To see the other types of publications on this topic, follow the link: Vocational guidance Education, Secondary.
Journal articles on the topic 'Vocational guidance Education, Secondary'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Vocational guidance Education, Secondary.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Denysiuk, Oksana, and Nataliia Tytarenko. "MONITORING OF THE NEW UKRAINIAN SCHOOL AS A PART OF MANAGEMENT ACTIVITY (A CASE STUDY OF THE RESEARCH ON VOCATIONAL GUIDANCE OF STUDENTS DURING GENERAL SECONDARY EDUCATION)." Educational Analytics of Ukraine, no. 1 (2021): 93–103. http://dx.doi.org/10.32987/2617-8532-2021-1-93-103.
Full textAbstract:
The implementation of any reform in general, and education in particular, includes the monitoring of its implementation. Monitoring as a management method allows achieving the purpose of control over education reform. For the purpose of our research, we have adopted the definition of monitoring as a set of standardized procedures for continuous monitoring of changes in the activities of the studied object and directing these changes to achieve the object’s given development parameters. Thus, the purpose of the article is to illustrate the use of monitoring studies to collect statistical data for the case study, such as the readiness of general secondary education institutions to introduce a specialized school as a part of the third level of general secondary education. During the basic monitoring study of the organization of career guidance work in general secondary education institutions, conducted in October-November 2020, the standardization of the procedure was followed with the help of the Google Forms service. The service was used to develop and aggregate a questionnaire for deputy directors of educational institutions. The questionnaire contained qualitative indicators on the organization of career guidance in educational institutions, namely information on the experience of work organization, its effectiveness, the need to improve the professional level of teachers for the organization of career guidance. The main results of the case study are as follows. Career guidance was organized in the majority (96,9 %) of general secondary education institutions. 69,3 % of respondents rate the efficiency of vocational guidance organized in general secondary education institutions as «high», 14,4 % – as «low» and «lower» (2,6 % and 11,8 %, respectively). The features of the organization of career guidance are revealed, the needs of educational institutions for the modernization of this work are singled out, the request of the respondents for raising the professional level on the research subject is determined. The analysis provided an opportunity to formulate conclusions and recommendations that will be an objective tool for creating a strategy for reforming career guidance, taking into account the needs of the labor market and the abilities and talents of high school students.
12
Saburova, Marina. "Promotion of Educational Organization Services (on the example of Ulyanovsk State Technical University)." Standards and Monitoring in Education 9, no. 2 (April 26, 2021): 30–34. http://dx.doi.org/10.12737/1998-1740-2021-9-2-30-34.
Full textAbstract:
The article describes the promotion of the bachelor’s degree marketing program (38.03.02. «Management») in Ulyanovsk State Technical University and outlines the stages of its realization. The presented experience is of some value and can be used as part of the career guidance work of institutions of higher and secondary vocational education.
13
Arthy, Denis. "Beyond phrenology: the beginnings of vocational guidance in Queensland through ‘sagax, capax and efficax’." Journal of Psychologists and Counsellors in Schools 5 (November 1995): 1–11. http://dx.doi.org/10.1017/s1037291100001667.
Full textAbstract:
Vocational guidance emerged in Queensland in the early 1910s as part of a governmental plan to transform the colonial educational ladder to provide an efficient distribution and coordinated range of vocational outcomes. The central feature of this new educational ladder was the New Scholarship which would provide significantly expanded opportunities for children who had the talent for an education higher than the compulsory level of primary school to participate in secondary, university, agricultural, technical and continuing levels of education. A governmental strategy was formulated to improve the efficiency of these vocational distributions, to facilitate ambition in the family for this New Scholarship and to avoid talent wastage. The guiding strategy was first proposed from within the Department of Public Instruction under the heading of “Sagax, Capax and Efficax’ prior to the First World War. While it was first proposed to be trialled by the Department of Public Instruction at the Central Technical College in Brisbane, the governmental officer charged with the responsibility to provide both the parents and the child with the necessary guidance was the primary school teacher.
14
Fjellström, Magnus. "Project-based vocational education and training: opportunities for teacher guidance in a Swedish upper secondary school." Journal of Vocational Education & Training 67, no. 2 (November 24, 2014): 187–202. http://dx.doi.org/10.1080/13636820.2014.983957.
Full text
15
Jarvis, Valerie. "Smoothing The Transition To Skilled Employment: School-Based Vocational Guidance in Britain and Continental Europe." National Institute Economic Review 150 (November 1994): 73–89. http://dx.doi.org/10.1177/002795019415000106.
Full textAbstract:
This article compares how vocational guidance is provided in schools in Britain and three Continental European countries. The comparisons are based on classroom observations and interviews with teachers in some two dozen secondary schools in Germany, Switzerland, the Netherlands, together with a similar number in Britain. Careers guidance on the Continent begins earlier, is taught by careers specialists in separate lessons devoted to the topic, and is geared specifically to providing youngsters with detailed information on the content and requirements for particular types of work. The lack of focus on occupationally-specific information in ‘careers guidance’ in British schools, particularly in the now-widespread ‘Personal and Social Education’ (PSE) courses, leaves many British youngsters at a distinct disadvantage in making a successful transition to the world of work. The article suggests a number of relatively simple measures which could significantly improve careers education in British schools.
16
SIMAKOVA, Anna V. "The Formation of a Career Trajectory by Students of Secondary Vocational Education in the Russian Arctic Zone." Arctic and North, no. 44 (September 24, 2021): 158–72. http://dx.doi.org/10.37482/issn2221-2698.2021.44.158.
Full textAbstract:
The purpose of the article is to identify the features of professional self-determination and formation of career trajectories of secondary vocational education students in the subjects of the Russian Arctic zone, their orientation towards professional implementation in the Arctic zone of Russia. The study is based on the survey of secondary vocational education students in the constituent entities of the Russian Arctic zone in the framework of the All-Russian career guidance lesson “Start your career in the Arctic and the Far East!”. A total of 686 questionnaires of respondents from Krasnoyarsk Krai, Murmansk Oblast, Komi Republic and the Republic of Sakha (Yakutia) were selected for analysis. The results of the study showed that only about a third of students have decided on further plans for building career trajectories. Most students, when shaping their professional future, are guided by personal desires and preferences, as well as by material well-being. Every tenth student does not clearly associate his/her future with employment in the specialty. About a third of students are focused on professional implementation in the Russian Arctic zone. The results of the study can be useful for researchers, specialists in professional self-determination, teachers and consultants of educational institutions of secondary vocational education, as well as authorities in the field of education, labor and employment.
17
Draaisma, Aniek, Frans Meijers, and Marinka Kuijpers. "Process description of a dialogue-focused intervention to improve career guidance policy in three schools." Australian Journal of Career Development 27, no. 1 (February 27, 2018): 40–53. http://dx.doi.org/10.1177/1038416217744217.
Full textAbstract:
To boost the existence of career-learning environments in Dutch vocational education, the innovation project ‘Career Orientation and Guidance (COG) in Secondary Vocational Education’ started in 2012. In this article, we describe the effects of this project on the level of policy formulation and implementation by means of three case studies. Data were collected at three schools through interviews, observations of meetings and teacher training, and analysis of policy documents. We conclude that a dialogue between managers and teachers, as well as among teachers is essential for changes in the learning environment of the students, since formulating a school-wide strategic policy requires communication between the different levels of the organisation, and clear tactical policy or operational plans require teacher teams and their team leaders to engage in substantive dialogues about the Career Orientation and Guidance innovation process. Instructional as well as transformational leadership stimulates a dialogical work environment for teachers and their managers, which is necessary for a dialogical career-learning environment for students.
18
San Román, Sonsoles, Carlos Vecina, Elisa Usategui, Ana Irene Del Valle, and Mar Venegas. "Representaciones sociales y orientación educativa del profesorado." education policy analysis archives 23 (December 20, 2015): 128. http://dx.doi.org/10.14507/epaa.v23.2088.
Full textAbstract:
In this article we report on the theoretical and methodological approach of a recent research project on the social and cultural representations that affect teachers in the teaching and practice guiding function[1], as well as previous studies whose results that we have supported to advance our hypotheses. Our approach starts from the consideration that social transformations and their influence on the school favor an uncertain environment for teachers, that key social representations guide teachers’ performance in relation to the students, and that schools exercise some degree of determination over the educational guidance that teachers provide. This essay aims to analyze the guidance deployed and practiced by teachers from a sociological perspective, identifying possible approaches and models to explain educational guidance as a socially-constructed phenomenon. [1] This is an R + D + I, Socioeconomic and Educational and Vocational Guidance Teacher of Secondary, approved by the Ministry of Economy and Competitiveness (Spain), for implementation during the 2014-2017 period, with reference CSO2013-47168-R, under the direction of principal researcher Sonsoles San Roman Gago (Autonomous University of Madrid).
19
Tarabini, Aina, and Judith Jacovkis. "Las transiciones a la educación secundaria post obligatoria en Cataluña: Un análisis desde la sociología de la política educativa." education policy analysis archives 28 (July 6, 2020): 102. http://dx.doi.org/10.14507/epaa.28.4860.
Full textAbstract:
Transitions to upper secondary education are crucial to explain different degrees of social selectivity in diverse education systems. In Catalonia these transitions are especially relevant as the education system is formally comprehensive until the end of compulsory secondary schooling, and only at this point the system is divided in two different tracks: the academic and the vocational. The aim of the paper is to analyse the structural, institutional and discursive articulation of this transition point from the perspective of the sociology of the education policy. Specifically, the paper explores three dimensions of analysis: the structure of the education system, the planning of the supply, and the guidance models. The analysis is based on 28 in-depth interviews with policy makers and stakeholders in the field of upper secondary education in Barcelona. The results point out to the relevance of the political-institutional articulation, contradictions, tensions and omissions of different education systems in setting unequal opportunities of educational transition.
20
Tashkinova, Oksana, Svetlana Bulgakova, and Maria Gontar. "Activity of vocational guidance hub "profit quest" on the basis of higher education institution as a new organizational form of professional orientation of student youth." Bulletin of Mariupol State University. Series: Philosophy, culture studies, sociology 10, no. 19 (2020): 145–51. http://dx.doi.org/10.34079/2226-2830-2020-10-19-145-151.
Full textAbstract:
The article analyzes the features of the introduction of innovative forms of career guidance work with student youth. It is determined that the problem of preparing high school students to choose their own professional future is important in today's world. It is noted that the success of a young person's life largely depends on how correct was the choice of profession, institution of higher education, profession. At the same time, the chosen profession should correspond to the personal qualities and capabilities of a young person, be interesting, and create opportunities for competitiveness in the labor market. Various organizational forms of career guidance work are analyzed: social and psychological services in secondary schools; career guidance departments in basic employment centers; resource centers for professional orientation of student youth in educational districts; social service centers for families, children and youth; various out-of-school institutions; career guidance and recruitment departments in higher education institutions, etc. Emphasis is placed on the need to introduce new organizational forms of career guidance work on the principle of "peer teaches peer", where students of socionomic professions activate high school students to responsibly choose their own professional future. On the one hand, this form of interaction is more effective and efficient because students better understand the interests, motives and needs of high school students. On the other hand, it can become a form of practice for students enrolled in educational programs of socionomic specialties of the first and second levels of higher education (social work, practical psychology, social pedagogy, etc.). The activity of the vocational guidance hub "PROFIT QUEST" on the basis of SHEI "Priazovsky State Technical University" is considered. The purpose and tasks of the career guidance hub are analyzed. The activity of the Vocational Guidance Hub "PROFit quest" is aimed at vocational guidance work with high school students, especially from families in SJO, on professional information, professional diagnostics, professional counseling and professional activation in the form of games and training. Among the technologies used in the activities of the career guidance hub, the following are considered: use in the role; information and educational technologies; technologies for awareness of one's own professional abilities; technologies for involving specialists of interested organizations in the project and others. The results of the online survey of training participants, career guidance testing and thematic quest game are analyzed.
21
Ukraintseva, Irina I., Galina M. Konovalova, Andrey V. Tambovtsev, Olga V. Bergen, and Daria A. Pushkareva. "Programs and Activities for Gifted Youth at Pillar University." Higher Education in Russia 27, no. 11 (December 21, 2018): 117–28. http://dx.doi.org/10.31992/0869-3617-2018-27-11-117-128.
Full textAbstract:
An important task of pillar university within the framework of the implementation of the “third mission” is the work with gifted schoolchildren and youth of the region. The education programs and activities are aimed at involving them in scientific and innovation activities, identifying talents, early career guidance, attracting talented students to the region. For this purpose, Sochi State University has developed a number of projects of various target orientations, including with partners (Educational Center “Sirius”, ANO “Sea of Ideas”, etc.), which allows us to expand the geography of admission and raise the initial level of applicants’ training. This article presents the experience of SSU in working with talented schoolchildren and young people, including such projects as the organization of the All-Russian Multidisciplinary Engineering Olympiad “Zvezda”, Classes with talented schoolchildren in preparing them for participation in competitions, “Venture Accelerator”, “Improving teachers’ qualification to work in regional research and educational centers”, “Formation of a sociological portrait of applicants, students and graduates of educational programs of secondary vocational education providing training for the most popular, new and promising professions and specialties of secondary vocational education”.
22
Molina Martín, Susana. "Influencia del contexto sobre el conocimiento de la formación profesional de los estudiantes de Educación Secundaria." REOP - Revista Española de Orientación y Psicopedagogía 19, no. 3 (January 28, 2014): 291. http://dx.doi.org/10.5944/reop.vol.19.num.3.2008.11430.
Full textAbstract:
RESUMENEn este artículo se analiza la información que sobre algunos aspectos de la formación profesional ocupacional tiene el alumnado que finaliza la educación obligatoria y reside en diversas ciudades asturianas. Los resultados obtenidos permiten concluir que su conocimiento no es muy amplío, siendo preciso desarrollar un sistema integrado y coordinado de orientación y formación profesional entre los centros educativos y la administración local.ABSTRACTThis paper analyzes the knowledge that students who are in the last year of compulsory secondary education, living in different cities of Asturias, have about several vocational training courses. The results obtained permit us to conclude that pupils do not have enough information. We considered that this situation would be able to change if both school centres and local government develop a proposal of vocational guidance and training together.
23
Macharia, Muriu Stephen. "Dr Reengineering mass career acquisition through technical vocational education training counseling in Kenya." International Journal of Research in Business and Social Science (2147- 4478) 8, no. 6 (October 26, 2019): 212–18. http://dx.doi.org/10.20525/ijrbs.v8i6.533.
Full textAbstract:
Vocational and Technical Education forms a very key foundation in enabling a nation to achieve aspired MDGs and SDG. Kenya as a country highly depends on technical skills to achieve the Vision 2030 and Sustainable Development Goals. However, this can only be achieved through proper and realistic career counseling information provided by the counseling teachers at the secondary school level. According to KCSE results released every year, the majority of the candidates score below grade C+ especially in 2016 and 2017 though above D- which is the requirement for entrance for proficiency level for TVET courses. However, the majority of students do not join Vocational or Technical Education due to a missing link between the natures of career counseling services offered at the secondary school level. Counselors have expectations and premise that the majority of the candidates join training at university levels thus package their counseling information on the few ignoring other students. The objective behind this study was to examine the final results scored by students and the subject choice at secondary school, various career theories, and models that guide career choices formed the foundation for the study. The study used a descriptive design where data was collected through past existing data review from KNEC and one Technical Training Institute over a period of four years. Data was analyzed and presented in tables and figures. Findings revealed that the majority of the candidates (86.92%) of the KCPE candidates scored less than C+ and had no career information on Vocational and Technical Education. The study recommends reengineering of the career guidance in Kenya education system to involve the Ministry, professionals and Human Resource Management experts.
24
Rodríguez Menéndez, Mª del Carmen, Susana Torío López, and Carmen María Fernández García. "El impacto del género en las elecciones académicas de los estudiantes asturianos que finalizan la ESO." REOP - Revista Española de Orientación y Psicopedagogía 17, no. 2 (January 28, 2014): 239. http://dx.doi.org/10.5944/reop.vol.17.num.2.2006.11351.
Full textAbstract:
RESUMENEn el presente artículo se estudia la persistencia de las diferencias de género que se producen en las elecciones académicas de los estudiantes asturianos que finalizan 4º de la ESO. Se examinan las causas que generan esa elección diferencial, haciendo especial hincapié en el constructo autoeficacia como variable determinante en el proceso de elección vocacional. Se finaliza con algunas sugerencias que pueden facilitar la constitución de una orientación vocacional no sesgada por razón de género.ABSTRACTThis paper analyzes the persistence of gender differences in academic choices of students that are about to finish the Secondary Compulsory Education. The reasons that generate that differential choice have been also examined, emphasizing the concept of self-efficacy as a decisive variable in the vocational process. It ends with some suggestions that may facilitate the construction of a non sexist vocational guidance.
25
Bosede Abiola, OLUDARE, and Afolabi Tosin Paul. "The inclusion of guidance and counseling program into basic education curriculum for quality assurance." Asian Journal of Interdisciplinary Research 2, no. 2 (June 30, 2019): 33–43. http://dx.doi.org/10.34256/ajir1924.
Full textAbstract:
The study examined the inclusion of guidance and counselling programme into basic education curriculum for quality assurance in basic education. The study employed the use of descriptive research design. The sample consisted of two hundred basic education teachers in primary and junior secondary schools in Ondo West Local Government Area of Ondo State. Four research questions were raised. The use of self – designed questionnaire was employed which was validated by experts from curriculum studies and Educational Foundations and Counselling. The data gathered was analyzed with mean rank and standard deviation. The findings of the result shows the various guidance and counselling programmes to be included into basic education curriculum, the benefits derived from the inclusion of guidance and counselling programmes into basic education curriculum, the relationship between basic education and guidance and counselling and the challenges on the inclusion of guidance and counselling into basic education curriculum. Based on the findings, the study makes the following recommendations among others: Formal vocational education to be introduced at the Basic education level, so that pupils would be guided into the right thinking of appropriate careers to be perused, training and retraining of professionally qualified counsellors on regular basis and they should be involved in the formulation and implementation of curriculum for the basic education programme, well trained and competent Guidance and Counselling personnel, with thorough theoretical and practical knowledge, must be employed at schools. These people can help teachers to cope and deal with learners efficiently, government should provide adequate funds to all basic education in the country.
26
Lomteva, E. V., L. Yu Bedareva, and A. O. Polushkina. "The Need for Regional Labor Markets for Mid-Level Specialists and the Priorities of Graduates of Secondary Vocational Education in Employment Issues." Administrative Consulting, no. 5 (July 23, 2021): 122–29. http://dx.doi.org/10.22394/1726-1139-2021-5-122-129.
Full textAbstract:
The article considers the problems of imbalance of supply and demand in regional labor markets, as well as the role of career guidance in choosing a profession. The article discloses the main management decisions for regulating reception targets, taking into account labor market requirements. The authors give examples of calculating the imbalance of supply and demand in personnel in regional labor markets using the example of the region’s need for mid-level medical workers. The article considers the aspects of employment of graduates of professional educational organizations, including labor migration and international experience. As a result of the study, the authors identified and formulated the general laws of labor migration of graduates of professional educational organizations and solutions to reduce the outflow of labor resources from the region. Separately, the authors examined the employment of graduates of the SVE (secondary vocational education) system in Moscow and St. Petersburg. The article was completed within the framework of the topic of the State Task of the RANEPA N 11.5 “Study of models for the transformation of regional systems of secondary vocational education and their need for resource support” for 2021.
27
Shafranov-Kutsev, G. F., G. Z. Efimova, and M. Yu Semenov. "CAREER GUIDANCE PRACTICES UNDER THE CONDITIONS OF GLOBALISATION: A SOCIOLOGICAL ANALYSIS." Education and science journal 20, no. 8 (November 2, 2018): 46–65. http://dx.doi.org/10.17853/1994-56392018-8-46-65.
Full textAbstract:
Introduction. In the context of globalisation, competition for high quality and highly effective human capital is increasing. Successful training of highly qualified specialists is impossible without an adequate system of professional orientation of young people that is implemented at all levels of the educational system and expressed in real career guidance practices. Thus, the relevance of scientific understanding and analysis of career guidance activities carried out in modern times is manifested.Theaimof the publication was the study of modern vocational guidance practices present and prevailing in the educational system of the Russian Federation, taking into account world experience.Methodology and research methods.At the theoretical stage, the review and generalisation of scientific publications relevant to the stated theme and objectives of the research were carried out. To study career guidance practices, a questionnaire survey intended for high school students (1087 students of secondary rural, municipal and elite schools) of the Tyumen region was conducted. A selective secondary analysis of sociological studies published by the Russian and foreign scholars was undertaken.Results and scientific novelty. Global trends in career guidance were designated; real examples of the positive experience accumulated by other countries in this sphere were reviewed. The most burning issues of the implementation of career guidance activity in the Russian education system were identified. On the basis of sociological survey, the leading motives of professional choice by high school students were established. It was determined that those motives vary according to a status, a type and a territory of educational institution in which students study. The differences in students’ degree of satisfaction with career guidance actions were shown. The authors conclude that to avoid labour market distortions and many other social problems, it is necessary to concentrate the center of gravity of career guidance work on the general education; therefore, during this period the foundation for professional self-determination of a person is provided. It is necessary to shift the vector of implementation of career guidance practices in the system of general education with the identification of students’ capabilities and predispositions, to inform and to involve them in the world of professions (e.g. employment practices, meetings with representatives of different specialties and employers, as well as other forms and types of career guidance both inside and outside school). The authors propose the creation of federal platform on the principles of voluntary interaction of all interested parties in order to strengthen the role of vocational guidance of the younger generation and to provide students with timely valuable informational and advisory support.Practical significance.The materials and conclusions of the research can be used when developing effective recommendations to strengthen the process of professional orientation of young people in the education system.
28
Gubina, L. V., T. V. Alekseeva, and O. A. Strakhov. "Analysis of some factors influencing the performance of college students: An example of Computer Science education." Education and science journal 22, no. 2 (March 4, 2020): 171–96. http://dx.doi.org/10.17853/1994-5639-2020-2-171-196.
Full textAbstract:
Introduction. In recent years, the structure and content of training of specialists of further education have significantly improved. The increased popularity of the secondary vocational education system is evidenced by the fact that more than half of the Russian teenagers after graduating from the main stage of secondary school become applicants of technical schools and colleges. In order to manage students’ education more effectively, among other measures, it is necessary to diagnose the motivation of enrolled students at the stage of admission to the educational institution and to identify the degree of awareness of their future career choice, as these factors directly depend on the success of educational programmes.The aim of the article was to reveal the trends of influence of students’ results at the Basic State Exam (OGE – the exam, which is taken when finishing education in the 9th (final) form of comprehensive school) on the level of knowledge of Computer Science in colleges and to find out the subjective reasons of students’ preferences for the secondary vocational education system to continue studies and to enter a profession.Methodology and research methods. In the course of the study, a review and generalisation of the content of scientific sources related to the problems of professional choice and training motivation were used. Diagnostics of motivation of college students in Moscow, Moscow region and the regions of Russia was conducted through the methods of testing, surveys and anonymous questioning. Processing of the obtained data was carried out by the methods of correlation, variance and regression analysis; the degree of statistical reliability of the results was evaluated by calculating the Student’s t-test and the Fisher’s F-test.Results and scientific novelty. The authors have calculated the numerical indicators of relationship between students’ academic performance in computer science and the Basic State Exam taking, the reasons for choosing the secondary vocational education and the specialty. Constructed graphs and approximating curves prove the fact that the success degree when learning the certain discipline in college results from the assessment within the discipline taken at the Basic State Exam in school. In the regions of Russia, this factor guarantees a higher level of knowledge on Computer Science – by about 20%, and in the Moscow region – by 10%. The statistics on respondents’ professional orientation were collected. A regression model, demonstrating the impact of students’ motivational attitudes on their training in the subject discipline, is presented. It was found out that the motives “subsequent admission to a specialised university”, “obtaining a profession”, “business attitude to a profession” and “prestige of a profession” have the most positive influence in this context. The variance analysis confirmed the determinism of the learning outcomes by the reasons for the choice of secondary vocational education and profession. It is concluded that the reasons for the low or medium students’ performance include not only their weak motivation for education, but also the state of the entire education system, including the institutions of the Basic State Exam (OGE) and the Unified State Exam (EGE – high school final and university entrance exam taken upon completion of the 11th form), as well as the lack of clear criteria for the admission of applicants to the institutions of secondary vocational education. To get a specific specialty, the desire to study, its informed choice and prestige of profession positively affect students’ learning outcomes in Computer Science education.Practical significance. The research materials can be useful for teachers of secondary vocational education and for specialists involved in career guidance.
29
Kovalchuk, Vasyl, Volodymyr Zinchenko, and Andrii Sherudylo. "ELECTRONIC PORTFOLIO AS A MEANS OF FUTURE TEACHERS TRAINING TO PROFESSIONAL ORIENTED WORK." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 475. http://dx.doi.org/10.17770/sie2020vol4.5130.
Full textAbstract:
The purpose of the publication is to substantiate the pedagogical impact of future teachers electronic portfolio on the quality of vocational guidance in general secondary education. The tasks of the research are solved by the use of methods of analysis of scientific literature, questioning of the educational recipients and scientific and pedagogical workers, testing. The study was conducted at Оlexander Dovzhenko Hlukhiv National Pedagogical University, where 194 undergraduate students of 3-4 courses from pedagogical specialties and 27 scientific and pedagogical staff participated. Students, who studied the disciplines such as "Fundamentals of Scientific Research" and "Fundamentals of Career Orientation" were combined into two groups: experimental and control one. The experimental group consisted of 98 students and the control group consisted of 96 students. The first group created an electronic portfolio while studying those disciplines. The second group has mastered those courses traditionally: lectures and seminars. The test was designed to check students' level of academic knowledge in career guidance, which consisted of questions that had basic aspects of program material. The results of the study show that the use of electronic portfolio helps to ensure the full assimilation of educational material by students and increase the amount of knowledge and practical skills in the implementation of the tasks of vocational guidance in future professional activity.
30
Patiño de Peña, Luceli, and Angélica María Cardona Pérez. "Review of some studies on university student dropout in Colombia and Latin America." Acta Universitaria 23, no. 4 (September 13, 2013): 37–46. http://dx.doi.org/10.15174/au.2013.468.
Full textAbstract:
A study was developed from the research paper Study of academic mortality, pedagogical strategies, and dropout on dropout levels in Colombia and Latin America in order to identify factors that in some way affect increased dropout, such as admissions exams, vocational guidance, economics, and personal difficulties. We also identified the elements of greatest convergence: causes of dropping out, economic difficulties, students’ personal and family histories, secondary education, and, to a lesser degree, suggested strategies that can be used by universities. Therefore, we can conclude that despite the great diversity of studies, the shortcoming lies in the lack of effective policies curtailing university dropout and lack of support for regional education policies to integrate university, society and State.
31
Goble, David. "Using the Differential Aptitude Tests for Selection and Prediction in Vocational Education and Training." Australian Journal of Career Development 7, no. 1 (November 1998): 20–23. http://dx.doi.org/10.1177/103841629800700107.
Full textAbstract:
The Differential Aptitude Tests (DAT) were first published in 1947 and have undergone numerous revisions since then. The tests were standardised in Australia and New Zealand in 1983 and are widely used by guidance counsellors, vocational psychologists, schools and business organisations. This paper reports the findings of a study focusing on the validity of the DAT as a predictor of performance in a post-secondary technical training program. Four subtests from the eight-test battery were used to predict student performance in two electronic engineering units: Electronic Principles and Digital Electronics. The sample consisted of 213 electronic engineering students with a mean age of 21.4 years (SD = 9.5 years). Principal Components Analysis and unweighted least squares factor analysis suggested that the DAT measures general ability and that its differential nature is limited. Hierarchical multiple regression was performed to measure the strength of association between the predictor variables and the criterion measures. The regression analysis indicated that general ability accounted for most of the variance in the criterion measures, ranging between 37 and 41% while specific abilities added, at most, 4% to these figures.
32
Maznichenko, Marina Aleksandrovna, Nataliya Ivanovna Neskoromnykh, Oksana Pavlovna Sadilova, Snezhana Vladimirovna Brevnova, Nadezhda Mansumovna Grigorashchenko-Aliyeva, and Vita Alexandrovna Fomenko. "Identification and support of gifted children within the framework of school-university networks." Science for Education Today 11, no. 2 (May 1, 2021): 7–31. http://dx.doi.org/10.15293/2658-6762.2102.01.
Full textAbstract:
Introduction. The article examines the potential of school-university partnership programmes for gifted and talented children. The purpose of this study is to determine the mechanisms for identifying and supporting gifted children by means school-university networks. Materials and Methods. To achieve this goal, the authors have reviewed a considerable amount of literature on giftedness, identification and support of gifted children with a focus on establishing school-university networks. A sample of leadership and teaching staff (n = 149) representing 44 municipalities of the Krasnodar Krai (Russian Federation) was surveyed in order to evaluate the effectiveness of identification, support and guidance of gifted students. The analysis of university websites was carried out in order to reveal the existing practices of partnerships with secondary and supplementary education settings aimed at identification and support of gifted children. To solve the revealed problems of gifted education, a model of school-university network encompassing the flagship university and secondary and supplementary education settings has been developed. Results. The study has revealed the following problems of provision for gifted and talented students: unrecognized special giftedness; underestimation of career guidance for gifted students; insufficient attention to social and emotional issues in the development of gifted children; lack of continuity in provision for gifted and talented individuals at different levels of education. The authors propose a model of the network between the flagship university and secondary education settings aimed at solving the above mentioned problems. The research findings include procedures of identifying and supporting gifted children by means of school-university partnership programmes for 9 domains of giftedness (academic (intellectual), technical, entrepreneurial, communicative, leadership, emotional, sports, artistic and vocational) in corresponding types of career-oriented activities (educational, research, scientific; technical design, business design, business communication, management, volunteering, sports, artistic creativity, production) using the facilities and human resources of the flagship university. Conclusions. The conclusion can be drawn that identification and support of gifted children and adolescents must be carried out in close connection with career guidance, taking into account the needs of the regional labor market. Building partnerships of the university, comprehensive secondary schools and supplementary education settings contribute to solving this problem.
33
Skubic Ermenc, Klara, Damijan Štefanc, and Jasna Mažgon. "CHALLENGES OF DIFFERENTIATED AND INDIVIDUALIZED TEACHING IN VOCATIONAL EDUCATION: THE CASE OF SLOVENIA." Problems of Education in the 21st Century 78, no. 5 (October 5, 2020): 815–31. http://dx.doi.org/10.33225/pec/20.78.815.
Full textAbstract:
One of the main factors contributing to students’ optimal development in school settings is the implementation of appropriate differentiating and individualizing measures. While this topic is well researched and addressed in the context of primary and lower secondary education, the theoretical and empirical research on differentiated and individualized teaching in vocational education and training (VET) programs is relatively scarce. However, well-applied individualization measures seem equally important in the context of VET programs, as they are frequently attended by students with lower educational aspirations, diverse socio-cultural backgrounds, and complex educational and personal needs. Our research explores what kind of individualization practices exist in Slovenian VET programs and what roles teachers and school management play in implementing individualized teaching. A single case study with one class of 16-year-old students (N = 22) attending the confectioner VET program was conducted. The data were collected by means of interviews, observations, and questionnaires, and were analyzed and interpreted by combining qualitative and quantitative methodological approaches. The results indicate that the school strove to address the diversity of the student population and used a number of different activities at institutional (school) as well as individual (teacher) levels. However, the potential of a more individualized approach seems to be largely unexploited. It is necessary to understand individualization as a principle implemented at the level of direct teaching and at the school level. Students should receive guidance that adapts the education process to their individual characteristics and aspirations as much as possible. Keywords: differentiated teaching, individualized teaching, school management, Slovenia, vocational education
34
Crudden, Adele, Michele C. McDonnall, and Zhen Sui. "Losing Employment: At-Risk Employed Vocational Rehabilitation Applicants with Vision Loss." Journal of Visual Impairment & Blindness 112, no. 5 (September 2018): 461–74. http://dx.doi.org/10.1177/0145482x1811200504.
Full textAbstract:
Introduction Recent U.S. legislation supports vocational rehabilitation efforts to maximize employment and community integration of persons with disabilities by providing job retention and career advancement services. The study presented here investigated employed persons with visual disabilities who applied for vocational rehabilitation services. Methods The sample included 4,499 competitively employed vocational rehabilitation applicants from the FY2015 RSA-911 report. Logistic regression was used to identify consumer characteristics and vocational rehabilitation services associated with losing competitive employment. Results Employed applicants tended to receive assessment, counseling and guidance, diagnosis and treatment, and rehabilitation technology. Characteristics that put employed applicants at increased risk of losing their jobs included being female, having a secondary disability, working fewer hours, having less education, or having a previous unsuccessful vocational rehabilitation employment outcome. There was a significant interaction between vocational rehabilitation case length and age: those served for longer periods were more likely to lose employment, particularly older consumers. Consumers who received short-term on-the-job support, diagnosis and treatment of impairments, or rehabilitation technology services were more likely to retain competitive employment. Discussion When developing rehabilitation plans for employed applicants, counselors may identify and attempt to provide services to address factors that put consumers at an increased risk of losing employment. Part-time employment at application is one risk factor that requires increased attention. Implications for practitioners Prompt service delivery is an important factor in facilitating job retention. Increased efforts to maintain consumer contact and motivation may influence the likelihood of job retention among employed applicants.
35
Politsinsky, E. V. "Implementation of technology of preparation of students and schoolchildren in physics based on advanced independent work by means of multi-level physical-technological educational and methodological complex." Science and School, no. 1, 2020 (2020): 154–67. http://dx.doi.org/10.31862/1819-463x-2020-1-154-167.
Full textAbstract:
The development of technical education has an important place in the process of modernization of Russian education. Today, State policy provides the advance development of the system of secondary vocational education and the creation of an effective system of vocational guidance for young people; increasing the prestige of engineering professions; qualification and quality of training, both engineering and technical specialists with secondary education. Physics is the foundation of modern technology. It is the basis of training not only a modern engineer but also a specialist with secondary education in the field of technology and industrial technologies. However, modern young people tend to have little motivation to study physics and generally to receive technical education. Physics remains one of the school’s most difficult-to-learn teaching subjects. Most modern schoolchildren consider physics complex, incomprehensible, not interesting. Among the reasons is the shortage of hours allocated for the study of physics with sufficiently high requirements expressed, first of all, in the ability to solve various physical problems. The transition to a two-level system of study at the university and as a result a significant (two or more times) reduction of the academic time for the study of physics, does not allow using the classical approach to training. At the same time, it becomes extremely difficult to keep in the previous academic hours, for example lecture courses on general physics. The article describes the developed technology of training students and schoolchildren in physics on the basis of leading independent work for implementation, which uses a multilevel physical and technological educational and methodological complex; structure, content, and characteristics of the complex, the experience of its application; results of experimental work are given. The prospect of developing and introducing in pedagogical universities a course on the creation of such textbooks by students within the framework of project activities is justified, which will allow to successfully form a wide range of professional competences of future teachers, contribute to their rapid and successful adaptation in the future professional environment.
36
Баринов, Василий Константинович, and Юрий Анатольевич Самоненко. "PEDAGOGICAL COMPETENCES OF A TEACHER: THE PROBLEM OF CONTENT IN EDUCATIONAL TECHNOLOGIES OF THE FUTURE." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 3(52) (October 9, 2020): 102–17. http://dx.doi.org/10.26456/vtpsyped/2020.3.102.
Full textAbstract:
Обсуждаются концептуальные вопросы содержания образования в аспекте достижения основной цели образования - овладения школьником умением учиться самостоятельно. Предложено структуру содержания образования представить в виде модели «древа целей образования», которое даст ориентировку участникам образовательного процесса, а главное - учащемуся как субъекту учебной деятельности - при отборе учебного материала для реализации личностного образовательного проекта. Определено содержание методологического компонента знаний как важной составляющей общеучебных умений, рефлексивных способностей и теоретического мышления учащихся. Результаты работы могут быть использованы для совершенствования образовательных систем среднего общего и среднего профессионального образования. The article discusses the conceptual issues of the content of education in the aspect of achieving the main goal of education - mastering the ability of a student to learn independently. Proposed structure of education content represented in the form of the model - «financing education», which will offer guidance to participants in the educational process, and most importantly, the student as a subject of educational activity selection of educational material for the implementation of personal educational project. The content of the methodological component of knowledge as an important component of General educational skills, reflexive abilities and theoretical thinking of students is determined. The results of the work can be used to improve the educational systems of secondary General and secondary vocational education.
37
Perera, Dinusha, and Kay Mohanna. "General practice is ‘different’: qualitative study of acculturation experiences of East Staffordshire general practice specialty trainees." British Journal of General Practice 70, suppl 1 (June 2020): bjgp20X711101. http://dx.doi.org/10.3399/bjgp20x711101.
Full textAbstract:
BackgroundUndergraduate medical education and postgraduate foundation training are largely secondary care based. General practice trainees also spend nearly half of their training in hospital rotations. Little is known about factors that support effective transition into general practice specialty training or belongingness experiences throughout training.AimTo explore the reported experiences of general practice trainee transition into general practice, training in hospital settings, and views of the future.MethodSemi-structured interviews with 18 purposively selected trainees plus observation and stakeholder discussions by a visiting Sri Lankan general practice trainee attending the vocational training scheme in a participant observer role.ResultsMastering core skills of general practice, undergraduate and early experience in general practice during specialty training, and general practice trainer guidance and role modelling facilitated transition. A reduced sense of belongingness during hospital rotations impacted on training and work. Building bridging social connections, personal agency initiatives to bring general practice relevance into hospital training, and secondary care affiliative behaviours were adaptive strategies. Allocation to more general practice relevant duties was thought to create value within the hospital team. General practice trainees are thriving with the support of general practice trainers and colleagues, vocational training scheme, and good work/life balance. International graduates require additional support in specific areas.ConclusionAdequate support towards transition into general practice and fostering belongingness in hospital settings is important due to the wider impact on training, patient care, and primary/secondary care integration. We propose a theoretical explanation based on Wenger’s social learning model, which may have useful practical implications.
38
Gomariz, Mª Ángeles, and Josefina Hernández Fernández. "Los departamentos de orientación en la Región de Murcia: orientación y atención a la diversidad." REOP - Revista Española de Orientación y Psicopedagogía 14, no. 2 (February 2, 2014): 129. http://dx.doi.org/10.5944/reop.vol.14.num.2.2003.11617.
Full textAbstract:
RESUMENEl trabajo que se presenta en este artículo incluye parte de los resultados de una investigación más amplia centrada en la situación de la Orientación en los Institutos de Secundaria de la Región de Murcia. En concreto, se centra en la actuación del orientador en el área de la Orientación Vocacional, especialmente en la atención la diversidad. Para ello hemos analizado las respuestas dadas por los propios orientadores a un cuestionario elaborado para conocer la situación actual de la Orientación. Los resultados sugieren las diferencias existentes entre las propuestas oficiales o normativa actual y la realidad de los Departamentos de Orientación de la Región, a partir del gran impulso dado a los mismos por la LOGSE.ABSTRACTThe work reported in this paper includes part of the results of a more extensive research focused on the Educational Guidance situation at the Secondary Schools from the Region of Murcia. Specifically, the report concentrates itself on the task of the counselor in the vocational counseling, especially in the area of diversity attention. So, we have analysed the answers of the counselors according to a questionnaire to know the actual situation. The results suggest the differences between the official proposals or normative and the reality of guidance departments from Región de Murcia, after the great impulse given to them in the LOGSE.
39
Selivanova, Svetlana Sergeyevna. "Formation of Students' Professional Identity as a Tool for Intensifying Labor Capital: Career Guidance Activities." Общество: социология, психология, педагогика, no. 9 (September 25, 2020): 55–58. http://dx.doi.org/10.24158/spp.2020.9.9.
Full textAbstract:
The paper examines the phenomenon of profes-sional identity as a tool for intensifying labor capital. Professional identity implies the orientation of an individual to the constant development of profes-sional qualities, which over time provides the econ-omy with highly qualified personnel. However, in modern Russian realities, many factors complicate the formation of professional identity, including those at the stage of acquiring higher professional education. The results of the sociological study of the state of professional identity of university stu-dents in Ufa revealed some problems in the for-mation of ideas about the profession (specialty) and the motivation for its choice. So, at the time of enter-ing a university, young people often have a superfi-cial idea of the chosen specialty, they do not have a process of professional determination. The motiva-tion for the professional choice of students is equal-ly rational and irrational, with every fourth student choosing a specialty under the influence of random factors. The study also showed that the role of the institution of secondary general education in the process of professional self-determination is not of prevailing importance, while in developed countries the school is the primary element of the vocational guidance system. Based on the analysis of the data presented, it is necessary to make managerial deci-sions in the field of career guidance in Russia, and measures of career guidance work with students at school are proposed.
40
Cherednychenko, Anna. "Application of free software in secondary schools of Ukraine." Ukrainian Journal of Educational Studies and Information Technology 6, no. 3 (September 30, 2018): 21–32. http://dx.doi.org/10.32919/uesit.2018.03.03.
Full textAbstract:
Information and communication technologies and software are now used in a lot of areas of human activity. The information technology industry is constantly expanding, offering new software products and services to consumers. Proprietary software vendors deliver quality programs and guarantee their upgrade and support, but set fairly hard restrictions on their use. Licenses clearly stipulate the conditions for the installation, use and transfer of software, the number of copies, etc. Consequently, besides the fact that such software has a high cost in most cases, it significantly limits the freedom of users and makes them dependent on developers and vendors.
One of the global software industry trends is the development of free software. Its important advantage is the ability to install, transmit and modify it without restrictions, and to use it to solve a variety of tasks, including profitable. In addition, such programs are often free, which is extremely important for the education sector. The implementation of free software in educational institutions can be considered as an important economic factor, as a factor of the development of students' competence and vocational guidance, as a factor of the development of civic consciousness.
In the article the phenomenon of free software was analyzed, the movement for which began in the 70's of the twentieth century. It is found out that the idea of the free software is based on the philosophy of respect for individual freedom, which is realized through the freedom to execute programs in any way, to study and modify programs, to transfer copies of programs to other users, to transmit to other their modified versions of programs. We show the advantages and disadvantages of the free software, its role in information and civil society, the importance of its using in education.
41
Bayramov, V. D., D. S. Raidugin, and E. V. Aleksandrova. "Theoretical and Methodological Foundations of Reverse Inclusion: The Experience of Moscow State University of Humanities and Economics." Психологическая наука и образование 22, no. 1 (2017): 18–25. http://dx.doi.org/10.17759/pse.2017220104.
Full textAbstract:
The article substantiates the model of “reverse inclusion” in the interconnection of sociostructural, sociocultural and spatial aspects. In addition to these aspects, the paper describes the socio-legal and socio-pedagogical foundations of the model. Along with the key category of inclusion the following categories are revealed: “disability”, “disabled person”, “social barrier”, “inclusive social strategy”, and “inclusive strategy in education”. “Reverse inclusion” is opposed to the dominant model of direct inclusion. Due to the fact that the article is of a theoretical and methodological nature, factual data play an illustrative role. The empirical base is represented by secondary data, as well as by some references to the authors’ research of 2016 conducted by the staff of the research laboratory of the Moscow State University of Humanities and Economics for purposes of vocational guidance; in this research a series of 27 in-depth interviews were carried out with students with musculoskeletal disorders studying at MSUHE.
42
Gulyaeva, Lyudmila, and Galina Efimova. "Study on the Features of Professional Self-Determination of the Gifted Youth (On the Example of the Working Youth of the Tyumen Region)." Logos et Praxis, no. 1 (June 2019): 91–103. http://dx.doi.org/10.15688/lp.jvolsu.2019.1.9.
Full textAbstract:
The gifted youth аre a strategic intellectual resource for the development of all countries in the long term. The priority direction of activity concerning the formation of creative potential of the gifted youth representatives is the creation of conditions for the actualization of their creative abilities and interests in the course of their professional determination. The purpose of this theoretical and applied research is to study the factors affecting the professional selfdetermination of representatives of gifted youth, as well as to identify the most significant features of this process. The authors analyzed the results of theoretical works of domestic and foreign researchers; they studied official statistical data. As the methodological basis of their research the authors suggest a questionnaire survey of 956 representatives of the working youth, conducted in 2017 in the cities of Tyumen, Tobolsk, Ishim. The licensed version of IBM SPSS Statistics 23 was used to analyze empirical data. Investigating the issue the researchers found out that the presence of young people with high abilities in any field during training at school and institutions of the secondary vocational and higher education contributes to the choice of their work on the profile of education in future, as well as a higher assessment of their personal and competitive potential, professional competence. At the same time, respondents from this group express great interest in moving to another country, despite concerns about the future of Russia. The authors confirm the assumption, that respondents have higher abilities in a certain area contributes to a more active process of their professional self-determination, greater stability and depth of their professional interests in the chosen field of activity. The results obtained in the course of the study may be useful for teachers and psychologists engaged in career guidance activities in the framework of work with gifted children and adolescents, as well as representatives of secondary professional and higher education organizations to develop effective measures of career guidance in relation to applicants.
43
Ab Halim, Fazlinda, Wan Hanim Nadrah Wan Muda, and Saslizawati Izam. "The Relationship between Employability Skills and Self-Efficacy of Students With Learning Disabilities In Vocational Stream." Asian Journal of University Education 15, no. 3 (December 31, 2019): 163. http://dx.doi.org/10.24191/ajue.v15i3.7567.
Full textAbstract:
Nowadays, the unemployment among special needs students with learning disabilities is getting worse in Malaysia. Societies are always not confident of the employability skills of people with special needs, as the former do not believe that the latter could work efficiently. Since they are often associated with low self-confidence, the capabilities of people with special needs are often in doubt, and their self-efficacy is also open to question. Self-efficacy is included in the environmental factors that contribute to the degree of skilfulness. Therefore, this study aims to explore the level of employability skills and self-efficacy of students with learning disabilities, and determine the relationship between the two variables. This quantitative survey research was conducted at the Indahpura Special Education Vocational Secondary School, Kulai, Johor. About 60 students from four courses were recruited for the purposed of this study. An instrument was adapted with minor modifications from the Secretary's Commission on Achieving Necessary Skills (SCANS) to study the employability skills and The General Self-Efficacy Scale (GSE) to study the self-efficacy. Data were analysed using the Statistical Package for Social Science Version 19.0 (SPSS 19) to obtain the frequency, mean, standard deviation, percentage and correlation between the variables. The results show that employability skills and self-efficacy of the students with special needs are at a moderate level. The findings of the study reveal that there is a strong positive relationship between self-efficacy and the student’s employability skills. In conclusion, special education students with learning disabilities have room for improving their employability skills, and they can do it through these avenues: attend entrepreneurship programmes, participate in community services, and undergo self-improvement courses as well as practical training in relevant agencies. Societies are duty-bound to provide continual guidance to the students with special needs so that they can be a useful, and competitive work force to serve the country.
44
Ryan, Patrick J. "A Case Study in the Cultural Origins of a Superpower: Liberal Individualism, American Nationalism, and the Rise of High School Life, A Study of Cleveland's Central and East Technical High Schools, 1890–1918." History of Education Quarterly 45, no. 1 (2005): 66–95. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00027.x.
Full textAbstract:
At the beginning of the twentieth century about one in twenty American teenagers graduated from high school; by mid century over half of them did so; and today six of seven do. Along with this expansion in graduation, the experiences of high schooling became more significant. Though diversity existed at the school level, by the interwar period most high schools offered courses in “higher” academic subjects (literature, mathematics, and ancient and foreign languages), while they gave large numbers of students a chance to practice music, drama, and other fine arts. Business leaders and educators developed programs in technical-skill training. Courses in household economics, personal hygiene, and sex and reproduction appeared as well. A few schools operated with two shifts: day and night Many maximized their capacity by rotating students between newly constructed gymnasiums, stadiums, fields, swimming pools, showers, cafeterias, laundries, machine shops, laboratories, performance halls, and libraries. Some provided up-to-date diagnostic and preventative medical and psychological services. Others developed vocational guidance. Nearly all established relationships with juvenile justice and youth custody agencies. More than any other institution, the increasingly comprehensive high schools of the twentieth-century redefined the social lives of American youths through teams, clubs, bands, and groups engaged in a long list of contests, games, performances, and other events. Early in the century extracurricular activities began to rival formal class work as the primary focus of secondary schooling. Today there is a joke told from Ohio to Texas, funny for its sad truth. Q: How do you pass a school levy? A: Put football on the chopping-block.
45
Makovec, Danijela, and Marko Radovan. "Never Let Me Down: A Case-study of Slovenian Policy Measures to Prevent Early School Leaving." Mediterranean Journal of Social Sciences 9, no. 4 (July 1, 2018): 167–75. http://dx.doi.org/10.2478/mjss-2018-0126.
Full textAbstract:
Abstract In this article, we discuss the factors that influence early school leaving, and the measures that were taken in Slovenia to prevent it. Reducing early school leaving (ESL) to less than 10% by 2020 is one of the key objectives of the Europe 2020 strategy and Slovenia is already well below this target. According to recent analysis, Slovenia has one of the lowest rate of ESL among EU countries. In our review we will examine the reasons for such a low ESL rate and inspect institutional and policy measures that Slovenia has undertaken in order to reduce ESL and retain students in education as long as possible. We argue that Slovenia is successful in reducing ESL because of a wide-spread network of secondary schools, and measures that are directed in individualization, guidance and support for less successful students. In our estimation, one of the main reasons for the low rate of ESL in Slovenia is also the openness of vocational education system, that allows horizontal and vertical transitions. An area that needs additional attention from policy makers, concerns high-risk groups of students. There is also a need for teachers to develop additional inter-cultural and communication competencies, and schools should receive more funding for Slovenian language courses, working with the Roma, programs individualization for special needs students, extended schooling for students with special needs etc.
46
Жылдыз, Абдыракунова. "МЕКТЕП БҮТҮРҮҮЧҮЛӨРҮНӨ КЕСИПТИК БАГЫТ БЕРҮҮДӨ МЕКТЕП МЕНЕН ҮЙ-БҮЛӨНҮН ИШМЕРДҮҮЛҮГҮНҮН ПЕДАГОГИКАЛЫК НЕГИЗДЕРИ." Vestnik Bishkek Humanities University, no. 50 (January 15, 2020): 102–4. http://dx.doi.org/10.35254/bhu.2019.50.3.
Full textAbstract:
Аннотация: Макалада мектеп бүтүрүүчүлөрүнө кесиптик багыт берүүдө мектеп менен үй-бүлөнүн ишмердүүлүгү ачыкталат. Мектеп бүтүрүүчүлөрүнө кесиптик багыт берүүдө жалпы орто билим берүү мекемелери менен үй-бүлөнүн ортосунда аткарылган ишмердүүлүккө арналат. Иш чаралардын аткарылышы бир нече педагогикалык шартты ичине алат жана анын негиздүү жактарын ачып берүүгө басым жасайт. Коомдук жана социалдык чөйрөдө кесип тандоо маселеси өтө оорлошуп бара жаткандыктан, макалада сөз болгон көйгөй мектеп бүтүрүүчүлөрүнө кесиптик багыт берүүдө мектептин үй-бүлө менен биргелешип ишти алып баруудагы максаттуу педагогикалык ишмердүүлүктүн негиздери жеткиликтүү ачылып берилет. Макалада айтылган ойлор учурдагы актуалдуу маселелерди козгоп, орто мектептердин бүтүрүүчүлөрү кесип тандоо процессинде абдан кыйынчылыктарга туш келген кырдаалдын себептерин ынанымдуу көрсөтөт. Мектеп бүтүрүүчүлөрүнө кесиптик багыт берүүдө мектеп менен үй-бүлөнүн ишмердүүлүгүнүн педагогикалык негиздери аныкталат. Түйүндүү сөздөр: мектеп, үй-бүлө, кесип, кесиптик багыт берүү, ата-эне, бүтүрүүчү, мугалим, педагогика, ишмердүүлүк, аңгемелешүү. Аннотация: В статье раскрывается совместная деятельность школы и семьи в профориентации выпускников школы. Выполнение всех этих мероприятий включает несколько педагогических условий и акцент делается на раскрытие их основных моментов. Поскольку в общественной и социальной сферах вопросы выбора профессии становятся все сложнее, и в данной статье достаточно раскрываются вопросы взаимодействие школы и семьи в процессе профессиональной направленности учеников-выпускников. Мысли, высказанные в статье, поднимают актуальные проблемы современности, и автором выявлены причины попадания выпускников в сложные ситуации в процессе выбора ими будущей профессии. Ключевые слова: школа, семья, профессия, профориентация, родители, выпускник, учитель, педагогика, деятельность, беседа. Annotation: The article reveals the joint activities of the school and the family in the vocational guidance of graduates of the school. This article is dedicated to the activities carried out between secondary vocational education institutions and family. The imple- mentation of these activities include some: pedagogical conditions and fend to reveal it is fundamental aspects. One to the fact that in the public and social sphere it becomes increasingly difficult to choose a profession and this article reveals. The basis of profes- sional orientation of school graduates.The thoughts mentioned in the article touch relevant: current issues, high school graduates shone. The causes of situations that face with difficulties in the process. Key words: school, family, profession, career guidance, parents, graduate, teacher, pedagogy, activity, conversation, talk.
47
García-Hernández, José Luis, María Inés Gabari-Gambarte, and Víctor Idoate-García. "EVALUACIÓN DE LA SATISFACCIÓN LABORAL EN DOCENTES DE FP-FOL DE NAVARRA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (September 27, 2016): 451. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.523.
Full textAbstract:
Abstract:The present study aims to assess the degree of job satisfaction of staff teaching the module training and guidance in the network of vocational training centers Navarra. This precise design and validate a tool to assess psychosocial risk factors in secondary education. The sample consists invited by the total teaching module in this community, the accepting sample is n = 37 subjects ( 49%). Access to schools is provided by the Department of Education, Government of Navarra. The information is through an online questionnaire 30-item Likert scale with response . The results demonstrate the feel satisfaction with what he does and the subject they teach (FOL). Significant elements of dissatisfaction, some in common with the rest of high school teachers , and other specialtythemselves are also apparent.Keywords: job satisfaccion teacher , secondary teacher , psychosocial risk factorsResumen:El presente estudio se propone de valorar el grado de satisfacción laboral del profesorado que imparte el Módulo de Formación y Orientación Laboral en la red de centros de FP navarros. Para ello precisa diseñar y validar una herramienta que evalúe los factores de riesgo psicosocial en educación secundaria. La muestra invitada está formada por el total de profesorado del módulo en esta Comunidad, la muestra aceptante es n=37 sujetos (49%). El acceso a los centros es facilitado por el Departamento de Educación del Gobierno de Navarra. La información se obtiene a través de un cuestionario on-line de 30 ítems con respuesta escala Lickert. Los resultados evidencian el siente satisfacción en relación con lo que hace y con la materia que imparte (FOL). Se manifiestan también elementos de insatisfacción significativos, algunos en común con el resto de profesorado de secundaria, y otros propios de la especialidad.Palabras clave: Satisfacción laboral docente, profesorado de secundaria, actores de riesgo psicosocial
48
Cuevas, Sergio, Sandra Hansmann, Hansapani Rodrigo, Shawn P. Saladin, and Barbara Schoen. "Factors contributing to successful employment outcomes for individuals who are hard-of-hearing." Journal of Vocational Rehabilitation 55, no. 1 (July 7, 2021): 43–60. http://dx.doi.org/10.3233/jvr-211145.
Full textAbstract:
BACKGROUND: The State-Federal Vocational Rehabilitation (VR) Program provides rehabilitation services to people with disabilities with the intention of assisting them in securing competitive employment. The VR services offer substantial resources to help individuals who are hard-of-hearing to enhance their quality of life and employment opportunities. OBJECTIVE: The current study investigated the impact of demographic variables and the use of VR services on employment outcomes among hard-of-hearing consumers. Specific VR services that lead to successful employment among hard-of-hearing consumers were thoroughly examined. METHODS: Binary logistic regression, Chi-square, and Chi-square Automatic Interaction Detector analyses were used to analyze the data extracted from the 2014 fiscal year US. Department of Education Rehabilitation Service Administration Case Service Report (RSA-911). RESULTS: Logistic regression reveals that VR services such as diagnosis and treatment of impairments (p-value 0.000), counseling, and guidance (p-value 0.000), and rehabilitation technology (p-value 0.000) were influential factors in determining the successful employment outcome among the consumers. The relative importance of the factors based on the mean decrease in accuracy in CHAID identifies rehabilitation technology (0.264), diagnosis and treatment of impairments (0.090), job placement assistance (0.016), transportation (0.016), and secondary disability (0.010) to be among the most contributing factors. CONCLUSION: Overall, rehabilitation technology services were especially beneficial, particularly for minority consumers, in achieving a successful employment outcome.
49
Mukhina, T. G., S. N. Sorokoumova, P. A. Egorova, and D. D. Yarkova. "Professional self-determination and professional career of learning youth in the conditions of integrative complex "School – University"." Vestnik of Minin University 7, no. 4 (December 19, 2019): 14. http://dx.doi.org/10.26795/2307-1281-2019-7-4-14.
Full textAbstract:
Introduction. This article deals with the problem of professional self-determination and the professional career of studying youth. Analyzed the theoretical and methodological approaches to this problem. As a result of the study, it was found that the direction of modern training of young people in educational organizations for the informed choice of profession is largely due to modern socio-economic (labor migration, reduction in the number of working-age population, reduction of jobs, etc.) and socio-pedagogical conditions – standardization of education, scientific and theoretical preparation for the Unified State Exam, etc., while taking into account the personal potential of a person, his interests, values, worldview, goes “into the background”. Some causes of this phenomenon are revealed, namely: insufficient training of teachers of educational institutions of secondary general and vocational education (S.N. Chistyakova); replacement of professional values, focused on the formation of a professional – a master of his craft, on "the ideal lifestyle - American, European, etc."; introduction of information technology into society; government support for the self-employment program from the state, etc.In this regard, the work actualizes the need for purposeful gradual formation of internal readiness for the studying youth to independently and consciously plan, adjust and realize the prospects for their development.The relevance of our research is due to the need to bridge the gap between theory and the real system of vocational guidance in the educational process of the school. According to N. Eremeeva, A.P. Panfilova, N.S. Pryazhnikov's modern education system should not only develop the students' intellect, increase its capabilities - it should practically orient it, manage the attention and action of students, teach them the process of independent learning and development, expand their innovative and creative potential.In this regard, the goal of our research is to provide a comprehensive psychological and pedagogical support for professional self-determination and professional career for students in an integrative school-university environment.Materials and methods. A model of complex psychological and pedagogical support for professional self-determination and professional career of students is developed and presented. The model is implemented on the basis of the Municipal Public Educational Institution “School No. 187 with in-depth study of individual subjects” in the city of Novgorod. The school carries out general education programs (the normative period of study is 2 years); general educational programs with an in-depth study of the economy (standard training period of 2 years); general educational programs with in-depth study of mathematics (the normative period of study is 2 years).In order to determine the initial features of professional self-determination of high school students, a pilot study was conducted. The diagnostic tools are based on the following methods: the questionnaire of personal orientations of E. Shostroma, adapted by Yu.E. Aleshina, L.Ya. Gozman, M.V. Zagika – measures the self-actualization of the personality (CAT); methods of studying the factors of attractiveness of the profession (V. A. Yadov, modification N.V. Kuzmina, A.A. Rean).Results. The obtained data of a comparative analysis of the research results for the 2016/2017 academic year and the 2017/2018 academic year. yy. on the basis of Municipal Public Educational Institution “School No. 187 with in-depth study of individual subjects”, it shows that career guidance work on the basis of the created integrative complex “school - university” that implements the development program of the educational institution “School - innovative education complex” corresponds to the specified goals and objectives of the research and effectively prepare students for the choice of a profession and further career growth.Discussion and Conclusions. The high performance of the proposed methods according to the results of the study suggests that high school students have a sufficient understanding of the process of choosing a profession, the requirements for the individual, professional skills, which allowed young people to decide on the choice of profession and university where they can undergo professional training.The results obtained indicate the feasibility of the study and the reliability of the results. Qualitative and quantitative indicators of monitoring students' enrollment in professional educational organizations, published on the official website of the Municipal public institution of secondary schools “School No. 187 with in-depth study of individual subjects” confirm the effectiveness of the work being done.
50
Biemans, Harm J. A., Hans Mariën, Erik Fleur, Tanya Beliaeva, and Jan Harbers. "Students’ experiences with different learning pathways to higher professional bachelor programmes." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 1–20. http://dx.doi.org/10.13152/10.13152/ijrvet.7.1.1.
Full textAbstract:
Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically designed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments. Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared. Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO programme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educational programme.Conclusion: The GL seems to combine the advantages of MBO and HAVO programmes for this particular group of students: theoretical preparation for HBO at HAVO level combined with practical preparation at MBO level, systematic career orientation and guidance, and development of study skills required in HBO. In other words, such continuing learning pathways can be a curriculum design solution for specific student groups to promote their transition to HBO.