10.35241/emeraldopenres.1114911.1.

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Aizenman, Joshua, Yothin Jinjarak, Nam Ngo, and Ilan Noy. Vocational Education, Manufacturing, and Income Distribution: International Evidence and Case Studies. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w23950.

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