Relevant bibliographies by topics / Vocational guidance Education, Secondary

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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 guidance Education, Secondary'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Vocational guidance Education, Secondary"

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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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Andreeva, Alena A., and Tatiana E. Manger. "INNOVATIVE CAREER GUIDANCE ACTIVITIES USED IN LIFE-LONG EDUCATION." Volga Region Pedagogical Search 34, no. 4 (2020): 60–66. http://dx.doi.org/10.33065/2307-1052-2020-4-34-60-66.

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The article is devoted to the actual problem of vocational guidance in life-long education, carried out during the transition to the level of secondary general education via university profile classes and higher education institutions. The solution of the tasks of the national project "Education" is indicated. The strategic directions for the development of university profile classes based on the experience of a regional university are indicated, it includes such a component as improving the system of vocational guidance and professional self-determination of schoolchildren. The possibilities of implementing vocational guidance technologies during the transition to a new technological mode in different spheres of life are shown. Along with the traditional methods of career guidance, which proved to be effective, various innovative career guidance activities are considered, such as working in social networks, recording short video lessons, as well as conducting career guidance networking. New forms of building social connections have been introduced, they are used both remotely and in the real-format (online networking, real-networking, etc.). The article reflects the real experience of career guidance work carried out at Tambov State University named after G. R. Derzhavin.
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Yan'kin, D. "Implementation of Pre-Subject Oriented Instruction and Industry-Specific Training As a Condition of Learners’ Vocational Self-Determination." Profession-Oriented School 9, no. 1 (March 26, 2021): 22–29. http://dx.doi.org/10.12737/1998-0744-2021-9-1-22-29.

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The changes in the economy and social sphere raise the problem of revising approaches to the vocational self-determination of young people. Special attention should be paid to the system of general secondary education which requires significant modifications. The article formulates real challenges posed to the education system that affect the formation of vocational self-determination. The paper presents some benchmarks for developing career guidance aimed at schoolchildren and adults that are enshrined in federal, regional and municipal regulations. The author also describes some approaches to the formation of schoolchildren vocational self-determination implemented through pre-subject oriented instruction and industry-specific training in the context of cluster-network forms of interaction between the school and institutions of secondary vocational, higher and additional education, as well as with enterprises and business. This paper also presents the innovative project developed by Municipal Budgetary General Education Institution called "Secondary School No. 60 in Novokuznetsk" of the Kemerovo Region and describes career guidance activities within the framework of its implementation.
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Piorunek, Magdalena. "Poradnictwo karier w sektorze szkolnictwa zawodowego – refleksje – dylematy – pytania." Kultura-Społeczeństwo-Edukacja 10, no. 2 (December 15, 2016): 43–58. http://dx.doi.org/10.14746/kse.2016.10.4.

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The text brings closer the career (vocational) guidance issues in the context of the vocational education specificity. Liquid modernity, with multidirectional changes occurring at a great speed, and growing requirements of the competitive labour market have become fertile soil for the growth of all sorts of guidance services, i.e. activities that concern the entire human life and treat individuals in a holistic way. Being one of them, the career guidance has travelled a long way undergoing a paradigmatic change of its objectives and tasks and of other aspects, i.e. how a relation with a client starts or what methods are applied. Vocational school students are one of those groups where career structuring is in demand. Being a weak link in Poland’s education system before the economic and political system transformations of 1989, after this date the group actually has started drifting, losing to the growing educational aspirations and the boom of secondary education that opened the door to increasingly popular higher education. Current efforts to restore vocational education need to be coupled with career guidance services that are provided professionally to the present and future vocational school students. Assumptions of these career guidance activities do not seem to differ basically from the general assumptions applied in the holistic guidance, which does not mean that a search for methods suited to this group of young people should be discontinued.
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Косьмина, Д., and D. Kos'mina. "Motivational and Communicative Readiness to Teach College Students." Scientific Research and Development. Modern Communication Studies 8, no. 1 (February 19, 2019): 45–50. http://dx.doi.org/10.12737/article_5c5a93d3edd929.66962235.

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This article analyses motivational and communicational readiness of students in the system of vocational secondary education. Motivational and communicational readiness are major features that determine student performance. Studying these characteristics will allow to reveal weaknesses in career guidance programs conducted by institutions of vocational education, and to single out students that are in need of individual assistance.
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Yakovleva, Irina A. "Pedagogical technologies of career guidance for children and youth of the Republic of Belarus studying in additional education." Pedagogy Of Rural School 1, no. 7 (2021): 98–112. http://dx.doi.org/10.20323/2686-8652-2021-1-7-98-112.

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The article presents the experience of implementing a cyclical educational and vocational guidance project that integrates pedagogical, methodological and socio-cultural resources of additional education for children and youth, institutions of general secondary and vocational education into a complex pedagogical technology of forming a conscious professional choice and motivating professional development. The project presented in this work is the development of the teaching staff of Minsk State Palace of Children and Youth (Republic of Belarus). The peculiarity of the pedagogical approach when developing a project is that it is designed as a modern pedagogical technology of a modular type. The project is addressed to two target groups of participants: the first group is students of institutions of general secondary education, gymnasiums, lyceums, students at the III stage (high school), for whom the situation of professional choice is relevant; the second target group is primary school students of vocational and secondary specialized education institutions. The pedagogical influence on the participants of this target group is aimed at increasing the stability of professional choice, expanding the ideas of student youth about the possibilities of the chosen profession for creative self-realization and the manifestation of business initiative. Ultimately, the expected social effect from the implementation of the project is associated, firstly, with a reasoned motivated choice of an educational and professional strategy and, secondly, with the formation of motivation for professional development and consolidation of promising personnel in the chosen professional field. Cultural, educational and methodological means, which provide the content and activity component of the educational and vocational guidance project, reflect the innovative process of practical solution of strategic and tactical tasks stipulated by the Concept for the development of vocational guidance of youth in the Republic of Belarus. Additional education for children and youth is an integrating factor in the development of career guidance potential of the unified educational system of the capital region of the Republic of Belarus.
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Swager, Robert, Ruud Klarus, Jeroen J. G. van Merriënboer, and Loek F. M. Nieuwenhuis. "Constituent aspects of workplace guidance in secondary VET." European Journal of Training and Development 39, no. 5 (June 1, 2015): 358–72. http://dx.doi.org/10.1108/ejtd-01-2015-0002.

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Purpose – This paper aims to present an integrated model of workplace guidance to enhance awareness of what constitutes good guidance, to improve workplace guidance practices in vocational education and training. Design/methodology/approach – To identify constituent aspects of workplace guidance, a systematic search of Web of Science was conducted, focussing on mentoring literature, research on institutional socialization tactics and research on didactical interventions and their effects. Findings – The model interprets workplace learning as a relational and integrated process of participation, acquisition, guidance and social interaction. Psychosocial support, structure-providing interventions and didactical interventions are discussed as essential components of guidance. How these components are enacted is influenced by the characteristics of training firms and their employees’ readiness to provide guidance. This makes guidance an intrapersonal process. Workplace guidance is also an interpersonal process in which the agencies of employees mediate the relationship between guidance and interaction, and the agencies of trainees mediate the relationship between, on the one hand, participation and acquisition and, on the other hand, social interaction. Originality/value – Integrated models of what constitutes good workplace guidance are rare. To fill this gap, this paper highlights constituent aspects of workplace guidance and brings them together in an integrated model. The model can help mentors/employees choose effective interventions to improve workplace learning.
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Alhassan, Awal Mohammed. "Adult Immigrants’ Perceptions of Career and Vocational Education and Factors Influencing Their Decision to Peruse a Vocational Programme of Study." International Journal of Social Sciences and Humanities Invention 5, no. 12 (December 12, 2018): 5132–39. http://dx.doi.org/10.18535/ijsshi/v5i12.08.

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This study was conducted with 400 students and 8 secondary school counsellors to find out factors that affect decision making of adult immigrant students from secondary schools with regard to their career and vocational study choices in Akershus county of Norway. Three sets of questionnaires were employed to gather the data. Descriptive statistics was used to analyze the data. The study revealed that the adult learners were satisfied to make individual decisions based on their personal evaluations of interests, abilities and capabilities more than any other factors such as school counsellors, teachers and parents. While the choices of vocational study of these adult learners was based on school counsellors` influence and other socioeconomic factors, academic program choices was based on self- motivation and interest. The study recommends the involvement of all stakeholders by the school counsellors to improve the implementation of career and vocational guidance programs for adults in all secondary schools.
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Tokarskaia, Ludmila V., Tatiana Y. Bystrova, and Elmira R. Valieva. "The project of professional career orientation complex for ASD pupils based on virtual reality technologies." SHS Web of Conferences 97 (2021): 01017. http://dx.doi.org/10.1051/shsconf/20219701017.

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The paper analyses the application of virtual reality technologies to career guidance of children and adolescents with autism spectrum disorders (ASD). An overview of studies using virtual reality technologies conducted with children and adolescents with ASD, including diagnosis and teaching of schoolchildren with autism spectrum disorders, is made. The authors follow “The Theory of Central Coherence” by U. Frith, realizing symptoms of autism spectrum disorders not as disorders but as peculiar features and a special cognitive style. The study describes the features of vocational guidance of ASD individuals on the basis of the sources about the difficulties of people with ASD in the transition from school to secondary and higher education. The authors’ project of a complex vocational guidance using virtual reality technology for students with ASD introducing “a city-farmer” profession is represented. The tripartite structure of the vocational guidance complex is showed, the need for interaction of specialists with the parents of a child with ASD, as well as identification of “savant skills” at the first stage of career guidance work was emphasized. Examples of virtual spaces developed by one of the authors are given, with which people with ASD interact by the determination their possible professional trajectory. The tasks and responses of users in the vocational guidance complex for schoolchildren are described. A conclusion about the possibility of expanding the list of professions in the vocational guidance simulator for children with ASD is made.
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Greiten, Silvia, Thomas Bienengräber, Thomas Retzmann, Lütfiye Turhan, and Marie Schröder. "Competences of teachers and other educational professionals as condition for the success of inclusive vocational guidance in general and vocational schools, exemplified on organizing work placements for students." Professionalisierung für Inklusion 27, no. 2 (May 2020): 313b—335b. http://dx.doi.org/10.30820/0942-2285-2019-2-313b.

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Work placements for students bridge the gap between school and the world of work and the vocational training system. They are part of a comprehensive set of measures for vocational orientation and are organized by a multi-professional team of different actors, such as teachers and other educational staff involved in the process of secondary education and professionals working in institutions that accompany the transition. Though little research has been done on inclusive vocational guidance, it can be assumed that complexity of this process will increase with new cooperations. This article presents results from multi-professional group discussions with participants from various institutions and derives competences for inclusive vocational guidance in schools. The results point to the necessity of identifying fields of action, investigating cooperation between actors within the school system and, above all, determining knowledge references that arise subject-specifically for inclusive vocational orientation from the needs of students with special educational needs.
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Dissertations / Theses on the topic "Vocational guidance Education, Secondary"

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Fowkes, Kristyn Michelle. "An evaluation of Career Information System in secondary schools /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421620251&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 130-138). Also available for download via the World Wide Web; free to University of Oregon users.
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Reich, Lia Y. "An examination of University of Wisconsin-Stout students' perceptions of their secondary career guidance programs." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002reichl.pdf.

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Sindabi, Aggrey M. "An analysis of the guidance and counseling program in selected Kenyan secondary schools." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/40025.

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Maslowski, Lindsay B. "The various post-secondary educational and career aspirations of high school females in one public versus one private school setting in the Mid-west." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004maslowskil.pdf.

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Nong, Tlou William. "The impact of career guidance (CG) for career choice (CC) in the secondary schools of Sepitsi Circuit in Lebowakgomo District, Limpopo Province." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1591.

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Thesis (MDEV.) --University of Limpopo, 2016
The aim of this study is to assess the impact of career guidance for career choice in the secondary schools of Sepitsi Circuit in Lebowakgomo District, Limpopo Province. The total number of secondary schools in the Circuit is twelve (12), with 20 Life Orientation Educators (LOEs) and 275 Grade 12 Learners (GR12Ls). All schools are public schools having the same features of rural and previously disadvantaged communities’ context. The study was conducted during examination time and therefore co-operation both in the part of learners and educators was not at the maximum as expected. The research is evaluative in nature as the researcher sought to assess the effectiveness of Career Choice (CC) as influenced by the implementation of Career Guidance (CG). The primary data were collected by means of two categories of questionnaires for mostly close-ended questions and open-ended questions for Grade 12 Learner (GR12L) respondents and Life Orientation Educator (LOE) participants respectively. The findings show that CG is not given the necessary attention at secondary schools as GR12Ls and LOEs struggle to understand obvious CG concepts. This research project focuses on the value of such a study both to explain how Career Guidance need to be taken as the mother of all subjects in schools as it is the nucleus in the realization of the main aim of every country’s education system, participating fully in the world of work for socio-economic growth. The study’s recommendations concluded that Career Guidance, which is part of Life Orientation (LO), should be given the status of a full subject in our schools.
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Callahan, Marguerite (Marguerite Louise). "Identification of the Competencies Needed by Secondary & Post Secondary Career Counselors to Initiate and Maintain Articulation of Secondary & Post Secondary Comprehensive Career Development Programs and Services." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278803/.

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This study researched effect of selected demographic variables on the self-perceived competencies of career counselors at secondary and post secondary institutions in Texas. Demographic variables were years of service, educational level, type of institution, age of counselor, size of institution, and percentage of vocational enrollment. One hundred career counselors, fifty secondary and fifty post secondary career counselors were mailed copies of the Professional Needs Assessment and a Demographic questionnaire.
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Husby, RoseAnn. "Evaluation of a K-12 career portfolio system in the Barron School District." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998husbyr.pdf.

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DeVault, Carol Aline. "Working for the environment: Pathways to environmental careers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1909.

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Fifteen professionals in a variety of environmental occupations in the United States were interviewed in a structured, open-ended format. Job profiles were developed from the interviews. The philosophy of these environmental professionals is expressed in their own words and offers insights into influences upon career choice, professional training and personal fulfillment. In addition, environmental related career activity guides were developed to help students and their parents and teachers gain an awareness of the occupations available in this field.
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Garforth, Graham. "School control of information, advice and guidance during transition : a two year study into post-16 student decision-making." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/35625/.

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The majority of research into choice, transition and decision-making took place in the 1990s-2000s. Since this time the context in which post-16 transition takes place has been changing due to increased competition between institutions and the extended length of time students are required to remain in education or training through raising the participation age. Additionally, in 2012 the government made schools responsible for Information, Advice and Guidance. This thesis explores choice and decision-making during the transition to post-16 education and training. It provides new research evidence to contribute to the existing literature in light of the changes in context since the body of literature was formed. In particular, it explores the impact of the changes to Information, Advice and Guidance provision and the role of schools in influencing students' transition. The study uses evidence from three schools with sixth forms, drawn from two contrasting counties of England during the first year of research. The second year of research draws evidence from a range of post-16 institutions which the students progressed onto. Overall, the data from staff, students and documentary evidence explores student transition from the final year of secondary schooling to post-16 education or training. The study finds that competition between post-16 institutions has implications for the way that post-16 Information, Advice and Guidance is provided by schools. The practical strategies schools use to influence transition include practical prevention of access to alternative IAG, control of the application process and active student selection. The most powerful strategies involve the social construction of unique selling points and the management of culture and trust. The implications of these strategies for students' transition is assessed taking into account how students make their post-16 transition decisions in a loosely coupled manner and the common belief that their position is of their own making. Overall, a continuum of schools' influence on transition is presented. The study concludes that the competitive post-16 environment coupled with school control of guidance may lead to imperfect transition for students and reproduction of the structural status quo rather than social change. For school leaders implications exist in being able to mitigate competition through collaboration and specialisation. However, the complexity of achieving this in the competitive post-16 marketplace produces implications for guidance providers in equipping students with decision-making skills and empowering them with an understanding of their position which is more likely to lead to students being able to challenge influencing structures and make effective post-16 transitions.
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Lamb, Darren Hayes. "Project based learning in an applied construction curriculum." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2188.

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This project addresses the integration of a career and technical (vocational) construction curriculum with academic curriculum. Career and technical (vocational) curriculum in the past has been developed to address specific content. This construction curriculum inegrates inherent academic aspects.
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Books on the topic "Vocational guidance Education, Secondary"

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Department of Education and Science. Vocational preparation: Vocational preparation & guidance. Dublin: Stationery Office, 2000.

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Washburn, Winifred Y. Vocational entry-skills: Student workbook. Novato, Calif: Academic Therapy Publications, 1994.

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Kibera, Lucy Wairimu. Vocationalising Kenya's secondary school curriculum: Career and educational aspirations of boys and girls. Nairobi, Kenya: Institute for Development Studies, University of Nairobi, 1993.

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Careers education and guidance from 5 to 16. London: H.M.S.O., 1988.

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Department of Education & Science. Careers education and guidance from 5 to 16. London: The Department, 1990.

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Gold, Karen. 13[plus]: Pathways to success. (Cambridge): Hobsons (for) CRAC, 1996.

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The complete guide for teaching assistants in secondary education. London: Continuum, 2008.

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Education, Ontario Ministry of. Guidance and career education: The Ontario curriculum, grades 9 and 10, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Foundation, Canada Millennium Scholarship. The role of guidance in post-secondary planning: Findings for Manitoba. Winnipeg: Manitoba Education, Citizenship and Youth, 2004.

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Education, Ontario Ministry of. Ontario curriculum grades 11 and 12: Guidance and career education. Toronto: Ontario Ministry of Education, 2006.

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Book chapters on the topic "Vocational guidance Education, Secondary"

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Martínez-Muñoz, Màrius, and Carme Martínez-Roca. "Guidance in Catalan Secondary Education." In Comparative and International Education, 389–400. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-992-8_24.

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Wood, Meena Kumari, and Nick Haddon. "Next step choices: Careers Education, Information, Advice and Guidance (CEIAG)." In Secondary Curriculum Transformed, 228–44. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-27.

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Dunbar, Muriel H. "Careers Guidance and Job Placement Services: The Missing Link Between Education and Employment." In Handbook of Vocational Education and Training, 1–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_49-1.

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Dunbar, Muriel H. "Careers Guidance and Job Placement Services: The Missing Link Between Education and Employment." In Handbook of Vocational Education and Training, 569–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_49.

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Sedwal, Mona. "Elusive Vocational Education Programme: An Analysis of Trends in Indian Secondary Schools." In Universal Secondary Education in India, 301–22. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5366-0_14.

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Zhao, Wen. "English Language Teaching in Vocational Senior Secondary Schools in China." In English Language Education and Assessment, 51–68. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-071-1_4.

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Probst, Andreas, Manfred Grafinger, Gabriele Schachinger, and Reinhard Bernsteiner. "Education of IoT-Engineering in Austrian Vocational Secondary Schools." In Advances in Intelligent Systems and Computing, 309–18. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40274-7_31.

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Bastiaannet, Hilde. "Internationalization in Senior Secondary Vocational Education in the Netherlands." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 209–28. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47859-3_12.

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Taylor, Alison. "The Future of Vocational Education in Canadian Secondary Schools." In The Wiley Handbook of Vocational Education and Training, 251–74. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119098713.ch13.

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Sweet, Richard. "Apprenticeship, Pathways and Career Guidance: A Cautionary Tale." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 51–68. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5398-3_4.

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Conference papers on the topic "Vocational guidance Education, Secondary"

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Votava, Jiri, and Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.053.

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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.
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Soika, Inita. "Goals of the Dialogue of Students Career Guidance in Vocational Secondary Education." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.053.

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"Research on the Application of Group Guidance in Teaching Mental Health for Secondary Vocational Students." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.089.

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"Research on the Application of Group Guidance in Teaching Mental Health for Secondary Vocational Students." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.119.

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Xingyun, Huang, and Ou Qizhong. "Network course design for secondary vocational education." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028708.

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Opel, Simone, and Torsten Brinda. "Learning fields in vocational IT education." In the 7th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481490.

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Markelova, Iu V. "The system of credits in secondary vocational education." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-06-2018-07.

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Prokhorov, Alexander. "GLOBALIZATION IN THE CONTEXT OF SECONDARY VOCATIONAL EDUCATION." In Globalistics-2020: Global issues and the future of humankind. Interregional Social Organization for Assistance of Studying and Promotion the Scientific Heritage of N.D. Kondratieff / ISOASPSH of N.D. Kondratieff, 2020. http://dx.doi.org/10.46865/978-5-901640-33-3-2020-525-529.

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Sarwa, M. Syaom Barliana, As'ari Djohar, and Suryana. "Entrepreneurship Education Learning Model in Vocational Secondary School." In 2015 International Conference on Innovation in Engineering and Vocational Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icieve-15.2016.27.

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Roman, Aleksandr Nikolaevich. "Vocational guidance issues at institutions of higher education." In VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111544.

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Reports on the topic "Vocational guidance Education, Secondary"

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Nasser, Salma, and Ali Rashed. A study of employment outcomes among technical and vocational secondary education graduates in Egypt [Arabic]. Population Council, 2018. http://dx.doi.org/10.31899/pgy7.1000.

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GONCHAROVA, OKSANA. Electronic methodical manual «Methodological guidelines for the implementation of practical classes in the discipline "Environmental law" for students of the specialty 40.02.02 "Law enforcement" of secondary vocational education institutions». SIB-Expertise, May 2021. http://dx.doi.org/10.12731/er0442.18052021.

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Guidelines for the implementation of practical classes in the discipline " Environmental Law "are intended for students of the specialty 40.02.02" Law enforcement " of secondary vocational education institutions. The purpose of the guidelines is to provide a clear organization of practical classes in the discipline, to create an opportunity for students who were absent from the practical lesson to independently perform the work, to issue a report and to protect the work in a timely manner.
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GONCHAROVA, OKSANA. ELECTRONIC METHODICAL MANUAL "METHODICAL INSTRUCTIONS FOR PERFORMING LABORATORY CLASSES ON THE DISCIPLINE "ENVIRONMENTAL SAFETY" FOR STUDENTS OF THE SPECIALTY 20.02.02 "PROTECTION IN EMERGENCY SITUATIONS" OF SECONDARY VOCATIONAL EDUCATION INSTITUTIONS". SIB-Expertise, July 2021. http://dx.doi.org/10.12731/er0475.12072021.

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ELECTRONIC METHODICAL MANUAL "METHODICAL INSTRUCTIONS FOR PERFORMING LABORATORY CLASSES ON THE DISCIPLINE "ENVIRONMENTAL SAFETY" FOR STUDENTS OF THE SPECIALTY 20.02.02 "PROTECTION IN EMERGENCY SITUATIONS" OF SECONDARY VOCATIONAL EDUCATION INSTITUTIONS. The purpose of the guidelines is to ensure a clear organization of laboratory classes in the discipline, to create an opportunity for students who were absent from the laboratory class to independently perform the work, issue a report and protect the work in a timely manner.
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GONCHAROVA, OKSANA. electronic methodological guide "Methodological guidelines for the implementation of practical classes in the discipline "Medical and biological foundations of life safety" for students of the specialty 20.02.02 "Emergency protection" of secondary vocational education institutions". SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0462.02062021.

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Methodological guidelines for the implementation of practical classes in the discipline "Medical and biological foundations of life safety" ARE INTENDED FOR STUDENTS OF THE SPECIALTY 20.02.02 "PROTECTION IN EMERGENCY SITUATIONS" OF SECONDARY VOCATIONAL EDUCATION INSTITUTIONS. THE PURPOSE OF THE GUIDELINES IS TO PROVIDE A CLEAR ORGANIZATION OF PRACTICAL CLASSES IN THE DISCIPLINE, TO CREATE AN OPPORTUNITY FOR STUDENTS WHO WERE ABSENT FROM THE PRACTICAL LESSON TO INDEPENDENTLY PERFORM THE WORK, TO ISSUE A REPORT AND TO PROTECT THE WORK IN A TIMELY MANNER.
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Turanova, Larisa, and Andrey Styugin. Electronic course "Introduction to engineering class". Science and Innovation Center Publishing House, November 2020. http://dx.doi.org/10.12731/introduction_to_engineering_class.

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The electronic course "Introduction to the engineering class" is an electronic educational course for the implementation of the module of the vocational guidance program of additional education for schoolchildren of a technical orientation. Powered by LMS Moodle platform, contains multimedia and interactive resources. Available through a browser with built-in FleshPlayer, no additional software required. The electronic course includes materials on mathematics, physics, astronomy. Classes based on the e-course involve the use of electronic course resources in teleconference mode and independent work mode.
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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, July 2021. http://dx.doi.org/10.22617/spr210293.

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Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.
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