Academic literature on the topic 'Vocational training process'
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Journal articles on the topic "Vocational training process"
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Açici, Funda Kurak, Şebnem Ertaş, Aylin Aras, and İlkay Maşat Özdemir. "Vocational Training Process and Master-apprentice Relationship." Procedia - Social and Behavioral Sciences 122 (March 2014): 495–99. http://dx.doi.org/10.1016/j.sbspro.2014.01.1381.
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Garbuja, Beg Prasad, and Rajan Binayek Pasa. "Role of Technical and Vocational Education and Training in Women Empowerment: A Case from Bima VDC of Myagdi District, Nepal." Journal of Training and Development 2 (August 11, 2016): 33–41. http://dx.doi.org/10.3126/jtd.v2i0.15436.
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This study analyzed role of technical & vocational education and training in women empowerment process specifically in local level. In fact, technical & vocational education and training programs not only provide self-employment opportunity to the women but also trigger capability to exercise control over their personal and family life, make choices to improve well beings and take active role in decision making. For justifying central argument; what are the changing role of technical & vocational education and training that has been fostering women empowerment as well as social and economic development process in this VDC (Village Development Committee), the researchers employed quantitative case study research design and applied key informant interview, observation and household survey as data collection techniques. Researchers purposively selected 63 sample populations (10 respondents who completed technical & vocational education and 53 respondents who participated in vocational skill development trainings). The study found significant role of technical & vocational education and training that have been transforming women empowerment and social and economic development process in local level. More so, for promoting social and economic development process, capable and skilled women are equally playing; decision making, leadership, educational and change agent role in the VDC. The study concluded that technical & vocational education and training program conducting in local level help to nourish knowledge, ability and develop vocational skills of women and empowering them. Similarly, empowered women are also playing transformative role in social and economic development process of the VDC. Finally the ideas in which vocational education and training found to be means and ends for women empowerment in this VDC can be replicate in other similar settings.
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Lillis, Steven. "Do scores in the selection process for vocational general practice training predict scores in vocational examinations?" Journal of Primary Health Care 1, no. 2 (2009): 114. http://dx.doi.org/10.1071/hc09114.
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AIM: Selection processes for vocational training are common and are intended to predict future examination performance (predictive validity). Comparison of selection scores with measures of competence during training can provide supporting evidence that both the examination process and selection process are valid and reliable. METHOD: Selection interview scores for vocational training in general practice were compared to summative examination scores eight months into training between 2003 and 2006. RESULTS: A moderately strong correlation (Spearman’s rho = 0.5) was found between selection interview scores and summative examination scores. CONCLUSION: The ability of a selection interview process to predict future performance in vocational training is highly dependent on careful design of both the assessment of performance and the selection process. The selection interview process of the RNZCGP compares well with international data. KEYWORDS: General practice; graduate medical education; professional competence; educational assessment; intake selection
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Berishvili, Oksana N., Svetlana V. Plotnikova, Dmitry V. Romanov, and Timur V. Filatov. "Pedagogical means of students training in conditions of agricultural complex digitalization." BIO Web of Conferences 17 (2020): 00081. http://dx.doi.org/10.1051/bioconf/20201700081.
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The actual problem, and simultaneously, the trend of today’s vocational – education digitalization of agricultural experts training in Russia are investigated. The review of the theory of the question, which proves the idea of accord of vocational training digitalization process of the XXI century tasks, is made. Didactic digitalization elements as a process are correlated with the revealed professional agricultural engineering problems. Digitalization maintenances opportunities of science subjects as possible means of the priority purposes achievement of modern vocational trainings are investigated. The substantiation of the projected course «Methods of optimum decisions acceptance» as a set of the competence-focused modules is achieved, each of which corresponded to concrete type of optimization problems, solved by agroengineers in professional work.
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Базелюк, Олександр. "PECULIARITIES OF DIGITALIZED LEARNING PROCESS ORGANISATION IN THE LEARNING MANAGEMENT SYSTEMS." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 143–47. http://dx.doi.org/10.32835/2223-5752.2019.18.143-147.
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The author reviews the peculiarities of digitalized learning process organisation in the hardware and software environment of learning management systems in the context of vocational education and training. The author notes the complexity of the transition to the Industry 4.0 and mentions the risks connected with the named process in the vocational education and training. In such conditions it is important to develop effective models of public and private partnership, to decentralize administration and financing and, above all, to assure the vocational education and training quality.At the same time the learning process taking place in such an environment becomes digitalized, which, on the one hand, gives it additional advantages (easy access to training data regardless of time and place, individualisation of students’ learning paths, broad multimedia resources, etc.) and, on the other hand, requires solving complex tasks in distance courses designing. The author focuses on the methodology of distance courses designing, so it is very important for vocational education and training institution to ensure the realisation of the following five main components: regulatory, financial, technical, personnel, teaching and methodological support. It is emphasised that distance course designing becomes the most important aspect of implementing the modern digitalized learning process. The structure of creative group in distance courses designing is grounded, which comprises: a specialist in the relevant vocational sphere, specialist in distance learning, technical specialist (system administrator or distance courses programmer) and digital content designer.
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Vaganova, Olga I., Ludmila A. Sundeeva, Elena Yu Ponomareva, Julia A. Kulagina, and Anna V. Lapshova. "Round table technology in university educational process." Revista Amazonia Investiga 9, no. 28 (April 21, 2020): 50–56. http://dx.doi.org/10.34069/ai/2020.28.04.6.
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The process of building students' competence must meet modern requirements and include the use of innovative technologies. The development trends of modern society have led to the emergence of a competency-based approach in vocational education. In the process of building professional competence, it is necessary to use technologies that meet the requirements of the Federal state educational standards which contribute to the development of practical focus of training. Among such technologies we single out technologies for holding a round table. The technologies of the round table are not new, but due to combination with various innovative technologies, they become more relevant. The implementation of the round table in the training of vocational education teachers is a discussion process that speculates about a relevant topic requiring a comprehensive analysis. Modern conditions provide arrangements of round tables with their own specifics. The purpose of the article is to identify the effectiveness of holding round tables in students’ preparation in higher educational institutions. The article presents basic principles on which the technology of the round table is based, its ideas and essence, as well as the features of its holding. A study conducted at a pedagogical university during the training of vocational education teachers is presented. It showed the need for implementing round-table technologies in preparing students for future professional activities, as the ones allowing students to build effective discussions, negotiate based on arguments and facts. We have identified the effectiveness of the "round tables" in the training of students in higher educational institutions. The study made it possible to establish the level of students’ preparedness for conducting effective discussions for the implementation of future professional activities in secondary vocational educational institutions. The technology of the round table allows to increase the knowledge level of students. The results can be used in students’ training in various faculties.
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Aleksandra H., Zhyeva. "Methodological Foundations for the Information Competence Development of Future Teachers of Vocational Training." Scholarly Notes of Transbaikal State University 16, no. 3 (September 2021): 35–47. http://dx.doi.org/10.21209/2658-7114-2021-16-3-35-47.
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At the present stage of development of society and technologies, information in digital format acquires the status of capital and becomes the leading factor in the development of the state economy. Digitalization of education is a response to the need of the digital economy for competitive specialists. To ensure the effectiveness of the implementation of the digitalization strategy in the field of vocational education, providing the industry with labor personnel, a necessary condition is the presence of a high level of information competence of vocational training teachers. The professional activity of these specialists is of an integrative, practice-oriented nature, since it is aimed at preparing qualified workers and middle-level specialists for professional activity in various industries that are switching to the use of digital technologies today. The analysis of educational standards for the training of teachers of vocational training allowed the author of the article to establish the fragmentary and unclear requirements for the information competence of this specialist, which prevents its effective development in the process of studying at a university. Also, the analysis of educational standards in the areas corresponding to the profiles of training teachers of vocational training revealed higher industry requirements for the information competence of a teacher of vocational training. These contradictions make it necessary to develop the information competence of future teachers of vocational training in the process of specialized training and the development of appropriate technology. The solution of this problem has been started by the author with the substantiation of the methodological basis for the development of information competence of future teachers of vocational training. The article presents the author's definition of the information competence of a teacher of vocational training and its structural components. When determining the methodological basis for the development of information competence of future teachers of vocational training, the trends, patterns, principles and methodological approaches of this process are highlighted.
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Ozanne, William I. "The vocational training process in the development of Latin America." International Journal of Educational Development 8, no. 3 (January 1988): 248–50. http://dx.doi.org/10.1016/0738-0593(88)90049-1.
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Vorobieva, Evgeniya, and Khrystyna Lohosh. "LEADERSHIP POTENTIAL OF CIVIL SERVANTS IN THE VOCATIONAL TRAINING PROCESS." Theory and practice of social systems management, no. 2 (August 25, 2021): 114–24. http://dx.doi.org/10.20998/2078-7782.2021.2.09.
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The features of development of leader qualities of future civil servants are reflected and those, who is in government service in the process of professional preparation at higher school and by in-plant training. Also in the article certainly, that the input of the renewed maintenance and forms of professional preparation of future civil servants in HEIs and input of training forms in the process of in-plant training assists to development of their leader potential, actualized interest in practical activity in government service that assists further activity in a permanent capture by knowledge and use of them in practice in administrative activity of government service.
The article contains authorial interpretation of directions of development of leader potential of civil servants as within the framework of the special programs of preparation so in the process of professional preparation in HEIs.
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Vaganova, Olga I., Maxim M. Kutepov, Elena A. Chelnokova, Meliya N. Harabadjah, and Natalya S. Merzlyakova. "Technology for successful training in vocational education." Revista de la Universidad del Zulia 11, no. 31 (October 1, 2020): 473–84. http://dx.doi.org/10.46925//rdluz.31.30.
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One of the leading directions in the development of vocational education in the context of modern educational paradigm is humanization, focused on students’ personality, taking into account its needs and characteristics in the development of professional competence. Humanization is closely related to the implementation of a personal approach that promotes individualization of educational process, which in turn allows each student to be included in active cognitive activity. The search for means and methods of training students who meet modern requirements has led to the demand for implementation of successful learning technology in vocational education. The technology of successful learning in vocational education contributes to the creation of conditions in which the student's self-expression becomes more comfortable due to experiencing a state of joy and satisfaction from the results achieved. The purpose of the article is to review the experience of implementing technology of successful learning at a pedagogical university. The article reveals the essence of the concept of "technology of successful learning", its features and impact on the training process of students of vocational schools. The study allowed us to establish the impact of implementation of successful learning technology on student motivation. In the process of research, the level of motivation of students to study professional and pedagogical courses was established. The main motives of students are revealed. The study presented several dozen motives, among which, after conducting a statistical analysis, professional, educational, cognitive and prestige motives were highlighted. Comparison of the results at the beginning and end of the study revealed an improvement in indicators, an increase in students' motivation to study courses. The wide possibilities for the implementation of successful learning technology make it possible to form a need for a deeper study of the content, for self-organization and professional self-improvement of students.
Dissertations / Theses on the topic "Vocational training process"
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Auburn, Stephen Donald, and sauburn@optusnet com au. "Trust the process: stakeholder management using a transparent, evidence-based policy approach." RMIT University. Education, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060515.113429.
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In Australia, the development and implementation of National Training Packages has been a major tool in the drive to reform of the vocational education and training system. The main aim of the reform is to establish a national vocational and education system within a federal political system and to make vocational educations and training providers more responsive to the needs of industry, by industry specifying its skill needs through the mechanism of national Training Packages. The background to this workplace project, the Review of the Community Services Training Package, and this study, is established by a review of policy and literature in relation to national training reform issues and stakeholder management within a public policy context. This review established some principles of good practice in relation to stakeholder management. The industry context of the workplace project is discussed. The workplace project is then unpacked in some detail with specific reference to stakeholder management strategies and issues and some specific stakeholder groups. This exegesis goes on to explore stakeholder behaviour in this particular workplace project in its historical context of the introduction of Training Packages to the vocational education and training system. It explores the perspectives of teachers and industry on the implementation of Training Packages and in particular the gap between educational technologies and industry expectations of standards of work performance. The exegesis concludes with some suggestions of opportunities for enhanced workplace practice in stakeholder management and for further research. It also suggests a job of work for industry and teachers to develop new communities of practice around Training Packages as a means of bringing together their sometimes divergent interests.
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com, ashri_ha@hotmail, and Ashri Haji Ahmad. "Quality Assurance of the Assessment Process in Brunei Darussalam Vocational and Technical Education: Stakeholders' Perceptions and Future Challenges." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070917.103229.
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Quality and quality assurance in education have become global issues in the last decade. Educational institutions around the world are focusing on designing and implementing quality assurance systems to ensure students a high quality of education. In many countries, including Brunei Darussalam, the development of a national system of quality assurance in education has sometimes brought confusion and controversy. The main reason for this stems from the conflicting perspectives of different interest groups: mainly governments, administrators and academic staff, but students, employers and the general public also have significant voices. All, of course, are committed to quality but each regards quality in a slightly different way.
This study set out to explore the perceptions of two groups of stakeholders, administrators and teachers, about the quality assurance system and in particular, the quality assurance of the assessment process in vocational and technical education (VTE) in Brunei Darussalam. The study examined the stakeholders understanding of the term quality and the significance of quality assurance measures. It assessed the extent to which these measures have been utilised by the Department of Technical Education (DTE) and its Vocational and Technical Education Institutions (VTEIs) and it also examined the challenges facing DTE and its VTEIs in ensuring quality VTE.
A mixed-method research approach was used in this investigation, including document analysis, semi-structured interviews and questionnaires. The results provide insights into stakeholders perceptions of quality and a range of purposes for quality assurance system implementation. The effectiveness of the current system based on an external moderation system generated mixed views. The study identified the lack of a structured comprehensive quality assurance system for the assessment process in the DTE and VTEIs and highlighted ways in which quality assurance of the assessment process measures are currently formulated. Both groups of stakeholders agreed that there are challenges confronting the DTE and its VTEIs. Several recommendations were made to improve the current quality assurance measures. The study was timely in light of the increased interest in shaping quality assurance mechanisms in VTE in Brunei Darussalam.
Overall this study carries implications for a better understanding of quality in VTE and issues related to the implementation of a quality assurance system.
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Hölterhoff, Dieter. "Berufsbildende Schulen in den ostdeutschen Ländern am Neuanfang : eine Untersuchung zum Transformationsprozess am Beispiel der Oberstufenzentren im Land Brandenburg in den 1990er Jahren." Phd thesis, Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2014/6957/.
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Die Arbeit leistet einen Beitrag zum Transformationsprozess von der schulischen beruflichen Bildung der DDR hin zu den Oberstufenzentren im Land Brandenburg in den 1990er Jahren. Es wird die Triade der Faktoren Institutionentransfer, Personen- und Knowhow-Transfer und Finanztransfer analysiert. Die vollständige Umstrukturierung ist das berufsschulpädagogisch herausragende Ergebnis der Transformation.
Es wird herausgearbeitet welche Folgerungen aus dem Transformationsprozess für berufsschulpolitische Reformprozesse zu ziehen sind. Dabei wird der Frage nachgegangen, ob die Übernahme des bundesrepublikanischen beruflichen Schulsystems zwangsläufig der Nutzung einer Blaupause gleichkam oder ob es auch abweichende Wege gegeben hat bzw. generell hätte geben können.
Der Transformationsprozess wird nicht auf der Ebene der Einzelschulen, der curricularen und konkreten Ausgestaltung der verschiedenen Bildungsgänge und des Lehrkräfteeinsatzes untersucht, sondern auf der Ebene der Entwicklung der Rahmenbedingungen und der Strukturen der Oberstufenzentren, also auf der Metaebene der Policy als inhaltlicher Dimension von Politik. Damit liegt der Fokus auf dem System „Oberstufenzentrum“. Die Untersuchung dieses Systems klammert die Untersuchung der Handelnden aus: Die untere Schulaufsicht, die OSZ-Leitungen, die Lehrkräfte und nicht zuletzt die Schülerinnen und Schüler.
Die Analyse dient dem Verständnis und der Interpretation dessen, was sich sowohl durch die bundesstaatlichen Vorgaben – Einigungsvertrag u.a. – als auch durch das berufsbildungs- und berufsschulpolitische Handeln beteiligter Akteure herausbilden konnte.
Die inhaltliche Dimension des berufsbildungs- und berufsschulpolitischen Feldes innerhalb des politisch-administrativen Systems im engeren Sinn wird überwiegend bezogen auf die KMK untersucht; ebenso die externen Akteure und ihre Rolle. Es wird herausgearbeitet welche Folgerungen aus dem Transformationsprozess für berufsbildungs- und berufsschulpolitische Reformprozesse gezogen werden können.
Gegenstand der Untersuchung sind ausgewählte Beiträge zu verschiedenen Aspekten der Entwicklung der Oberstufenzentren im Land Brandenburg. Gegenstand sind deshalb ausgewählte Rechtsgrundlagen, Fachaufsätze etc. sowie durch Arbeitspapiere dokumentierte Aspekte der berufsschul- und berufsbildungspolitischen Diskussion in der Wendezeit und nachfolgenden nach der Gründung des Landes Brandenburg.
Anhand von Vergleichen der rechtlichen Ausgangslagen in den fünf ostdeutschen Ländern wird analysiert, ob es verfassungs- respektive schulrechtliche Besonderheiten gab, die zu unterschiedlichem ministeriellen Handeln führten bzw. führen mussten.
Die wiedergegebenen Beiträge zur Entwicklung der Oberstufenzentren werden bezüglich der Relevanz von KMK-Beschlüssen bzw. -Rahmenvereinbarungen untersucht und kommentiert.
Der Institutionentransfer besteht aus dem Beitritt der ostdeutschen Länder zur Geschäftsordnung der KMK, der daraus resultierenden Übernahme der Schulformen und Bildungsgänge einschließlich der rechtlichen Folgen durch Schaffung des Schulrechts in den Ländern. Der Personen- und Knowhow-Transfer fand auf der Ebene der entsandten Verwaltungsmitarbeiterinnen und -mitarbeiter der Kultusministerien und der Mittelbehörden statt.
Für den Transformationsprozess während des hier interessierenden Untersuchungszeitraums werden Berufsschul- und berufsbildungspolitische Aspekte, bzw. im umfassenderen Sinne die der Berufsbildungswissenschaft erstmalig mit der vorliegenden Untersuchung reflektiert. Insofern kann diese als Beitrag zur historisch-berufsbildungswissenschaftlichen Forschung betrachtet werden.This study is a contribution to the transformation process of the vocational education system in the GDR toward the Oberstufenzentren in the state of Brandenburg in the 1990s. A triad of factors will be analysed: transfer of institutions, of personnel and knowhow and of finance. The complete restructuring is the characteristic result of this transformation process in the sector of vocational education. It will be worked out, which consequences should be drawn from the transformation process for reformation processes of the vocational education system. Thereby the question as to whether the adoption of the West German system of vocational training schools was comparable to the use of a blueprint or whether divergent paths would have been possible, is to be discussed. The transformation process will not be analysed on the level of the single vocational education schools, the curriculum, the different school levels and the use of teaching personnel but on the level of the development of general conditions and structures of "Oberstufenzentren”, on the meta level of policy as a dimension of politics as regards content. Therefore the focus is on the system of (the so-callled) ”Oberstufenzentren". The exploration of these systems excludes the exploration of the acting persons: supervision of schools, school management, teachers and students. This analysis serves for a deeper understanding and interpretation of national standards – for instance the Unification Treaty – and also for an understanding of the action frame of reference of vocational education politics and vocational training school politics by the involved participants. The dimension of contents in the vocational education and vocational training school field inside the political-administrative systems will be analysed by the KMK – The Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany; likewise the external actors and their role. The consequences of the transformation process for vocational education politics and vocational training school politics will be worked out. Selected works of different aspects of the development of ”Oberstufenzentren” in the land Brandenburg are the subject matter of the survey. This includes the analyses of selected legal basis, scientific papers etc., in combination with documents of vocational education discussion and vocational training school discussion in the political turning point following the formation of the federal state of Brandenburg. On the basis of the different legal initial positions in the five East German Länder it will be analyzed, whether there were constitutional or rather school law characteristics which led to /had to lead to different ministerial actions The reproduced articles on the development of ”Oberstufenzentren" will be analysed and commented with respect to the relevanz of KMK-decisions /. KMK-master agreements. The transfer of institutions is the accession of the East German federal states to the internal regulations of the KMK, the resulti is the takeover of school forms including the legal consequences by creating the school law in these states. The transfer of personnel and knowhow took place on the level of delegated members of school ministries of the Western federal states. For the transformation process in the surveyed time aspects of vocational education and vocational training or rather – on a more comprehensive level, the science of vocational training are going to be reflected for the first time, Therefore, this can be seen as a contribution to the historical-vocational training research.
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Wheeler, Richard Graham Gilbert. "The process of change in higher education : the impact of Enterprise in Higher Education (EHE); Higher Education Capability (HEC); and the National Vocational Qualifications (NVQ/GNVQ) on selected disciplinces.. universities." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360593.
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This thesis derives from a qualitative study of the process of change in higher education in the ten years since the 1987 White Paper Meeting the Challenge, with particular reference to the impact of three initiatives associated with the concept of vocationalism, namely Enterprise in Higher Education (EHE), Higher Education for Capability (HEC) and National Vocational Qualifications (NVQ/GNVQ). The research is based on interview and documentary evidence drawn from four universities - Middlesex; Hertfordshire; the Open University; and Sussex - in five subject/disciplines - two broadly vocational - Business Studies; Electrical Engineering -, and three largely non-vocational - Biology/ Environmental Science; History; and Sociology. The purpose of the study is to illuminate the process of change in the context of policy implementation research. There are four levels of analysis - the individual member of staff; the subject group or department; the university as an institution; and at the system level, the Employment Department (ED) (now OfEE) which has acted as an agency of change in HE. A simple model is developed, analysing the response of individuals in terms of 'enthusiasts', 'capers' and 'doubters'. The responses of subject groups to EHE, HEC and NVQ/GNVQ are examined, with particular reference to curriculum change and different interpretations of vocationalism. At the institutional level, the EHE model of change is revealed as neither exclusively top-down nor bottom-up, but as deriving largely from the influence of change agents in the middle of the organisation, and from the availability of small scale funding as an incentive to innovation in teaching and learning. At the system level, ED strategy, based on selective project funding, is shown to be powerful and effective, principally because it offers opportunities for the assimilation and ownership of change at a" three levels - individual, subject discipline, and institutional. HEC has had less impact on the four universities in an operational sense but the concept of Capability is important in normative terms. This contrasts with evidence of widespread ambivalence in universities towards competency-based education and training, at least at the higher levels, although the Open University's VQ Centre has been influential in facilitating and supporting VQ developments at the OU. As an essay in contemporary history, the thesis is concerned with the analysis of the change process in the context of time and place. As a contribution to grounded theory, it also draws on classic force field analysis and innovation research to illustrate the phenomenon of incremental change, especially when the potential exists for the interpretation and ownership of change by academics themselves.
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Chikukwa, Donald. "Assessing the process of participatory monitoring and evaluation: A case study of the Salesian Institute Youth Project, vocational training in Cape Town South Africa." University of the Western Cape, 2019. http://hdl.handle.net/11394/7010.
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Magister Artium (Development Studies) - MA(DVS)The involvement of beneficiaries in monitoring and evaluation processes, not only does it ensure the success of the project’s intended objectives, but it empowers, creates knowledge production while guaranteeing a means to a sustainable livelihood for beneficiaries. The study sought to assess the process of Participatory Monitoring and Evaluation using a case study of the Salesian Institute Youth project, vocational training in Cape Town South Africa. Thus the study set out to conduct an evaluative assessment of stakeholder participation in the process of PM&E; identify the organizational structure of the project team and the parties involved; assess the project intended goals versus the outcomes of the project, and identify the relationship between the process of PM&E and the outcomes of the project. The study employed quantitative and quantitative methods, noting the low response rate a larger sample of 150 questionnaires was evenly distributed across gender and 102 were completed. Ten interviews were conducted across all stakeholders. Data were captured and analyzed using SPSS and thematic analysis. The study concludes that the involvement of participants in the process of PM&E is vital to achieving positive projects outcomes. Participants should be made aware of the meaning, purposes of the project as this allows for their comprehension and free will to participate in PM&E processes. Although the outcomes of the project were positive, the study recommends that there is a need for an established scientific PM&E system for the organization that can be implemented in organization projects.
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Lin, Yi-chun. "The perceptions of human resource development professionals in Taiwan regarding their working relationships with subject matter experts (SMEs) during the training design process." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1147888139.
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Sanches, Júnior Moises Lopes 1969. "Modelagem e desenho de processos como ferramenta de verificação da gestão municipal no processo de inclusão da pessoa com deficiência." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275080.
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Orientador: Paulo Ferreira de AraujoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física
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Resumo: Diversos são os recortes pelos quais se tem analisado as questões da inclusão da pessoa com deficiência, sejam nas pesquisas desenvolvidas nos foros acadêmicos, ou nos debates sócio-político-econômicos. É nítida, no âmbito histórico, uma rápida evolução conceitual nas diversas publicações acadêmicas e políticas em que se apresenta o tema, principalmente nas últimas quatro décadas, o que tem proporcionado um redirecionamento no olhar e práticas direcionadas a inclusão desta população. No entanto, ao destacarmos as políticas expressas na legislação, confrontadas com as práticas, planejamento e articulações desenvolvidas nos municípios, nos defrontamos com uma realidade que expõe a desarticulação entre essas atividades, e principalmente, a quase completa ausência de instrumentalidades que possibilitem aferir sua eficácia. Se por um lado, as agências formadoras tentam desenvolver em seus graduandos conceitos que possibilitem uma sociedade inclusiva e que contemplem com um novo olhar a pessoa com deficiência, de outro lado, observamos o descompasso entre a intenção e a prática, e principalmente, entre os setores que planejam e os que gerem os processos inclusivos. Isto resulta em processos não racionalizados, com sobreposição de tarefas, de custeio ou de atendimentos, retrabalho, falta de atendimento pela inferência de que alguma atividade seja de outro setor, além de um conjunto de informações dispersas ou desconexas, e por fim, ausência de indicadores confiáveis que propiciem validação de resultados. Desta percepção decorre a necessidade de modelos de integração destes conceitos (oriundos da pesquisa e ciência) e práticas (presentes nos ambientes sociais) em uma ação que apresente sincronia e alinhamento com um ponto de convergência comum (as necessidades humanas), e que possibilitem rastrear a eficácia dos resultados das políticas públicas. O presente trabalho evoca o uso da metodologia de modelagem e desenho de processos orientadas a valor, aliada a uma abordagem de resolução de problemas complexos, como alternativa para o estabelecimento, mapeamento e verificação de indicadores de gestão de processos inclusivos, e monitoramento, validação e rastreabilidade de resultados das ações voltadas à inclusão. Concluímos, pela otimização de processos e resultados obtidos pela aplicação desta metodologia, ela se demonstrou útil para certificar municípios, entidades ou quaisquer outros níveis de recortes estruturais, aferindo e validando processos de inclusão, além de fornecer indicadores para correção e planificação das ações de formação ou indicação de áreas de carência em pesquisa e desenvolvimento, contribuindo para a eficácia, e não somente eficiência, das atividades desenvolvidas no sentido da inclusão da pessoa com deficiência
Abstract: There are several clippings by which it has been analyzed the issues of inclusion of people with disabilities in research are developed in academic forums, or in the socio- political and economic debates. It is clear, in the historical context, a quick conceptual evolution in several academic publications and policies which presents the theme, especially in the last four decades, which has resulted in a redirect gaze and practices aimed at inclusion of this population. However, when we cut the policy expressed in legislation, confronted with the practical, engineering and joints developed in the municipalities, faced with a reality that exposes the lack of connection between these activities and especially the almost complete absence of instrumentalities that enable measuring its effectiveness. On one hand, the training agencies try to develop concepts that enable its graduates an inclusive society and contemplating a new look with the disabled person, on the other hand, we observe the gap between intention and practice, and especially among sectors planning and managing the inclusive processes, resulting in not streamlined processes, with overlapping tasks, or calls costing, rework, lack of care by the inference that some activity is of another sector, plus a set of Scattered or disconnected information, or lack of reliable indicators that provide validation of results . From this perception stems the urgent need of models of integration of these concepts (derived from the research and science) and practical (present in social settings) in synchrony to submit an action and alignment to a common point of convergence (human needs), and enabling to track the effectiveness of the results of public policy. This work evokes the use of the value-oriented methodology for modeling and designing processes, combined with an approach of solving complex problems, as an alternative to the establishment, mapping and verification of management indicators of inclusive processes and monitoring, validation and traceability of results of actions aimed at inclusion. We conclude that such a methodology, if applied, could make municipalities, entities or other levels of structural clippings, assessing and validating processes of inclusion and provide indicators to correction and planning of training activities or indication of areas of need in research and development contributing to the effectiveness, not just efficiency, of the activities developed for the inclusion of people with disabilities
Doutorado
Atividade Fisica, Adaptação e Saude
Doutor em Educação Física
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Marr, Shuna A. "Work process knowledge in Scottish visitor attractions." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/254.
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Work process knowledge (WPK) is a concept for systems-level knowledge of the workplace and has been shown to be most important in organisations requiring multi-functional working. Most of the previous body of knowledge on WPK has focussed mainly on manufacturing industries; there has been less investigation of WPK in the service sector and none in the visitor attraction (VA) industry, an important employer in Scotland. The VA industry is extremely dynamic and many businesses are rapidly moving towards multi-functional team working, driven by an urgent need to develop quality, customer-focussed strategies to survive in an over-supplied and very competitive market. This study identifies the nature of WPK in Scottish VAs, what relationship WPK has to customer service, how WPK in this service sector differs from selected published studies in manufacturing and other service sector contexts and what factors affect the development of WPK in VAs. Following recruitment of a number of VAs using an online questionnaire and subsequent site visits, six sites were selected for case study, on the basis that they demonstrated most evidence of multi-functional working and staff with developed WPK. The research design was comparative case studies of the work processes and knowledge within these six VAs, based on a social constructivist framework, using the methods of key informant interviews and shadowing. Although these six sites represent a cross-spread of attractions in terms of types, location and size, they nonetheless show strong similarities in their basic business structure. The data show that WPK is an essential element of workers’ roles and a vital requirement in providing good customer service. Although VA managers do not use the term ‘work process knowledge’, they nonetheless recognise the importance of having staff with a wider view of their business and are actively encouraging its rapid development. Multi-functionality and job rotation are main ways of developing WPK but sites also use key workers with job roles that help develop high levels of WPK, who are then used as a staff resource. The main factor contributing to the development of WPK is communication, especially of systems-level information. Cultural information-sharing is an essential pre-condition for the development of WPK in this context. Other determining factors are flexibility, employee biographies, seasonality issues, how weddings and functions are handled on-site and the size and complexity of the site. WPK is the foundation on which good customer service is based and elements of it deliver customer service. It is the closely integrated nature of the employee-customer relationship that has such a profound effect on WPK development in this service sector industry and is essentially what differentiates it from previously published studies. The identification of the customer as a hitherto unrecognised key driver of WPK is the most important contribution to knowledge made by this work.
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Lemaire, Françoise. "Le rapport à la formation des sénior(e)s en emploi : contribution à une théorie de l’apprenance tout au long de la vie." Thesis, Paris 10, 2014. http://www.theses.fr/2014PA100130/document.
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La formation professionnelle continue (FPC) est considérée comme un bon moyen pour maintenir en emploi les travailleurs vieillissants. Or, le taux d’accès à la FPC décline avec l’âge, quel que soit le profil de l’individu. Ce constat laisse supposer que plus on avance en âge moins on a envie d’apprendre. Or, l’étude présentée ici, confirme que l’âge n’impacte pas directement l’envie d’apprendre. D’autres facteurs interviennent, qu’une analyse d’entretiens, menée auprès de deux groupes de travailleurs âgés soit de 55 ans, soit de 40 ans, identifie. Parmi eux, l’absence de perspectives professionnelles semble déterminante. Aussi, le rapport à la FPC des seniors traduit-elle plus un rapport au travail qu’un rapport à la formation ou au savoir stricto sensu. Envisager le vieillissement comme un processus motivationnel et biographique et non pas comme l’effet d’un déclin physiologique ou social inexorable, permettrait peut-être de rétablir un rapport positif des seniors à la FPC, et de contribuer ainsi au maintien de leur employabilitéThe further vocational training is considered as a good way to keep on job aging employees. But the older employees are, the less they get access to ongoing vocational training, regardless their profile. This assessment may imply that the older we get older, the less we are motivated to learn. However, the present study confirms that age has no direct impact on envy to learn. An analysis of interviews, targeting different employees sets (one group of 55-year-old employees, and another group of 40), points out other factors. Among them, professional perspectives are key elements. The relationship of senior employees to further vocational training connection unveils a relationship to work rather than a relationship to training, or to knowledge. Considering aging process as a motivational and biographic process and not as an inevitable effect of physiological or social decline would enable, perhaps, to re-establish a positive relationship of senior employees to further vocational training, hence would contribute to maintain their employability
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Larm, Michael. "Officersutbildningens akademisering : En studie av yrkesidentitet i förändring." Thesis, Stockholms universitet, Pedagogiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-43181.
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Department of Education, University of Stockholm. Second year research project, autumn term 2009. The transformation of Swedish officer´s training into an academic professional education – a study of professional identity in alteration. The study is a part of the Research Project; Discussion for collaboration - from vocational training to academic professional education. By Michael Larm The purpose of this study is to analyse in what way the process of transforming Swedish officer´s training into an academic professional education are perceived in terms of professional identity, alteration and synergies. The theoretical framework is based on social constructivism from the perspective symbolic interactionism focusing on notions such as heteroglossin, dialogicality, alterity and selfidentity. The data derives from a qualitative research and the collection of data was made by inviting students and teachers from the Swedish National Defence Collage to Focus group discussions. The discussions are audio-recorded and transcribed in its entirety as close to the oral language as possible. The data is analysed with regard to heteroglossin, dialogicality, alterity and selfidentity, and with regard to professional identity, alteration and synergies based on the transformation mentioned above. The results from the Focus group discussions shows that the participants conception of the process of transforming Swedish officer’s training into an academic professional education and of the term professional identity is closely related to their own field of practice.Syftet med studien är att undersöka lärares och studerandes uppfattningar om officersutbild-ningens akademisering vid Försvarshögskolan, dess synergieffekter och påverkan på en yrkes-identitet i förändring. Studien utgår ifrån ett socialkonstruktivistiskt perspektiv enligt Bakhtin, Giddens och Wertsch där språket, samtalet, står i fokus för identiten. Studien tar också stöd i ett socialpsykologiskt perspektiv utgående från symbolisk interaktionism utvecklat av Mezirow där fokus ligger på att individen i samspelet med den sociala omgivningen utvecklar sin identitet. Data inhämtas från kvalitativ forskning i form av fokusgruppsamtal med studerande och lärare vid FHS. Samtalen dokumenteras genom ljudinspelning och transkriberas i sin helhet. Insamlade data analyseras med de teoretiska begreppen: Heteroglossin, Dialogicitet, Alteritet och Självidentitet kopplat till identitet, förändring och synergieffekter. Studien visar att deltagarnas uppfattning om den förändringsprocess som akademiseringen för med sig och av begreppet identitet är nära relaterad till aktörens bakgrund och roll i akademin.
Samtal för samverkan - från yrkesspecifik till akademisk professionsinriktad utbildning
Books on the topic "Vocational training process"
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1944-, Roessler Richard, ed. Foundations of the vocational rehabilitation process. 4th ed. Austin, Tex: PRO-ED, 1995.
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1944-, Roessler Richard, ed. Foundations of the vocational rehabilitation process. 3rd ed. Austin, Tex: PRO-ED, 1987.
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author, Roessler Richard 1944, and Rumrill Phillip D. author, eds. Foundations of the vocational rehabilitation process. Austin, Texas: Pro-Ed, Inc., 2016.
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Rubin, Stanford E. Foundations of the vocational rehabilitation process. 6th ed. Austin, Tex: PRO-ED, 2008.
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Sims, David. The learning process in NVQ and SVQ delivery. London: Stationery Office, 1996.
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Giles, Leslie. Productive skills for process operatives. Brighton: Institutefor Employment Studies, 1997.
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Wire process operator: Apprenticeship course outline. Edmonton, AB: Alberta Advanced Education and Technology, 2007.
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Directorate, Canada Human Resources Partnerships. Occupational standards development process =: Processus d'élaboration de normes professionnelles. Ottawa, Ont: Human Resources Development Canada = Développement des ressources humaines Canada, 2000.
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Gleckel, Evie K. Collaborative individualized education process: RSVP to IDEA. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2008.
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Tkacheva, Viktoriya, Il'ya Evtushenko, and Marina Zhigoreva. Career guidance and socialization of students with complex disabilities. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014625.
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The textbook deals with theoretical and methodological, legal and socio-humanistic foundations of the system of vocational guidance and socialization of students with complex disabilities, the history of the formation of ideas about career counseling in domestic and foreign science and practice. Presented psycho-pedagogical features of pupils with complex disabilities and conditions that ensure successful mastery of the available professions, work skills. This description of the vocational diagnostic procedure aimed at exploring the possibilities of a child with severe to mastering the profession. The estimation of the level of employment, pre-vocational and vocational knowledge and skills. The possible extent of mastering different kinds of work, professional activities and employment options of persons with complex disabilities. First introduced the variative model of the system of vocational guidance and socialization of students with complex disabilities and the contents of psychological and pedagogical support of their families in the process of career guidance.
For students of institutions of secondary vocational education, undergraduate, master degree, post-graduate students studying in areas of training 44.03.01/44.04.01 "Pedagogical education", 44.03.02/44.04.02 "Psycho-pedagogical education", 44.03.03/44.04.03 "Special (defectological) education", as well as professionals working in the system, both General and special education, institutions secondary vocational and higher education.
Book chapters on the topic "Vocational training process"
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Ante, Christine. "The Copenhagen Process: A Political Economy Perspective." In The Europeanisation of Vocational Education and Training, 35–68. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41570-3_2.
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Ludwig-Mayerhofer, Wolfgang, Reinhard Pollak, Heike Solga, Laura Menze, Kathrin Leuze, Rosine Edelstein, Ralf Künster, Ellen Ebralidze, Gritt Fehring, and Susanne Kühn. "Vocational Education and Training and Transitions into the Labor Market." In Education as a Lifelong Process, 277–95. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-23162-0_15.
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Ante, Christine. "The Impact of the Copenhagen Process on the Dutch Training Regime." In The Europeanisation of Vocational Education and Training, 123–62. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41570-3_4.
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Ante, Christine. "The Impact of the Copenhagen Process on the German Training Regime." In The Europeanisation of Vocational Education and Training, 69–121. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41570-3_3.
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Ante, Christine. "The Impact of the Copenhagen Process on the English Training Regime." In The Europeanisation of Vocational Education and Training, 163–91. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41570-3_5.
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Varis, Tapio. "TVET and ICT Acquisition Process." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 105–10. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5937-4_6.
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Viet, Nguyen Quang. "Competence-based Vocational Education and Training in Viet Nam: Input and Process towards Learning Outcomes." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 469–85. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41713-4_22.
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Bieber, Tonia. "Swiss Reforms in Vocational Education and Training: Cherry-Picking from the Copenhagen Process." In Soft Governance, International Organizations and Education Policy Convergence, 185–211. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-47695-1_7.
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Mustapha, Aliyu, Abdullahi Kutiriko Abubakar, Haruna Dokoro Ahmed, and Abdulkadir Mohammed. "Application of Big Data Analytics for Improving Learning Process in Technical Vocational Education and Training." In Communications in Computer and Information Science, 15–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69143-1_2.
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Malloch, Margaret, Juan Alberto Mena Lorenzo, Jorge Luis Mena Lorenzo, Lázaro Moreno Herrera, and Pedro Luis Yturria Montenegro. "Vocational Education and Training in Cuba: A Process of Changes Towards Learning in the Workplace." In The SAGE Handbook of Learning and Work, 587–601. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2022. http://dx.doi.org/10.4135/9781529757217.n37.
Full textConference papers on the topic "Vocational training process"
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KASPERIŪNIENĖ, Judita, and Sigitas DAUKILAS. "SMART EDUCATIONAL TECHNOLOGY IN THE LEARNING PROCESS AT A RURAL VOCATIONAL TRAINING INSTITUTION - A CASE STUDY." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.128.
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Smart educational technology in the learning process at a vocational training institution directly correlates to the pedagogical and methodological preparation of teachers and their practical experience. The pedagogical preparation determines better learning outcomes, effective social and cultural expressions, and more qualitative guidance of the didactic process. In addition, teachers with the help of technology have the opportunity to draw attention to each student, help the learner to know himself and his or her field of professional expression. This case study examined the ability of vocational teachers to use various technologies in class. Study was conducted in five rural vocational training schools in Lithuania. Twenty five vocational teachers were interviewed using focus group interview format about their smart educational technology usage in teaching and contacting their students. Teachers were observed manipulating, transforming and allocating appropriate digital media, adapting teaching content and easily forming teaching-learning networks to achieve educational goals. Overall, the process described here showed that regardless of how long vocational teachers work at a rural school and what subjects they teach, mostly teachers communicated and collaborated through technologies with their students while presenting vocational teaching content. Finally, the technological competence of vocational teachers reflected the teacher's ability to carry out a certain vocational teaching process: the ability to perform technological operations, the skill to work with various materials, equipment and the mentoring capacity.
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Miao, Di, Shixin Li, Xin Su, and Linglin Li. "Vocational Teacher Training Process in Professional Education for Principle of Router." In 2018 International Conference on Management, Economics, Education and Social Sciences (MEESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/meess-18.2018.30.
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Kustija, Jaja. "Difference Level of Professionalism and Quality of Learning Process Based On Undergraduate Education Teacher Background." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.23.
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Rahmawati, Fitri, Kokom Komariah, and Rizqie Auliana. "The Acquisition of Tacit Knowledge in Culinary Industry Work-Based Learning Process and Its Development Alternative." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.16.
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Dimitrios, Kotsifakos, Bill Kostis, and Douligeris Christos. "A case study of a laboratory experimental process in Vocational Education Training (VET)." In 2018 South-Eastern European Design Automation, Computer Engineering, Computer Networks and Society Media Conference (SEEDA_CECNSM). IEEE, 2018. http://dx.doi.org/10.23919/seeda-cecnsm.2018.8544931.
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Tuah, Tuah, Nanang Dalil Herman, and Johar Maknun. "E-Books in Teaching and Learning Process." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.64.
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Nur Rahma Putra, Andika Bagus, Amat Mukhadis, Dila Umnia Soraya, Nurul Dzakiya, M. Mirza Abdillah Pratama, and Ahmad Mursyidum Nidhom. "The Innovation of Hybrid Learning through Live 24-Hour Streaming Personal in the Learning Process in Higher Education of Vocational in the Era of Industrial Revolution 4.0." In Proceedings of the 2nd International Conference on Vocational Education and Training (ICOVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icovet-18.2019.64.
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Elida, Elida, and Agusti Efi. "Use of Products-based Module in the Process of Learning to the Practical Course." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.24.
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Jalinus, Nizwardi, Syahril Syahril, Fahmi Rizal, Rahmat Azis Nabawi, and Mahesi Agni Zaus. "Ongoing Process of Change Curriculum: Teaching and Learning Strategy of Vocational Teachers in Western Part of Indonesia." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.22.
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Zhang, Yue, Jinghui Zhao, and Xiaodan Jia. "Exploration of Innovation and Entrepreneurship Education for Higher Vocational College Student on Basis of Overall Talent Training Process." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.74.
Full textReports on the topic "Vocational training process"
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Lavrentieva, Olena O., Ihor O. Arkhypov, Olexander I. Kuchma, and Aleksandr D. Uchitel. Use of simulators together with virtual and augmented reality in the system of welders’ vocational training: past, present, and future. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3748.
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The article discusses the theory and methods of simulation training, its significance in the context of training specialists for areas where the lack of primary qualification is critical. The most widespread hardware and software solutions for the organization welders' simulation training that use VR- and AR- technologies have been analyzed. A review of the technological infrastructure and software tools for the virtual teaching-and-production laboratory of electric welding has been made on the example of the achievements of Fronius, MIMBUS, Seabery. The features of creating a virtual simulation of the welding process using modern equipment based on studies of the behavioral reactions of the welder have been shown. It is found the simulators allow not only training, but also one can build neuro-fuzzy logic and design automated and robotized welding systems. The functioning peculiarities of welding's simulators with AR have been revealed. It is shown they make it possible to ensure the forming basic qualities of a future specialist, such as concentration, accuracy and agility. The psychological and technical aspects of the coaching programs for the training and retraining of qualified welders have been illustrated. The conclusions about the significant advantages of VR- and AR-technologies in comparison with traditional ones have been made. Possible directions of the development of simulation training for welders have been revealed. Among them the AR-technologies have been presented as such that gaining wide popularity as allow to realize the idea of mass training in basic professional skills.
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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.
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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.
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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.
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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Pererva, Victoria V., Olena O. Lavrentieva, Olena I. Lakomova, Olena S. Zavalniuk, and Stanislav T. Tolmachev. The technique of the use of Virtual Learning Environment in the process of organizing the future teachers' terminological work by specialty. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3868.
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This paper studies the concept related to E-learning and the Virtual Learning Environment (VLE) and their role in organizing future teachers’ terminological work by specialty. It is shown the creation and use of the VLE is a promising approach in qualitative restructuring of future specialists’ vocation training, a suitable complement rather than a complete replacement of traditional learning. The concept of VLE has been disclosed; its structure has been presented as a set of components, such as: the Data-based component, the Communication-based, the Management-and-Guiding ones, and the virtual environments. Some VLE’s potential contributions to the organization of terminological work of future biology teachers’ throughout a traditional classroom teaching, an independent work, and during the field practices has been considered. The content of professionally oriented e-courses “Botany with Basis of Geobotany” and “Latin. Botany Terminology” has been revealed; the ways of working with online definer (guide), with UkrBIN National Biodiversity Information Network, with mobile apps for determining the plant species, with digital virtual herbarium, with free software have been shown. The content of students’ activity in virtual biological laboratories and during virtual tours into natural environment has been demonstrated. The explanations about the potential of biological societies in social networks in view of students’ terminology work have been given. According to the results of empirical research, the expediency of using VLEs in the study of professional terminology by future biology teachers has been confirmed.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.
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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Lessons Learned from the Cambodia Enterprise Infirmary Guidelines development process. Population Council, 2018. http://dx.doi.org/10.31899/sbsr2018.1002.
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Women of reproductive age in Cambodia, and many other developing countries, comprise a large part of factories’ workforce. Integrating family planning and reproductive health information and services into factories can improve workers’ health and help countries achieve FP2020 commitments. This case study looks at the process of how the Cambodian Ministry of Labor and Vocational Training launched, as formal policy, a set of workplace health infirmary guidelines for enterprises. What made this policy process unique for Cambodia—and what can be replicated by health advocates elsewhere—is that a group of organizations typically focused on public health policy successfully engaged on labor policy with a labor ministry. This case study describes the policy process, which was underpinned by the strategic use of evidence in decision-making and has been hailed by government, donors, civil society and industry as a success. The learnings presented in this case study should be useful to health advocates, labor advocates, and program designers.
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Integrating adolescent livelihood activities within a reproductive health program for urban slum dwellers in India. Population Council, 2001. http://dx.doi.org/10.31899/rh2001.1018.
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The Population Council's Frontiers in Reproductive Health Program and the Policy and Research Division are collaborating with CARE India to conduct an operations research study to examine the feasibility and impact of adding livelihood counseling and training, savings activities, and follow-up support to the ongoing reproductive health program for adolescents. The short-term objective is to foster the development of alternative socialization processes for adolescent girls that encourage positive sexual and reproductive health behaviors. As noted in this project update, the study will produce a replicable model for CARE India and other agencies to use in adding livelihood activities to adolescent reproductive health programs. The intervention, which includes vocational counseling, vocational training, follow-up support, and savings activities, has begun operations in five slum areas. Thus far the project has demonstrated that it is feasible to provide short-term, nonformal training in vocational skills to adolescent girls living in the slums of Allahabad, and that such training can be successfully integrated within CARE India’s ASRHA (Action for Slum Dwellers' Reproductive Health, Allahabad) project activities.