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1
ITO, Daisuke. "A Vision of Pre-Service Vocational and Technical Teacher Education." Journal of JSEE 60, no. 5 (2012): 5_81. http://dx.doi.org/10.4307/jsee.60.5_81.
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Boyd, Thomas F., and Chuan Lee. "The Changing Face of Technological and Vocational Education in the Republic of China on Taiwan." Industry and Higher Education 8, no. 3 (September 1994): 152–59. http://dx.doi.org/10.1177/095042229400800305.
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Taiwan is now one of the world's largest trading economies. The country has made a smooth transition from a labour-intensive economy to a high-technology, service-industry base. The predominantly private post-secondary vocational system, write the authors of this paper, was the main mechanism for the implementation of this successful development. However, success brings problems and challenges, and the Ministry of Education in Taiwan continues to strive to direct the national curriculum to meet the projected manpower requirements to fuel the country's economic growth. The authors assess the rapidly evolving technological and vocational education system and review the Ministry of Education's plans to make substantial changes to the system, and to the way in which Taiwanese society perceives academic as against technical and vocational education.
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Réger, Mihály. "140 Years of Service to Science and Industry." Műszaki Tudományos Közlemények 11, no. 1 (October 1, 2019): 161–66. http://dx.doi.org/10.33894/mtk-2019.11.36.
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Abstract This compilation presents the main stages of the development process of the University of Óbuda over three centuries, from industrial education to higher education and finally, to the participants of the Conference. The first legal predecessor, the Secondary Industrial School (the Upper Industrial School located at the Vocational School), during the period of technics, led the way to the establishment of Donát Bánki and Kálmán Kandó, later to the Technical College of Light Industry, then to the establishment of an integrated Budapest Technical College, and onward to the successor, the University of Óbuda in the XXI. Century.
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Aryal, Baikuntha Prasad. "Financing of Technical and Vocational Education and Training in Nepal." Journal of Education and Research 10, no. 1 (October 9, 2020): 58–80. http://dx.doi.org/10.3126/jer.v10i1.31898.
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Considering Technical and Vocational Education and Training (TVET) sector as an enabler for the socio-economic transformation of the nation, preparing competitive, skilled human resources has become a global priority, which has ushered increased financing in TVET. Of late, TVET governance has become a greater policy concern in Nepal mainly to address the constitutionally designated functions between the three tiers of government as well as to establish a sustainable financing mechanism for better TVET service delivery. Mixed methods approach was applied using survey, questionnaire and focused group discussion, including secondary information to capture the current TVET financing domain from the federal line ministries. The study found that TVET financing has been influenced mainly by the national economy, equity and inclusion, inter-governmental coordination, global political context, external funding, private sector engagement, and mobilisation of the youth. This study reveals that though the trend of budget allocation for TVET is highly correlated to the total national budget and total education budget, the actual allocation still seems significantly low to achieve the Sustainable Development Goal 4 targets and the government policy of quality expansion of TVET. The study explores specific models on TVET financing and indicates the viability of integrating funds so that TEVT can serve as an avenue for national prosperity.
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Єршов, Микола. "DIGITALISATION OF PROFESSIONAL (VOCATIONAL) AND PRE-HIGH TERTIARY EDUCATION: PROBLEMS AND PROSPECTS." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 67–74. http://dx.doi.org/10.32835/2223-5752.2019.18.67-74.
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The national professional (vocational) and pre-high tertiary education are represented based on the analisys national legislation, the materials of Ukrainian and foreign mass-media, scientific articles on reforming education system issues, statistic data of Ministry of Education and Science of Ukraine, State Statistics Service of Ukraine, State Employment Service, the Internet-sources (HeadHanter, UNESCO Database, Approved Event (UFI), Eurostat Educational Statistics), VET schools and colleges web-sites, analytical materials the Institute of vocational education of the National academy of educational sciences of Ukraine (NAES), Institute of information technologies and learning tools of the NAES of Ukraine. Common problems of professional (vocational) and pre-high tertiary education digitalisationare the following: education development lagging (content, training forms and methods, technical equipment) in comparison with digital technologies development pace: outdated occupations; education program content and labour market requirements disbalance; conservative training methods and forms for future specialists training and the teaching staff upskilling, VET schools outdated material and technical basis; low digital competence level of most VET schools managers and teaching employees; poor communication of business, IT companies and education establishments. The professional (vocational) and pre-high tertiary education digitalisation prospects are identified in the context of digital society building and digital economy development: public-private partnership strengthening; dual form of education introduction; distance and mixed learning (blended learning) organization; inclusive education introduction; competence-based approach in the educational process; scientific and educational on-line platforms creation; individual education pathways building at educational institutions for employment in "digital workplaces"...
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Alhassan, Usman Ndagi, and HATIB MUSTA’AMAL AEDE. "A PROFESSIONAL COMPETENCE FOR TECHNICAL AND VOCATIONAL EDUCATION TRAINING TEACHERS AT TECHNICAL COLLEGES IN NIGER STATE, NIGERIA." Asia Proceedings of Social Sciences 6, no. 1 (April 22, 2020): 49–52. http://dx.doi.org/10.31580/apss.v6i1.1230.
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A significant amount of concern has been expressed about all the way in which technical vocational Education training (TVET) is taught in Nigeria and particularly in technical collegesin Niger State. This concern stems partly from the fact that the nation cannot grow its human and material resources effectively without sufficient and well-trained manpower at all educationallevels. The study therefore investigates the professional skills training needs of technical vocational teachers in technical colleges in Niger State. The sample method used for the survey.The study population comprised of all technical college teachers in Niger state; the sample included all the sixty (60) technical teachers that made up the population. For data collection,professional training competencies Needs of Technical Vocational Teachers Questionnaire were used. The test-retest method was also used to determine the coefficient of reliability of which0.72 was obtained. The data collected were analyzes using the statistical method Mean and Standard deviation. The findings from this study showed that the teachers of technical colleges inNiger state of Nigeria are not exposed to workshops, seminars, conferences and other means of acquiring basic technical knowledge, skills and attitudes and that innumerable teachers oftechnical colleges are not competent. It was therefore recommended that all technical teacher training institutions function in performance as a matter of necessity and produce anappropriate curriculum which will take on the necessary skills for our new technical teachers in training and those already in the field through in-service training.
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S.N., Mason, R. B., Mbambo S.N., and Pillay M.A. "Service Quality at Technical and Vocational Education and Training Colleges: Perception According to Demographic Factors." Journal of Technical Education and Training 10, no. 1 (June 1, 2018): 15–29. http://dx.doi.org/10.30880/jtet.2018.10.01.002.
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God ZUNGU, Nkululeko Praise, and Lawrence Mpele LEKHANYA. "Service Quality of Public Technical Vocational Education and Training Colleges in South Africa: Customer Expectations and Perceptions." Journal of Economics and Behavioral Studies 10, no. 6(J) (December 22, 2018): 182–90. http://dx.doi.org/10.22610/jebs.v10i6(j).2608.
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The focus of this survey is to seek the amount of the customers’ expectations levels of service quality in the public Technical Vocational Education and Training (PTVET) sector. The aim of this study was to examine and determine the expectations and perceptions levels of service quality provided by PTVET colleges, in order to achieve desired outcomes, and the survey followed SERQUAL model. Questionnaires were distributed to the 403 participants from selected PTVET in the Kwa-Zulu- Natal province. The study used a mix approach of systematic and quota sampling techniques. SPSS (25.0) version was employed for data analysis. The results of this study discovered that customers had higher service quality expectations (0,908 Cronbach's Alpha) compared to the service quality perceptions (0,923 Cronbach's Alpha) at the selected PTVET colleges, on all five service quality dimensions that were used to evaluate the expectations of service quality. This survey will benefit Rectors/Campus Managers for TVET colleges and to those who want to open their TVET colleges, because it will be used as a guide tool for them on how they can improve service quality strategy to differentiate themselves from their competitors. The findings are limited by the study’s exploratory, quantitative nature and small sample. Generalisation should be done with care and further research, with a large sample and consideration of other provinces, it therefore recommended.
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God ZUNGU, Nkululeko Praise, and Lawrence Mpele LEKHANYA. "Service Quality of Public Technical Vocational Education and Training Colleges in South Africa: Customer Expectations and Perceptions." Journal of Economics and Behavioral Studies 10, no. 6 (December 22, 2018): 182. http://dx.doi.org/10.22610/jebs.v10i6.2608.
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The focus of this survey is to seek the amount of the customers’ expectations levels of service quality in the public Technical Vocational Education and Training (PTVET) sector. The aim of this study was to examine and determine the expectations and perceptions levels of service quality provided by PTVET colleges, in order to achieve desired outcomes, and the survey followed SERQUAL model. Questionnaires were distributed to the 403 participants from selected PTVET in the Kwa-Zulu- Natal province. The study used a mix approach of systematic and quota sampling techniques. SPSS (25.0) version was employed for data analysis. The results of this study discovered that customers had higher service quality expectations (0,908 Cronbach's Alpha) compared to the service quality perceptions (0,923 Cronbach's Alpha) at the selected PTVET colleges, on all five service quality dimensions that were used to evaluate the expectations of service quality. This survey will benefit Rectors/Campus Managers for TVET colleges and to those who want to open their TVET colleges, because it will be used as a guide tool for them on how they can improve service quality strategy to differentiate themselves from their competitors. The findings are limited by the study’s exploratory, quantitative nature and small sample. Generalisation should be done with care and further research, with a large sample and consideration of other provinces, it therefore recommended.
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Ramuthıvhel, Itanı Lısten, Dr Kirsty-Lee Sharp, and Prof Bongazana Dondolo. "Predictors Of Brand Loyalty With Technical And Vocational Education Training Colleges İn Gauteng: Results Of A Pilot Study." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (October 8, 2021): 49. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(49).
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According to Akoojee and McGrath (2008:132), TVET colleges are required to build institutions that are attuned better to satisfy the needs of the stakeholders through their brand. Very few TVET colleges have attracted stakeholders without proper brand communication and service quality (Beneke & Human 2010: 437). In most TVET colleges, very little is done to communicate the brand to stakeholders, which may be a direct result of the lack of proper brand communication and service quality (Azoury, Daou & El Khoury 2013:5). In an increasingly changing and dynamic South African higher education landscape, it is imperative for institutions to communicate their brands to stakeholders in such a way that these stakeholders perceive the institution as offering quality service in order to have a satisfied stakeholder who is loyal to the institution. However, there appears to be little attention paid to effects of brand communication, service quality and brand satisfaction on brand loyalty in the tertiary education sector, especially in the Technical and Vocational Education Training (TVET) sector. This study was conducted in Nigeria. In light of this view, and given previous research on brand loyalty in service industries identifying a relationship between brand communication, service quality, brand satisfaction and brand loyalty, it is unclear whether such relationships exist in the South African TVET sector. Therefore, there is a need to examine Generation Y students' perceptions of brand communication, service quality and brand satisfaction on brand loyalty in TVET colleges in Gauteng. Consequently, this research study reports on the findings from a pilot study conducted to determine the legitimacy and reliability of the measuring instrument being employed to examine Generation Y students' perceptions of brand communication, service quality and brand satisfaction on brand loyalty in TVET colleges in Gauteng. Keywords: Brand Loyalty, Brand Communication, Service Quality, Brand Satisfaction
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Edokova, T. N. "Prospects for improving the quality of professional education." Transport Technician: Education and Practice 2, no. 3 (September 14, 2021): 256–60. http://dx.doi.org/10.46684/2687-1033.2021.2.256-260.
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The current problems arising in the implementation of the educational process in institutions of secondary vocational education are considered: self-determination of applicants, their interest in obtaining a specific specialty; the qualifications of the teaching staff, their professionalism and dedication; material and technical equipment of classrooms, laboratories and workshops. These indicators are reflected in the quality of the provision of educational services, the qualifications of graduates, the rating of the educational institution.The purpose of the study, based on many years of pedagogical experience of working with students and in the teaching and methodological department of secondary vocational education, is to draw attention to the accumulated issues in the secondary vocational education system, which are largely due not only to financial difficulties, but also from inconsistency of actions within the teaching staff.Analyzing the downward trend in the quality of education, possible ways of changing the situation that require a professional approach have been identified.Effective functioning of the psychological and pedagogical service of educational institutions; motivation of applicants to obtain a specialty; competent work of curators with students' parents; mentoring activities of experienced teachers with young teachers; attentive attitude to the organization of the lesson — as the main activity of the teacher; correct analysis of regulatory documents; competent development of educational documentation; modern equipment of classrooms, laboratories, workshops — this is only a partial solution to many problems.The results of the research can be useful for teaching staff of secondary vocational schools when organizing a system for training qualified workers and mid-level specialists.
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Ramadan, Abdelmoiz, Xiaohui Chen, and Laura L. Hudson. "Teachers’ Skills and ICT Integration in Technical and Vocational Education and Training TVET: A Case of Khartoum State-Sudan." World Journal of Education 8, no. 3 (May 27, 2018): 31. http://dx.doi.org/10.5430/wje.v8n3p31.
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Information and communication technology (ICT) elicited rapidly dissemination over the world. For its impact inSudan, the national government has been energized the institutions to implement ICT in every sector. This studyexamined the Sudanese teachers’ skills and ICT integration in technical and vocational education and training TVETin Khartoum state. The study directed out of two hundred respondents were sampled randomly, questionnaires weredistributed, 168 (84%) were properly filled and returned, 130 were males and 38 females from three various bodiesof TVET include (technical secondary schools, artisan institutions, and vocational training centres). A One-WayANOVA and Independent sample t-test on SPSS version 20 for data analysis were adopted. The results revealed thatsignificantly the respondents are same in terms of demographic information and ICTs usage skills. However, therewas a significant difference among the respondents’ ICT skill due to their ages and qualifications. Consequently,more training needs to be conducted for TVET teachers in basic skills of computer use. Following the internationalstandards, the right decisions we are strongly recommending train/teach pre-service and in-service teachers on ICTsskills based on 21st-century requirement.
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Kuehn, Martin. "The South African Technical and Vocational Education and Training System from a German Perspective." Balkan Region Conference on Engineering and Business Education 1, no. 1 (October 1, 2019): 226–34. http://dx.doi.org/10.2478/cplbu-2020-0026.
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AbstractThis paper provides information about the South African Technical and Vocational Education and Training (TVET) system from a German perspective as well as about South-African - German cooperation in this system gathered by literature reviews.Due to a shift in South Africa’s economy towards the service sector, the existing skills composition does not fit the needs anymore and may hinder further development. Foreign and local companies have a high demand for skilled workers.A short introduction to the TVET system is provided and challenges are pointed out. Furthermore the role of the Skills Education Training Authorities in TVET is described. Finally, the current state of South African - German cooperation in the TVET sector including a selection of projects on different levels involving German and South African institutions is outlined.
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Kulynych, Olena. "Digital transformation of vocational educational organizations of Ukraine: European vector." ScienceRise: Pedagogical Education, no. 4(43) (July 30, 2021): 12–17. http://dx.doi.org/10.15587/2519-4984.2021.238001.
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The article presents an overview of normative documents, research results, conclusions on the topic of digital transformation of education systems, in particular in the EU countries. The generalization of materials, which help to define, at what stage of digital transformations there is an education of Ukraine, a place of system of vocational education in this global process, is presented. Examples are given as an active position in the direction of ensuring digital transformations of educational and managerial processes in a particular educational institution; it contributes to the implementation of national tasks in the direction of ensuring the digital development of society. Emphasis is placed on how the role of methodological services is changing, on the need for systemic changes in the perception of the educational institution's perception of the process of ensuring the digital development of both teachers and students, and vocational education institutions in general. The study examines four vectors of digital development for vocational (technical) education institutions of Ukraine from the possible options, proposed by European colleagues who have already shown positive results at the level of the education system (vocational in particular) and a separate institution of vocational (technical) education. In particular, the possibility of measuring the level of digital development of the educational institution through the use of the SELFIE service, developed by the European Commission together with a group of educational experts and practitioners from European countries, was considered. The platform is available in more than thirty languages, including Ukrainian. Examples of online tools common in both European educational communities and those, developed by domestic specialists (but taking into account European experience,) are given, thanks to which it is possible to carry out self-assessment, assessment, and soon certification of digital competencies of teachers. Ways to solve the problem of insufficient digital literacy of students, which, along with Ukrainian, and European researchers pay attention to, are given. There are wide opportunities for the development of digital infrastructure, which provides educational institutions with participation in competitions and programs of the European Union, such as Erasmus +
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Wasisto, Edhi. "PENDIDIKAN KEWIRAUSAHAAN MELALUI PEMBINAAN KARAKTER BAGI SISWA SEKOLAH KEJURUAN DI KOTA SURAKARTA." ProBank 2, no. 1 (March 25, 2017): 55–68. http://dx.doi.org/10.36587/probank.v2i1.131.
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The research aims to improve the knowledge, skills and motivation of entrepreneurship education for students and teachers in vocational schools (SMK) the city of Surakarta. The study consisted of three variables: (1) the intensity of the service model of entrepreneurship education; (2) entrepreneurial skills for students in Vocational High School .; (3) the effectiveness of services in entrepreneurship education through character education for students in Vocational High School. The research method is a survey, observation, interviews, questionnaires, documentation, and action (action research), giving the task to the subject of research and evaluation. The research location in the city of Surakarta. Given the technical constraints; limited funding and time of the study; as a test model specified the two schools; namely SMK SMK Bopkri 1 and 2. The research was conducted 6 months, beginning the month from April to October 2015. The quantitative data analysis using quantitative descriptive approach, while qualitative data using an interactive approach. Results: (1) obtained from the data base of potential Vocational High School. in the area of research related to the awareness and motivation of students in entrepreneurship; (2) obtained baseline prevalence of students who are interested in entrepreneurship education; (3) known to need assessment of the students who will participate in entrepreneurship education in schools; (4) can be prepared modules in entrepreneurship education material in Vocational High School; (5) can be arranged group accompanying teachers implementing entrepreneurship education in schools; (6) can be trained a number of 40 teachers accompanying the implementation of entrepreneurial skills education of students in the school; (7) can be produced prototype or tool entrepreneurship; (8) can be educated a number of 140 students in the field of entrepreneurial skills; (9) can be formed Productive Business Group (CTP) for students in the Vocational High School; (10) can be written journals of national terakriditasi; (11) can be written books on entrepreneurship education based character building for students at vocational schools. Keywords: Entrepreneurship education through character building vocational students
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Wasisto, Edhi. "PENDIDIKAN KEWIRAUSAHAAN MELALUI PEMBINAAN KARAKTER BAGI SISWA SEKOLAH KEJURUAN DI KOTA SURAKARTA." ProBank 2, no. 1 (March 25, 2017): 55–68. http://dx.doi.org/10.36587/probank.v2i1.131.
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The research aims to improve the knowledge, skills and motivation of entrepreneurship education for students and teachers in vocational schools (SMK) the city of Surakarta. The study consisted of three variables: (1) the intensity of the service model of entrepreneurship education; (2) entrepreneurial skills for students in Vocational High School .; (3) the effectiveness of services in entrepreneurship education through character education for students in Vocational High School. The research method is a survey, observation, interviews, questionnaires, documentation, and action (action research), giving the task to the subject of research and evaluation. The research location in the city of Surakarta. Given the technical constraints; limited funding and time of the study; as a test model specified the two schools; namely SMK SMK Bopkri 1 and 2. The research was conducted 6 months, beginning the month from April to October 2015. The quantitative data analysis using quantitative descriptive approach, while qualitative data using an interactive approach. Results: (1) obtained from the data base of potential Vocational High School. in the area of research related to the awareness and motivation of students in entrepreneurship; (2) obtained baseline prevalence of students who are interested in entrepreneurship education; (3) known to need assessment of the students who will participate in entrepreneurship education in schools; (4) can be prepared modules in entrepreneurship education material in Vocational High School; (5) can be arranged group accompanying teachers implementing entrepreneurship education in schools; (6) can be trained a number of 40 teachers accompanying the implementation of entrepreneurial skills education of students in the school; (7) can be produced prototype or tool entrepreneurship; (8) can be educated a number of 140 students in the field of entrepreneurial skills; (9) can be formed Productive Business Group (CTP) for students in the Vocational High School; (10) can be written journals of national terakriditasi; (11) can be written books on entrepreneurship education based character building for students at vocational schools. Keywords: Entrepreneurship education through character building vocational students
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Karnain, Dikxy Zul, Indah Widiastuti, and Suharno Suharno. "Incorporating Employer’s Requirement in Curriculum Design to Improve the Graduate’s Technical Competence using Quality Function Deployment." International Journal of Pedagogy and Teacher Education 2 (November 7, 2018): 11. http://dx.doi.org/10.20961/ijpte.v2i0.25112.
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The graduates of vocational pre-service teacher education are expected to possess appropriate pedagogical, theoretical and practical skills. As part of the academic curriculum, all students should do two kind of apprenticeship programs: an industrial training and a teaching practicum at school. These programs providing students with the exposure to a real working environment in the industry and vocational schools. Thorough this program, the industry and the school could assess the student teachers’ competences in their subject-related skills. Therefore, this study aims to identify feedback from the employers during the apprenticeship in order to determine their expectations toward the practical skills of vocational student teachers using Quality Function Deployment (QFD) approach. The employer’ feedbacks are then translated into technical requirements which specifying the actions required in teaching and learning process. The QFD help the education institution to identify the gaps in the curriculum based on the requirements from the school and industry.
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Maingi, Josephine M., Samuel O. Obaki, and Anthony Sang. "Institutional Factors Influencing Acquisition of Vocational Skills by Trainees in Public Vocational Training Centers in Kakamega County-Kenya." World Journal of Education and Humanities 2, no. 1 (October 9, 2019): p15. http://dx.doi.org/10.22158/wjeh.v2n1p15.
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Vocational Training Centers (VTCs) are anchored in the Technical Vocational Education and Training ACT (2013), which emphases on imparting vocational and technical skills in trainees. The purpose of this study was to determine the institutional factors influencing acquisition of vocational skills by trainees in public vocational training centres in Kakamega County. The study adopted a descriptive survey. The target population of the study was 1740 comprising of 60 county polytechnic, 60 county polytechnic principals, 480 instructors and 1200 second year finalist trainees. A sample size of 282 was picked consisting of 18 county polytechnic principals, 144 instructors and 120 second year finalist trainees as the respondents. Stratified random, purposive and simple random sampling was employed. Questionnaires were used to collect data from county polytechnic principals, instructors and trainees. Data were analyzed using both descriptive and inferential statistics. The study established that instructors were inadequate and the existing ones lacked in-service and industrial updates, financial resources were also inadequate to cater for training facilities and payment of more Board of Management instructors, tools and equipment were inadequate and not up to date and this forced instructors to use teacher-centered methods of instructing.
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Jakaitis, Jonas, and Linas Krūgelis. "Partnership as meaningful tool of the material environment design formation in the context of education process." Landscape architecture and art 13 (December 10, 2018): 95–104. http://dx.doi.org/10.22616/j.landarchart.2018.13.11.
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This paper explores the process of practical Industrial product design education peculiarities at Vilnius Gediminas Technical University, by examining it from Problem-Based Service-Learning (PBSL) perspectives. The author’s viewpoint is developed from conceptual idea to prototype and used as a basis for debate about the following question: How well does design education prepare students for real practical activity? In fact, the historically dominant model in design education, which focuses mainly on vocational skills without real practical adaptation, is investigated. On the one hand, the author observes that this model is still not suitable to provide designers with the critical skills and knowledge required for practical-based projects. On the other hand, the author identifies that traditional teaching can result in a procedural, technical and cognitive limitation. Equilibrating design-based skills with real practical-based skills is an interesting challenge for Industrial Product Design teachers. Discussion around PBSL method issues will be introduced in the case study format and wider influence of real practical-based projects in industrial product design education. Additionally, we could study from similar case studies of vocational disciplines (such as Architecture or Design) that are moving towards a real practical-based approach to their education.
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Radkevych, Valentyna. "A SCIENTIFIC PEDAGOGICAL ANALYSIS OF VOCATIONAL EDUCATION AND TRAINING REFORMS DURING THE EARLY YEARS OF UKRAINE’S INDEPENDENCE (1991-2000)." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (November 25, 2019): 142–53. http://dx.doi.org/10.32835/2223-5752.2019.19.142-153.
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Relevance. The paper focuses on the structural and content-related changes in the system of vocational education and training at the time of proclaiming Ukraine’s independence. It also analyzes the impact of educational concepts, laws, decrees, state programs and other regulatory documents adopted in the 1990s on this process.
The paper aims to study an essential pedagogical issue, that is the process of reforming vocational education and training in the first decade of Ukraine’s independence in the context of enhancing its quality.
Research methods. The following scientific methods were used to achieve the research goal: definitive and logical analysis of scientific works – to summarize conceptual views on the training of skilled workers in vocational schools in the 1990s; analysis and synthesis of the legal framework – to explain the functioning of the vocational education and training system, to identify the mechanisms of legal regulation and areas of its reform in the late 20th century; study and analysis of the innovative experience in training skilled workers – to clarify social, economic, pedagogical and other factors in the modernization of professional (vocational) education today. Results. The paper describes the organizational structure and effectiveness of vocational education and training management in the 1990s. It highlights the principles applied to shape the content of professional education in the light of technical and technological changes in the branches of the economy. Besides, it reveals the peculiarities of the educational process in vocational schools and ...
Conclusions. Socio-economic and political processes taking place at the beginning of Ukraine’s independence significantly changed all spheres of public life. It also refers to the system of professional training of skilled workers for various branches of the economy and the service sector. Thus, it proves the relevance of applying such experience in the modernization of professional (vocational) education today.
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Monica Mpanza, Nomzamo, Paul Green, Naresh Sentoo, and Cecile N. Gerwel Proches. "Examining the Service Quality of Administrative Practices in Technical Vocational Education and Training (TVET) Colleges in South Africa." African Journal of Business and Economic Research 14, no. 2 (June 13, 2019): 167–85. http://dx.doi.org/10.31920/1750-4562/2019/14n2a9.
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Pan, Wan Gui, Hai Bo Lin, and Hui Meng Cai. "Research on Innovative Education Model and Management Mechanism of Training for Migrant Workers in Higher Vocational colleges." Advanced Materials Research 271-273 (July 2011): 1935–40. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1935.
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The research for the innovative training model is meaningful, because it is the key of vocational college service for regional economic development, foster high-quality practical and technical talents. The research for the cooperation of college and factory can create sustainable training development environment, and increasing the effectiveness of training. At the same time, the constructive proposal of teacher groups' mutual recruitment and communication can solve the contradiction of training organization’s structure. In the end, the research has highly feasibility due to it focuses on profits, responsibility, and management mechanism between colleges and enterprises.
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Abd Majid, Mohamad Zuber, Muhammad Hussin, and Muhammad Helmi Norman. "KEPUASAN PELAJAR TERHADAP PERKHIDMATAN PENDIDIKAN TEKNIKAL DAN LATIHAN VOKASIONAL (TVET) DI RANGKAIAN UNIVERSITI TEKNIKAL MALAYSIA." Journal of Nusantara Studies (JONUS) 4, no. 2 (December 18, 2019): 410–28. http://dx.doi.org/10.24200/jonus.vol4iss2pp410-428.
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Modal manusia berpengetahuan dan berkemahiran merupakan indikator penggerak kepada perkembangan ekonomi negara. Justeru itu, institusi pendidikan memainkan peranan penting dalam penyediaan perkhidmatan pendidikan untuk melahirkan produk modal manusia seperti mana yang dikehendaki oleh industri. Tujuan kajian dijalankan adalah untuk membuat penilaian perkhidmatan pendidikan dalam kalangan pelajar aliran Pendidikan dan Latihan Teknikal dan Vokasional (TVET) di IPTA dalam aspek penerimaan dan perbandingan kepuasan perkhidmatan pendidikan berdasarkan demografi jantina. Populasi kajian yang dilibatkan seramai 6252 orang pelajar dengan saiz sampel seramai 448 sampel. Kajian ini melibatkan kaedah pensampelan rawak berstrata dengan menggunakan instrumen soal selidik sebagai kaedah pengumpulan data. Kebolehpercayaan instrumen adalah baik pada nilai alfa Cronbach = 0.887 bagi kualiti perkhidmatan institusi pengajian dan nilai alfa Cronbach = 0.918 bagi kualiti perkhidmatan latihan dan amali. Analisis deskriptif yang dilibatkan adalah min, peratusan dan kekerapan manakala analisis inferensi melibatkan pengujian MANOVA sehala. Hasil dapatan menunjukkan tahap kepuasan perkhidmatan pendidikan yang sederhana dan tidak terdapat perbezaan yang signifikan kepuasan perkhidmatan pendidikan berdasarkan demografi jantina. Penemuan kajian jelas menunjukkan bahawa IPTA perlu meningkatkan keberkesanan pelaburan dalam perkhidmatan pendidikan yang ditawarkan dalam usaha mempromosikan pendidikan tinggi di negara ini.
Kata kunci: Jantina, kepuasan perkhidmatan pendidikan, pendidikan tinggi, penilaian, TVET
ABSTRACT
A knowledgeable and skilled human capital is a driving indicator of the country's economic development. Hence, educational institutions play an important role in the provision of educational services to produce human capital products as required by industry. The purpose of the study was to evaluate the educational services among Technical Vocational Education and Training (TVET) university students in terms of acceptance and delivery satisfaction based on gender demographic. The study population involved 6,252 students with a 448 sample size. This study involved random stratified method, and questionnaires were used to collect data. The reliability of the instrument is good as Cronbach's alpha value = 0.887 for the quality of the institution's services and the alpha value of Cronbach = 0.918 for the training and practical service quality. Descriptive analysis involved mean, percentage and frequency while inference analysis involved one-way MANOVA testing. The finding shows that the level of satisfaction of education services is moderate and there is no significant difference in satisfaction of educational services based on gender demographic. The findings clearly show that the universities need to increase the effectiveness of investment in education services offered in the efforts to promote higher education in the country.
Keywords: Assessment, education services satisfaction, gander, higher education, TVET
Cite as: Abd Majid, M. Z., Hussin, M., & Norman, M. H. (2019). Kepuasan pelajar terhadap perkhidmatan pendidikan teknikal dan latihan vokasional (TVET) di rangkaian universiti teknikal Malaysia [Learner satisfaction of service quality in technical vocational education and training (TVET) in Malaysian technical universities]. Journal of Nusantara Studies, 4(2), 410-428. http://dx.doi.org/10.24200/jonus.vol4iss2pp410-428
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Погребова, Елена, and Elena Pogrebova. "Analysis of the relevance of work types in the field of service and consumer services to the standards of professional education." Universities for Tourism and Service Association Bulletin 8, no. 4 (December 3, 2014): 56–67. http://dx.doi.org/10.12737/6476.
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This article was prepared according to the results of the scientific research conducted at Russian State University of Tourism and Service in the framework of the research project «Development of the project sectoral qualifications framework in the field of public services». The need to develop sectoral qualification frameworks is due to the need of the strategy of learning throughout life in the light of technical, technological, economic and other changes in service in general and consumer services in particular. Detailed design of the project was preceded by an exploratory phase, which main objectives were: 1) the study of the content of the federal state educational standards of primary, higher and vocational education in relation to the area of service and consumer services by parameters such as the type and characteristics of the professional activity of graduates and professional competences; 2) identification of ways to achieve the appropriate level of qualification by type of employment in consumer services by major industry groups in services in accordance with the levels of the educational system (VPO, SPO, NPO).
The results obtained by the authors at the research stage formed the basis of this article. The empirical base of the study was the educational standards of professional education, which can be used directly or indirectly for the analysis of the requirements for professional activities of employees in the service, especially public services. Particular attention is paid to appropriate content types of jobs in the service and consumer services, for which the requirements are set out in the drafts of improved federal state educational standards of higher education. The result of the study was the authors´ model of continued professional education in the field of services and consumer services.
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Nwojiewho, Isaac. "TECHNICAL VOCATIONAL EDUCATION AND TRAINING IN SOUTH-SOUTH, NIGERIA: A VERITABLE TOOL FOR SUSTAINABLE ECONOMIC GROWTH." International Journal of Research -GRANTHAALAYAH 5, no. 5 (May 31, 2017): 34–41. http://dx.doi.org/10.29121/granthaalayah.v5.i5.2017.1835.
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This study examined how technical vocational education and training (TVET) in the South-South Nigeria could serve as a tool for sustainable economic growth. Strategies for sustainable economic growth within the Niger Delta region and challenges of TVET in this region were discussed. This paper stressed the need for a proper conducive learning environment if TVET objectives will be achieved. From the study, it was found that in South-South region the TVET systems, their strategies and polices have not been aligned sufficiently with the regional economic needs and labour market demands. The study gathered that due to urgent needs for skilled manpower in this region, the State Governments and the Niger Delta Development Commission (NDDC) have established many skills acquisition centers that produce manpower for oil and gas industry amongst others. Based on the findings, the following recommendations were made: industries must make TVET a stronger focus of their economic and human resources development; TVET should be remolded to enhance the demand of our industry; industries should be involved in all designs and implementation of TVET programmes, there should be a cooperation between tertiary institutions, Government and industry; finally the teachers and instructors should given be in-service training regularly.
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Khalid, Sulaiman Mohammed, Khairul Anuar Mohd Ali, Zafir Khan Mohamed Makhbul, Mohd Helmi Ali, and Siti Daleela Mohd Wahid. "Exploring the Effects of a Modified Higher Education Performance Service Quality Model on Organisational Sustainability: The Case of Malaysian Polytechnics." Sustainability 13, no. 14 (July 20, 2021): 8105. http://dx.doi.org/10.3390/su13148105.
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Higher education service quality and performance in technical and vocational education and training (TVET) is critical for developing human capital for economic survival; however, the effects of service quality on organisational performance are still unclear. Furthermore, neglecting employee soft factors and ignoring higher education-specific models have hindered efforts to develop a comprehensive model for service quality excellence in order to improve higher education performance for organisations. This study aims to assess higher education service quality based on a modified higher education performance (modified HEdPERF) model, as well as consideration of the mediating effects of soft factors (i.e., job satisfaction and organisational commitment) in Malaysian polytechnic institutions. Based on random sampling, 214 department heads from 33 polytechnic institutes in Malaysia participated in this study. Data were collected through self-administered questionnaires and were analysed using AMOS. The results uncover that service quality significantly affects job satisfaction, thus positively affecting organisational commitment, which enhances organisational performance sustainability. The findings also reveal that job satisfaction fully mediates the relationship between service quality and organisational commitment. Similarly, organisational commitment fully mediates the relationship between job satisfaction and organisational performance sustainability. The results have important implications for enhancing organisational performance sustainability in a TVET context when implementing the modified HEdPERF service quality model with simultaneous attention paid towards employee soft factors.
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Atorkey, Prince, Christine Paul, Billie Bonevski, John Wiggers, Aimee Mitchell, Emma Byrnes, Christophe Lecathelinais, and Flora Tzelepis. "Uptake of Proactively Offered Online and Telephone Support Services Targeting Multiple Health Risk Behaviors Among Vocational Education Students: Process Evaluation of a Cluster Randomized Controlled Trial." Journal of Medical Internet Research 23, no. 1 (January 6, 2021): e19737. http://dx.doi.org/10.2196/19737.
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Background A high proportion of vocational education students smoke tobacco, have inadequate nutrition (ie, low fruit and vegetable intake), drink alcohol at risky levels, or are physically inactive. The extent to which vocational education students will sign up for proactively offered online and telephone support services for multiple health risk behaviors is unknown. Objective The aim of this study is to examine the uptake of proactively offered online and telephone support services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors, individually and in combination, among vocational education students in the Technical and Further Education (TAFE) setting. The characteristics associated with the uptake of online or telephone services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors were also examined. Methods Vocational education students enrolled in a TAFE class in New South Wales, Australia, which ran for 6 months or more, were recruited to participate in a cluster randomized controlled trial from May 2018 to May 2019. In the intervention arm, participants who did not meet the Australian health guidelines for each of the smoking, nutrition, alcohol consumption, and physical activity risk behaviors were provided electronic feedback and proactively offered online and telephone support services. Uptake of support was measured by whether participants signed up for the online and telephone services they were offered. Results Vocational education students (N=551; mean age 25.7 years, SD 11.1; 310/551, 56.3% male) were recruited into the intervention arm. Uptake of the proactive offer of either online or telephone services was 14.5% (59/406) for fruit and vegetables, 12.7% (29/228) for physical activity, 6.8% (13/191) for smoking, and 5.5% (18/327) for alcohol use. Uptake of any online or telephone service for at least two health behaviors was 5.8% (22/377). Participants who were employed (odds ratio [OR] 0.10, 95% CI 0.01-0.72) and reported not being anxious (OR 0.11, 95% CI 0.02-0.71) had smaller odds of signing up for online or telephone services for smoking, whereas participants who reported not being depressed had greater odds (OR 10.25, 95% CI 1.30-80.67). Participants who intended to change their physical activity in the next 30 days had greater odds (OR 4.01, 95% CI 1.33-12.07) of signing up for online or telephone services for physical activity. Employed participants had smaller odds (OR 0.18, 95% CI 0.06-0.56) of signing up for support services for at least two behaviors. Conclusions Although the uptake of proactively offered online and telephone support services is low, these rates appear to be higher than the self-initiated use of some of these services in the general population. Scaling up the proactive offer of online and telephone services may produce beneficial health outcomes. Trial Registration Australian New Zealand Clinical Trials Registry: ACTRN12618000723280; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375001.
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CULA, Serpil, and Zehra MULUK. "Insurance Education in Universities of Turkey." Global Journal of Business, Economics and Management: Current Issues 6, no. 1 (October 25, 2016): 44. http://dx.doi.org/10.18844/gjbem.v6i1.555.
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The instinct of preservation of life caused the concept of insurance to be formed which is developing and keeping its existence since the very first ages to these days. Insurance sector that is related with the level of welfare of society, has presented the importance of conceptual and applied science in matter of determining the risks, examining and detecting the damage that may come out. It is an unavoidable necessity to develop quantity and quality of insurance education parallel to the development in the sector. Employment is divided into five sub groups in insurance sector. These sub groups are: technical staff, expert, actuary, broker and company staff. More than 55000 employees are taking place in these sub groups and one quarter of them are needed to be educated directly in insurance, risk and actuarial. So the importance of the insurance education is very clear when these factors are taken into account. Insurance education is provided by formal education vocational high schools, 2 year junior technical collages, 4 year collages, bachelor and graduate schools in our country. In service education about insurance is provided by Insurance Education Center (SEGEM) which is founded in October of 2008 in accordance with 5684th law, subject 31. In this study, education programs about insurance in Turkey will be examined and “Course Plan” comparison will be made among each other. Keywords: Insurance; Education; Risk
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Delubom, Nosiphiwo Ethel, Newlin Marongwe, and Andrea Mqondiso Buka. "Managers’ challenges on implementing inclusive education." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1508–18. http://dx.doi.org/10.18844/cjes.v15i6.5294.
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Technical and Vocational Education and Training (TVET) colleges attract a diverse population of students with different backgrounds in terms of culture, social norms, language, disabilities, race, and family structures. All such students have the right to equal access to education. However, there is still limited access and support to students with disabilities in TVET colleges. This paper explores challenges faced by the management of TVET colleges concerning the implementation of inclusive education, specifically for students with disabilities. A case study design within a qualitative research approach was adopted for this study. Two TVET colleges were conveniently selected with ten participants being purposively sampled. Data was collected through interviews, observations and document analysis. Findings revealed that the management of TVET colleges experience challenges such as inadequate infrastructure, funding, lecturer-training, and shortage of staff to support students with disabilities. It was recommended that TVET colleges establish Disability Service Units and recruit trained lecturers or they must train current lecturers to facilitate the learning process of disabled students.
Keywords: accessibility, disabilities , implementation , inclusivity ; rights
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Sari, Ria Riantik. "Studi Penelusuran (Tracer Study) Lulusan Program Studi Pendidikan Teknik Bangunan FT UNJ Tahun Lulus 2006-2011." Jurnal PenSil 4, no. 2 (August 27, 2015): 79–84. http://dx.doi.org/10.21009/jpensil.v4i2.9877.
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This study aims to gain knowledge and an overview based on data or facts right and can be trusted on the map of employment and capture feedback on the profile of occupations graduate Studies Program of Technical Education Building FT UNJ who live in Jabodetabek.The research was conducted on graduates of Technical Education Building Program that has been passed in 2006 through 2011. This research uses descriptive method with survey approach. The population in this study amounted to 127 people and the sample amounted to 55 people.From the results of this study was obtained that the majority of the work of Technical Education Program graduates working in the field of building non-education as a force in the field of contracting technical staff, consultants and in fields such as banking and entrepreneurial economy. And minority work graduate Studies Program of Technical Education Building work in the field of vocational education as a teacher, junior high, elementary school and a tutor. The waiting period respondents averaged less than 3 months. Sources of information obtained from a majority of respondents work print / electronic, while the rest is obtained from friends / relations. Salaries earned an average of Rp. 2,500,001 - Rp. 3 million per month with an average service life of 13-18 months. Suitability of work graduate education courses with competency building technique that is 6 people or 10.91% of 48 respondents have field work related to building techniques, while respondents who work outside the engineering field of building as many as 7 people or 12.73% . Employment status of graduates of the majority is not fixed.
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Bello, Oladipupo. "A study of relationship between telecommunications service quality and customer satisfaction in the Nigerian technical and vocational education and training institutions." Asian Journal of Management 11, no. 2 (2020): 139. http://dx.doi.org/10.5958/2321-5763.2020.00022.0.
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Zhao, Er Kui, and Li Yan Chen. "Study on Rural Labor Transfer in Resource-Abundant Region - A Case Study on Four Counties in the Northern Shaanxi." Advanced Materials Research 869-870 (December 2013): 1106–11. http://dx.doi.org/10.4028/www.scientific.net/amr.869-870.1106.
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Owning to the restrictions from the lack of professional skills and objective factors, rural labor force in resource-abundant region mainly transfers to the local industries with low demands on employment, such as the energy industry and service industry. According to the empirical study, the transfer of rural labor force in resource-abundant region is mainly influenced by such factors as the wage income, transfer cost, educational level and professional skill, and in order to solve the problems concerning rural labor transfer, it can promote the labor force transfer properly through perfecting the labor market, establishing comprehensive community, strengthening the vocational-technical education and developing new industries.
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Dubovyk, Liudmyla Petrivna. "Designing of system of educational task in the disciplines of professional and practical training for future technology teachers and professionals in vocational education." Engineering and Educational Technologies 8, no. 1 (March 31, 2020): 33–47. http://dx.doi.org/10.30929/2307-9770.2020.08.01.03.
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The article is devoted to the design and technological training of engineering and pedagogical specialists using the system of educational technical tasks. The analysis of the concepts of "task", "educational task", "technical task". The features and content of educational tasks are disclosed. Examples of educational technical problems that are used in teaching subjects of vocational and practical training are given. . The tasks were developed for health education at a higher education (higher education) level, to recognize the specialty of the technology teacher, the education service (on the basis of the Kherson State University) and the specialty of the "State Agency". It is proved that the educational task becomes educational only in conjunction with the previous and subsequent, that is, in the task system. It is demonstrated how each next task must necessarily contain elements of the previous one, however, the conditions for their use, as well as the wording or designation of the previously discussed concepts must be new. Performing repeatedly repeated operations with the same concepts and with a variation in the initial data and the form of posing questions contributes to the development of skills to solve technical problems. It is indicated that the solution of creative problems requires a future specialist to know the basics of various sciences and skills to effectively apply knowledge in each specific situation. In particular, in solving technical problems, students use drawing knowledge (analyzing graphically given conditions of the problem, schematically depicting their sentences), in physics (mechanics, electrics and magnetism, optics), they develop personal abilities for analysis, critical evaluation, generalization, and systematization. The use of educational technical tasks in the training of future specialists is an important element of their creative development, since their solution to technical ones promotes the integrated application of students' knowledge. I’m developing a system of primary technical tasks; I’m thinking for an independent robot and for activating an initial process.
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Horoshkova, Lidiia, Vira Kharahirlo, and Іevhen Khlobystov. "Modeling the mechanisms for reconciling the interests of the parties in the process of professional education teachers’ advanced training." University Economic Bulletin, no. 49 (May 22, 2021): 42–50. http://dx.doi.org/10.31470/2306-546x-2021-49-42-50.
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Relevance of the research topic. Today education as a form of training organization, systematic knowledge and information transfer to the next generations faces radical changes all around the world. Changes in current education system have lots of facets and their nature is reflected in different forms: learning process` sophistication, institutional forms` and organizational structure`s expansion, diversification of its financial mechanism. Ukraine is not an exception, since amid decentralization of its administrative and territorial system and the whole of society, it is important to provide these important processes with qualified personnel capable of effective implementation of the reform tasks, as well as to create conditions for economic sustainable development [1]. Implementation of strategic tasks for reforming the education system, which will increase its quality and competitiveness, the possibility of integration into the European and world educational space, determine the need to optimize the system of preparation and retraining of pedagogical personnel for vocational education. Formulation of the problem. The system of training of professional education faculty is more complex than the system of training of educators for educational institutions, which is due to a special place of vocational education in society - it belongs to economic, social and cultural spheres. Successful training and advanced training of teachers of professional (vocational-technical) education is a prerequisite for the effective functioning of vocational education in the country, since this is the basis for economic prosperity and social welfare of youth in terms of trouble-free transition from training to work. Therefore, improving the professional training and advanced training of professional education teachers means improving the training system of qualified personnel in the country. Therefore, there is a need to improve the training system of professional education teachers. Analysis of the last researches and publications. Significant contribution to the consideration of human capital development problems were made by Boginya D.P., Vovkanych S.I., Heets V.M., Holubets M.A., Hrishneva O.A., Dolishnii M.I., Zlupka S.M., Kanigina Y.M., Kolot A.M., Kuzmin A.E., Mocherniy S.V., Fedulova L.I., Khmil F.I. [2-5] and others. Selection of unexplored parts of the general problem. The issue of reform process and power decentralization management to ensure national sustainable development is intrinsically linked to the educational reform process, so reforms` effective mechanisms study requires particular attention and in-depth theoretical and practical research. Therefore, there is a need to study the mechanisms of education funding in general and vocational training in particular in the process of decentralization and reform of the country`s administrative and territorial structure. Problem statement, research goals. The above circumstances are due to the expediency of modeling the coherence of the interests of the parties in the process of advanced training of professional education faculty. Method and methodology of research. In the process of conducting research, general scientific (analysis and synthesis, induction and deduction, analytical grouping) and special (abstraction, modeling, etc.) methods of studying economic phenomena and processes were used. Presentation of the main material (results of work). The analysis of the dynamics of the number of teachers of vocational education was conducted. It is established that they form a potential market for the provision of qualifications. Three approaches to the content of advanced training are considered. The first approach assumes that the content of professional development is formed by its own organizers. By the second - the content is ordered by those who are planning to improve qualifications. The third - the content is formed by the simultaneous efforts of those who enhances qualifications and those processes. Of the three approaches, the first one is traditional, but it does not take into account the specifics of the professional direction of educational institutions working with those who enhances qualifications. The second one is, on the contrary, takes into account their interests. In our opinion, the greatest efficiency of professional development can be achieved for a third approach, but it provides for the need to ensure the parity of the parties in this cooperation. In addition, taking into account the presence of competition among advanced training providers, an important aspect becomes not only the possibility of reaching an agreement, but also the quality of the service provided. In order to justify the expediency of using the third approach, the game theory used. It is shown that the success of reforms in the system of vocational education can be provided by more active involvement in the process of retraining and improving the qualifications of teachers of higher education institutions. In our opinion, it is expedient to focus on organizing the training of teachers of subjects of the professional-technical cycle, senior masters and masters of production training, since the relevant system of retraining and advanced training of teachers of secondary disciplines is more branched. Conclusions. An analysis of the dynamics of the number of teachers in the system of professional (vocational-technical) education showed the presence of periodicity regarding their number, which practically fully corresponds to the situation regarding the number of those who they teach. The main approaches to improving skills are considered. With the help of the game theory it is proved that the greatest efficiency is possible to achieve if the approach is used when the content of advanced training is formed by the simultaneous efforts of those who enhances qualifications and those processes. It is shown that in such an approach, there is a possibility of taking into account not only formal features on the availability of advanced training, but also the possibility of assessing qualitative parameters of the service provided. This is an additional competitive advantage for providing these services on a competitive advanced training services.
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Iqbal, Nasir, Muhammad Majid Khan, Yasir Tariq Mohmand, and Bahaudin G. Mujtaba. "The Impact of in-Service Training and Motivation on Job Performance of Technical & Vocational Education Teachers: Role of Person-Job Fit." Public Organization Review 20, no. 3 (August 27, 2019): 529–48. http://dx.doi.org/10.1007/s11115-019-00455-3.
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Chinedu, Caleb Chidozie, Wan Azlinda Wan Mohamed, Abdurrahman Ogbonnia Ajah, and Yalwa A. Tukur. "Prospects of a technical and vocational education program in preparing pre-service teachers for sustainability: a case study of a TVE program in Kuala Lumpur, Malaysia." Curriculum Perspectives 39, no. 1 (July 6, 2018): 33–46. http://dx.doi.org/10.1007/s41297-018-0046-x.
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Gushcha, R. A., and S. O. Skvortsova. "Applied orientation of physical training of cadets in military universities of National Guard troops." Professional education in the modern world 10, no. 4 (January 30, 2021): 4271–79. http://dx.doi.org/10.20913/2618-7515-2020-4-11.
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The article objective is to justify the need for applied orientation of physical training of cadets depending on the specific military profession that the university prepares students for. Introduction. The educational process of a military university is aimed at solving tasks aligned at quality training of military specialists who have high command qualities, are able to fully perform qualified their duties. The professional readiness of a cadet of a military university to fulfill tasks is a complex developing subjective-personal education consisting of three components that reflect the need-semantic, operational-technical and physical-volitional characteristics of the cadet. This encourages researchers to look for ways to further improve the organization of physical training of cadets in military universities taking into account modern reality. Research methodology and methodology. The author presents the organization peculiarities of physical training in various universities at present, paying attention to the dependence of the maintenance and organization of cadet physical training on the specific military- professional activities that the university prepares students for. Improving the physical training of cadets of the National Guard troops is combined with the need to create conditions to develop service-applied and national sports. The authors emphasize that applied physical training is designed to develop the professional qualities of future officers, which are important for service in the units of the Russian Guard and ensure their effective professional activities in these units. Results of a research. The article presents a content analysis of the concepts of «vocational and applied physical training», «vocational and applied physical culture». The analysis showed various interpretations of the concept of «vocational physical training», however, many authors present it as a «specialized type of physical education». The applied focus emphasizes the profiling of physical education on the professional activities of cadets. The authors conclude that the applied physical training of cadets is a systemically important element of the entire educational process of military universities of the National Guard troops and should consist of the following components: educational, motivational-value, practical-activity, physical ones.
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Van der Bijl, André, and Vanessa Taylor. "Work-integrated learning for TVET lecturers: Articulating industry and college practices." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): 126. http://dx.doi.org/10.14426/jovacet.v1i1.17.
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South Africa’s policy frameworks for technical and vocational education and training (TVET) and adult and continuing education and training (ACET) lecturers require that the work-integrated learning (WIL) element of programmes include WIL in appropriate ‘industry settings’ to ensure that TVET lecturers develop expertise in both teaching their subjects and preparing their students for the demands of the workplace. Whereas the country’s education faculties have a strongly developed practice of school-based WIL, none currently offers a formal programme that includes WIL in industry. International literature on teacher placement in industry thus largely concerns the in-service placement of practising educators to develop and update their industry knowledge and experience. In South Africa, some institutions have embarked on projects that have developedknowledge of industry WIL for TVET college lecturers, one of these being the SSACI-EDTP SETA WIL for Lecturers Project, through which more than 400 college lecturers have completed a work placement, conducted between 2014 and 2017. It provides a significant amount of information on the possible nature and implementation of the industry-based WIL component of the lecturer qualifications currently being developed. Using the Shulman and Shulman (2004) framework on teacher learning, this article analyses the project. It seeks to deepen the understanding of the nature of lecturer learning through WIL and also to contribute to the national, African and broader international discourse on the placement in industry of vocational educators and articulation between the worlds of work and education.
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Adamuti-Trache, Maria, Yi Leaf Zhang, and Staci L. Barker. "Texas Perspectives on College and Career Readiness: An Examination of CTE-Supported Endorsements in Public High Schools." Career and Technical Education Research 45, no. 2 (September 15, 2020): 59–78. http://dx.doi.org/10.5328/cter45.2.59.
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The Texas Legislature passed House Bill 5 in 2013 to adopt the Foundation High School Program, a new graduation program intended to support youth college and career readiness. Texan students entering grade 9 were guided to enroll in one or more endorsements with a specific curriculum designed to introduce them to STEM, Business & Industry, Public Services, Arts & Humanities, or Multidisciplinary areas of study and future career pathways. This research was based on analysis of restricted-use Texas longitudinal administrative and transcript data for 9th graders enrolled in Texas public schools in the academic year 2015/16. We examined the complementary roles that exposure to core academic subjects and career and technical education courses has on making endorsement choices, with a focus on three CTE-supported endorsements, STEM, Business & Industry, and Public Service. The study contributes to the literature on college and career readiness by examining specifically how the academic and vocational dimensions are reflected in the Texas high school endorsements. The study also addresses social equity issues by inquiring who participates in which endorsements and whether student endorsement choices are marked by sociodemographic and academic differences that exacerbate educational inequalities.
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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.
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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.
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Borysenko, Olha. "Service oriented model of the Public Policy for Employment in Ukraine: innovative approaches." Public administration and local government, no. 4(43) (December 25, 2019): 37–43. http://dx.doi.org/10.33287/101905.
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The issue of proper and careful use of the country’s labor resources is nowadays one of the most pressing ones. Low employment rates with low levels of remuneration, shadow labor market, and high rates of labor migration from Ukraine pose a threat to the economic and social security of the state. Under such conditions, the question of national employment policy development is highly relevant. The goal of this policy is to create optimal conditions in the labor market. It is also important to develop the public employment service as a social partner of labor market entities. The main objectives of this service are to help people find employment in Ukraine, analyze the labor market, assist people in organizing their entrepreneurial activities, provide vocational guidance and training, help specific categories of citizens with workplace and employment issues, provide financial and information support for the unemployed, etc. Therefore, it is necessary to form innovative approaches and solutions that will enable creation of a service-oriented model of the development of national employment policy. This model provides for use of outsourcing technology to optimize the employment tasks entrusted to government agencies. In this case, it is proposed that job search services for competitive citizens be transferred from public employment centers to private agencies that provide recruiting and outsourcing services. Interaction with employers and selection of jobs for specific categories of citizens should be left to units of the public employment service. An important task confronting regional employment centers is to analyze the requirements for skills and knowledge that employers want in their employees, industry prospects of job offers, staff turnover rates, and reasons for dismissal of employees. Participation of regional employment centers in regional clusters is innovative. Employment centers will supplement production and technical cooperation with required labor resources supply service. Cooperation of regional employment centers with business structures and institutions of higher education will help update the content of education, develop effective educational programs, and raise the quality of theoretical and practical training of students to match the current needs of the labor market for their successful employment in the future. Systematic labor market analysis will make it possible to propose measures to create conditions for legalization of employment and bringing the labor market out of the shadow based on social positions. As a result, this will lead to transformation of the labor force into a driving factor in the economic development and social well-being.
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Isa, Muhammad Umar, Yusri Bin Kamin, and Yusri Bin Kamin. "Integrating Project Based Learning into Woodwork Technology Education in Nigerian Tertiary Institutions." Asia Proceedings of Social Sciences 4, no. 3 (May 4, 2019): 59–61. http://dx.doi.org/10.31580/apss.v4i3.854.
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Project based learning (PoBL) is a constructivism learning approach that focuses around student centred learning. PoBL has been found to be effective in different tertiary institutions of learning across the globe. However, in spite the effectiveness of PoBL, it has not been adopted in Nigerian tertiary institutions. Therefore, the purpose of this study is to investigate the effective strategies for integrating PoBL in teaching and learning Woodwork Technology Education (WTE) at tertiary institutions in Nigeria. Three research questions were posed in this study. A mixed method approach involving both quantitative and qualitative method was employed for the study. The sample of the study comprised 50 in-service postgraduate students from Nigerian tertiary institutions studying Technical Vocational Education and Training (TVET) in Universiti Teknologi Malaysia for the quantitative aspect, and 9 in-service post graduate students for the qualitative part. A 16-item structured questionnaire was used for quantitative data collection while semi structured interview was used for qualitative data collection. Data was analyse using the SPSS software version 24 to analyse quantitative data and NVIVO 12 was used for qualitative data analysis. The findings of the study revealed that traditional instructional approach is the predominant method used in teaching and learning WTE at tertiary institutions in Nigeria. It was also revealed from the findings that PoBL encourage student ownership of learning, enhances students critical thinking, effective collaboration and communication. The findings from the study also revealed that restructuring of WTE curriculum at tertiary institutions in Nigeria to focus on a learner centred approach, as well as organising seminars and workshops for WTE lecturers to be acquainted with the application of PoBL in WTE teaching and learning were among the effective strategies for integrating PoBL in teaching and learning WTE at tertiary institutions in Nigeria. Finally, this paper calls for the integration of PoBL into the teaching and learning of WTE at Universities, Polytechnics and Colleges of education in Nigeria for effectiveness in skills acquisition.
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Kiryuhina, Anzhelika. "Labor Demand on the Labor Market of Single-Industry Towns in Kuzbass." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2020, no. 3 (October 16, 2020): 350–59. http://dx.doi.org/10.21603/2500-3372-2020-5-3-350-359.
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The state of employment on regional labor markets determines the economic development of the region. The present research owes its relevance to the problem of creating jobs on the Kuzbass labor market. The study involved data on vacancies offered in 24 local single-industry towns and posted on the website of the Department of Labor and Employment of the Kemerovo Region. The vacancies were grouped according to the register of spheres and types of professional activity. The professional qualification structure of the open vacancies was classified by the level and profile of education. A separate study was conducted for single-industry towns that possess the status of the territory of advanced social and economic development. The authors compared the open vacancies in these towns with the corresponding municipal development programs. The research objective was to identify areas of professional activity with the greatest shortage of personnel in Kuzbass single-industry towns. Enterprises in the region appeared understaffed with technical specialists with secondary vocational education. Most open vacancies were in the spheres of healthcare, transport, and industry. The study revealed a need to increase the prestige of qualified workers. The results can improve the efficiency of the employment service and educational institutions.
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Worku, Destaw, Kefyalew Alemayehu, and Mussie H/Melekote. "Comparative reproductive performance evaluation of Holstein Friesian cattle breeds in two different agro ecological conditions, Oromia region, Ethiopia." Animal Genetic Resources/Ressources génétiques animales/Recursos genéticos animales 58 (June 2016): 31–42. http://dx.doi.org/10.1017/s2078633616000060.
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SummaryComparative study was conducted at Alage and Ardaita Agricultural Technical and Vocational Education Training College dairy farm to evaluate the reproductive performance of Holstein Friesian (HF) and associated factors in the two farms. The data collected from 2000 to 2015 on reproductive traits (n= 1688) were analyzed using general linear model procedures of SAS version 9.2 (SAS, 2008). The result revealed that an overall least square means and standard errors for Age at first Service (AFS), Age at first calving (AFC), Calving interval (CI), Days open (DO) and Number of services per conception were 29.70 ± 0.49 months, 39.75 ± 0.53 months, 465.76 ± 7.22 days, 188.11 ± 7.22 days and 1.31 ± 0.04, respectively. AFC was significantly influenced by agro ecology (P< 0.001) and year of birth (P< 0.01). Besides this, agro ecology (P< 0.001) and year of birth (P< 0.05) was significantly influenced by AFC. Year of calving and parity had significant effect (P< 0.001) on CI and DO. Except CI, agro ecology had significant effect on all traits. Service per conception was significantly influenced by agro ecology (P< 0.05) and year of calving (P< 0.01). Season of birth and season of calving was not significant on all reproductive traits. Except SPC, the result obtained for AFS, AFC, CI and DO were below the standard expected from commercial dairy farm. Poor efficiency of estrus detection and expression were the most probable management factors accounted for longer period of AFS, AFC, CI and DO. Improving the level of nutrition as well as efficiency of estrus detection system is required for optimal reproduction performance of HF breed in the area.
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Mahmoud, Zoha Adel. "The Role of Universities in Sustainable Economic Development In Pivotal." Iraqi Administrative Sciences Journal 2, no. 2 (June 30, 2018): 37–54. http://dx.doi.org/10.33013/iqasj.v2n2y2018.pp37-54.
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institution is one of the highest institutions that have the task of providing the development needs of the community of specialists in various fields, in addition to being the centers of scientific research and applied to ensure economic and social progress It enriches decision makers with expertise and skills and thus controls political performance. In any society, the university can not play its full role in social change without interaction between the individual on the one hand and the social environment on the other, Social and interdependent Ah syndrome change, they strengthen the skills, and enrich the spirit of innovation of the individual, and raise the level of social progress. It helps to improve the conditions of the poor segments of the population and facilitates the employment opportunities of the individuals imposed by the society as they meet the needs of the individual and society of different professions, thus providing an opportunity for production and thus have a positive impact on the standard of living to achieve the well-being of the individual and the citizen. The interest reflected on the progress, such as Germany, which was interested in it became one of the main reasons that led to the rise of Germany from the ruins of the Second World War as well as the State of Malaysia, which moved from developing countries to the second world countries by changing the plan Colleges and institutes of universities. In 2020, Malaysia will be among the developed countries. In these countries, higher education, vocational training and training are viewed as a basis for life supplementation and are seen as a major means of improving and upgrading society. If we are to explore the dimensions of education in the 21st century, one of the pillars of education is learning for action, Usually involves the acquisition of skills and the linking of knowledge to practice as an essential part of the training and rehabilitation of the individual for practical life. Hence, such new trends in linking educational preparation to work have been imposed by the labor market and the working life in its new forms. Production and service facilities, The advanced, assumed graduates who can be employed and absorbed can contribute to the development of competitiveness, to provide innovations and creations to achieve the competitive advantage of the enterprise, and to improve production and productivity based primarily on the acquisition and application of knowledge. Gamerdinger reveals that the new technology does not accelerate the possibilities for sound economic policies and increasing global trade, and this requires strategies to develop work related to the development of human performance, and in order to face the state of chronic unemployment globally, education policies are headed towards the so-called reverse conversion as many graduates of specializations Literaries choose vocational and technical education in technical and community colleges. Unemployment in the Arab world carries certain characteristics that must be taken into account when developing the solutions available to them. The most important of these characteristics are:
Unemployment is a youth phenomenon.
Weak professional experience available to the unemployed.
Lack of targeted planning for the labor market.
The large gap between the outputs of higher education for youth and the requirements of the labor market.
The most important recommendations aimed at enhancing the role of universities in Iraq are:
1 - the operation of labor graduates of technical and technical institutes in the industrial field in order to promote them and eliminate unemployment and increase the hard currency as an important category of Iraqi society, which contributes actively to the renaissance of the country.
Linking the Ministry of Industry and Commerce with the Ministry of Higher Education and Scientific Research to be managed by the Minister of Education alone. The Ministry is keen on the funds of the Iraqi people and contributes to the development of the industrial and commercial sectors with the help of professors and university students.
3 - the need to match the needs of the market and education outputs to reduce unemployment, in addition to the vocational education has become an urgent need at this stage to keep pace with the needs of life in society away from the negative view of this education.
4 - Increasing the number of technical workshops and providing them with the means of material in order to provide the university student maximum desired learning.
Enhancing the role of higher education in building a broader partnership and cooperation with various other community institutions (public, private and private sector).
6 - Re-admission plan in universities by making the number of admissions in scientific colleges more than the number of admissions in the humanitarian colleges.
7 - Attracting foreign investment companies to invest natural resources in Iraq such as phosphate, natural gas, oil, oil shale, uranium, silica and geothermal energy for the recovery of the economy and the trend towards domestic consumption.
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Smyrnova-Trybulska, Eugenia, Nataliia Morze, Piet Kommers, Wojciech Zuziak, and Mariia Gladun. "Selected aspects and conditions of the use of robots in STEM education for young learners as viewed by teachers and students." Interactive Technology and Smart Education 14, no. 4 (November 20, 2017): 296–312. http://dx.doi.org/10.1108/itse-04-2017-0024.
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Purpose This paper aims to discuss issues related to science, technology, engineering and mathematics (STEM) education. It is emphasized that the need to prepare students with twenty-first-century skills through STEM-related teaching is strong, especially at the elementary level. The authors present selected previous experiences, publications, research into the study topic, and review examples of primary school robotics and programming curricula, as well as associated educational activities. The authors stress that workshops, using kits to build and programme robots, are a modern form of interdisciplinary education of children and youth. Design/methodology/approach The rationale for conducting such activities in schools is found in the European reference framework in the context of training of key competences. Classes in robotics – if properly taught – will have an impact on the development of mathematical literacy and scientific–technical information and social competences. At the same time, competence is understood to mean a combination of knowledge, skills and attitudes appropriate to the situation. Besides, an analysis is presented of basic legal regulations in this matter as well as results of a survey, conducted in Poland and Ukraine among in-service teachers and prospective teachers. Findings The study was carried out with the participation of 91 primary school teachers and future teachers in the province of Silesia and at the University of Silesia in Poland, and in Ukraine, at Borys Grinchenko Kyiv University. The survey contained 15 questions about the pedagogical research “Robotics and children”. The study was carried out to determine the needs of modern education to introduce the basics of robotics in the educational process of primary school. Originality/value It can be expected that the findings from the prior Polish and Ukrainian surveys can be extrapolated into curricula for secondary schools and vocational education and training (VET) in the coming years.
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Lawry, P. "Regional Trends In Hospitality And Tourism Management; Education And Training for Careers In Tourism Management: Implications for New Course Providers." Hospitality Education and Research Journal 12, no. 2 (February 1988): 488–90. http://dx.doi.org/10.1177/109634808801200263.
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Service industries in general and the tourist industry in particular make a significant contribution to the economy of Great Britain. Over 1.1 million people are currently employed either directly or indirectly in the tourist industry and it directly accounts for 4.7 percent of all UK employment. However, the subject of education and training for careers in tourism has been poorly quantified to date and little research has been done in this field of study. Yet any policies to promote the growth of the tourist industry must depend upon adequate numbers of trained people being available at all levels within the industry. If the tourist industry is to be encouraged as a major growth area in the UK economy it is essential that there are sufficient numbers of qualified people to prepare and implement tourism development plans, manage regional and national tourist organizations and staff the many firms which make up the tourist industry. This paper is based on a study carried out for the English Tourist Board, although any views and opinions expressed here are solely those of the author. It has been supplemented by more recent information on courses and course developments since 1985. “Education and training” is taken to mean educational and vocational training courses covering the whole field of further and higher education, from technical colleges through to universities, which are aimed at raising the level of skills and knowledge needed to work in the tourist industry. The study focused on the non-hotel sectors of the tourist industry because it was felt that the hotel and catering sector was well developed. However, it was felt that training in the tourist services sector is in a much earlier stage of development and has quite different manpower and training requirements. The aims of the study was to examine the existing provision of education and training courses in relation to the manpower needs of the industry, to identify shortfalls in provision and to suggest ways of meeting these short falls.
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Şimşek, Ömer, and Fırat Sarsar. "Investigation of the Self-efficacy of the Teachers in Technological Pedagogical Content Knowledge and Their Use of Information and Communication Technologies." World Journal of Education 9, no. 1 (February 28, 2019): 196. http://dx.doi.org/10.5430/wje.v9n1p196.
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The aim of this study was to determine the teachers' views on technological pedagogical content knowledge (TPACK)self-efficacy and the frequency of using ICT in education and to examine whether there is a differentiation in theseviews according to certain variables. In addition, the relationship between teachers' use of ICT and TPACK-ISTEself-efficacy in various processes is examined. The study which is carried out with a descriptive survey, causalcomparison and correlational survey models includes 387 secondary and high school teachers as study sample. In thestudy, teachers consider themselves very competent especially in terms of content knowledge. TPACK-ISTEself-efficacy of vocational and technical teachers was significantly higher than that of the science and mathematicsteachers. While teachers benefit from ICT tools less frequently in measurement and evaluation as well as inpresenting the course subject; in terms of presenting the course subject, high school teachers use ICTs significantlymore often than the secondary school teachers; those who did receive in-service training on the use of technology ineducation use ICTs significantly more often than those who did not receive it. It is seen from the study results thatthe variables such as preparing the lecture notes, presenting the course subject and doing study explain theTPACK-ISTE self-efficacy significantly.
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Tsyrulnyk, Serhii. "MOBILE APPLICATIONS AND ONLINE WI-FI MONITORING PLATFORMS OF WEATHER STATIONS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 9 (2020): 181–92. http://dx.doi.org/10.28925/2414-0325.2020.9.15.
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Networks that allow digital devices to connect and transmit data are covering the world fast. Thanks to the networks, it is possible to connect all mobile devices, electronic sensors, electronic measuring devices, medical devices and sensors. They track, share, evaluate, and in some cases automatically adjust the data that is collected and transmitted. The concept of "Internet of Things" is complex and has several levels: end devices (sensors, actuators), transport layer (telecommunications environment, including wired and wireless networks) and the level of data processing (collection, storage and processing). The market environment creates requirements for young professionals, and competition between higher education institutions and vocational education institutions provides an opportunity to train a highly qualified specialist who can study and create modern hardware and software for smart electronic devices and systems that are nodes of the Internet of Things network. The article deals with issues related to the peculiarities of creating simple devices within the concept of the Internet of Things based on the popular Wi-Fi module ESP8266 and the introduction of this research into the educational process. The technical possibilities, features of connection and interaction of the ESP8266 module for meteorological monitoring are revealed. The organization of the module's access to the Internet, data sending and their monitoring using the popular mobile applications Blynk, Virtuino and the cloud IoT service ThingSpeak is shown. Their work in non-commercial tasks and ease of use for educational institutions are analyzed. The article provides the source codes of programs for the Wi-Fi module ESP8266 with a digital sensor BME280
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Suleyman Abdureman Omer and Nuradin Abdi Hassen. "A Seminar Title On the History and Evolution of Agricultural Extension in the Ethiopia Country." International Journal on Integrated Education 3, no. 10 (October 15, 2020): 163–76. http://dx.doi.org/10.31149/ijie.v3i10.710.
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Agricultural extension service began work in Ethiopia since 1931, during the establishment of Ambo Agricultural School. But a formal Agricultural extension started since Alemaya Imperial College of Agriculture and Mechanical Arts (Haramaya) was constructed since 1953.The extension activities of Ethiopia during the last 50 years reveals that a range of extension approaches has been used. The approaches tended differ with each successive political regime. Different extension approaches in different political regimes, during the imperial regime the responsibility for national extension administration to the Ministry of Agriculture, extension service became one of the departments in the Ministry. And during the military regime the land reform proclamation banned the private ownership of rural lands and declared that land would be distributed to the tillers without compensation to former owners. Because of the political instability and major structural changes in the rural areas, including the formation of peasant associations and producers' cooperatives as well as the implementation of the land reform, it was not possible to carry out this plan. There was not much organized and coordinated extension work in the country until the beginning of the 1980. At the current Extension service of Ethiopia in 1991 the T & V extension approach was adopted as a national extension system with major government financing until its replacement by the Participatory Demonstration and Training Extension System in 1995. The latter was adopted from the SaSakawa Global 2000 (SG 2000) extension strategy. Agricultural extension service in Ethiopia can be given by different mandatory level such as at federal level by ministry of Agriculture, At Regional level Bureau of Agriculture, At Woreda level Agricultural and Natural Resource office, and at Farmer Training center level Development agent and different stockholders have responsibility of giving extension especially agriculture related extension to need holders. In Ethiopia there are different extension approaches model such as Chilalo agricultural development model (CADU), minimum package project I and II, Peasant Agricultural Development program, participatory demonstration and training extension system, farmers field school, Farmers training center and Agricultural technical and Vocational Education training (ATVET) these are the different extension approaches in Ethiopia starting from the begging up to current extension service respectively.