Study of the Status Problems and Factors Using in Leaning and Teaching for Industrial Teachers Vocational Education Institute: Northeastern

2020 ◽  
Author(s):  
Somsak Thanaputtiwirot ◽  
Parichat Kinaree ◽  
Wichit Suttiporn ◽  
Jirarot Samartchotipant
Keyword(s):  
Vocational Education ◽  
The Status ◽  
Industrial Teachers

The status and needs of vocational education in Zachodniopomorskie voivodship

2017 ◽  
Vol 62 (4) ◽  
pp. 49-67
Author(s):  
Beata Bieszk-Stolorz ◽  
Anna Gdakowicz ◽  
Iwona Markowicz
Keyword(s):  
Vocational Education ◽  
Telephone Interview ◽  
Survey Method ◽  
Educational Institutions ◽  
Computer Assisted ◽  
Computer Assisted Telephone Interview ◽  
Research Project ◽  
Post Secondary ◽  
Technical Schools ◽  
The Status

The article aims at presenting the educational offer and the needs of vocational education institutions in Zachodniopomorskie voivodship. The survey within the framework of the research project Diagnosis of the offer and needs of educational institutions in Zachodniopomorskie voivodship in the area of vocational education, was conducted in 2014 in cooperation with the Voivodship Labour Office in Szczecin. The study was performed with diagnostic survey method using PAPI (traditional interview) and CATI (computer assisted telephone interview) techniques. The survey covered basic vocational and technical schools, institutions preparing for work, specialised secondary and post-secondary schools as well as universities. The respondents answered 24 questions concerning the potential of vocational education, its didactic needs and infrastructure, as well as cooperation with employers in Zachodniopomorskie voivodship. The results of the survey showed, i.a. that the institutions of vocational education in Zachodniopomorskie are underfunded.

scholarly journals PSYCHOSOCIAL SUPPORT OF EDUCATIONAL PROCESS PARTICIPANTS AT INSTITUTIONS OF VOCATIONAL EDUCATION

2019 ◽  
pp. 156-161
Author(s):  
Ірина Ткачук ◽  
Юрій Луценко
Keyword(s):  
Vocational Education ◽  
Personal Development ◽  
Psychosocial Support ◽  
Self Regulation ◽  
Social Activity ◽  
Educational Process ◽  
Self Control ◽  
Positive Interaction ◽  
The Status ◽  
Successful Behavior

The article analyzes the scientific sources on the problem of psychosocial help to victims of traumatic events, identifies three main approaches to its implementation. The objective of psychosocial support of the educational process participants at the institutions of vocational education who have survived a crisis life event is formulated. It is to promote the preservation of a person in the status of a productive subject of activity, personality and individuality, capable of positive interaction with the world, people and himself. The defined goal is achieved by solving the following tasks: promoting the stabilization of the emotional state and rational perception of one's life situation; formation of constructive ways of solving the complex life situations; activization of processes of self-knowledge, self-perception, self-regulation and self-control; assisting in creation of a positive image of the future; assistance in taking responsibility for own future; development of social competence and social activity, mastering strategies of successful behavior; the formation of a focus on personal development and social realization. To achieve the identified goals and objectives, training programs for psychosocial support for students and teachers of vocational education institutions have been developed. The indicated programs were piloted on the basis of five vocational education institutions of the Donetsk region.

scholarly journals Implementation of Strengthened Technical Vocational Education Program – Competency Based Curriculum, Northern Mindanao, Philippines

2012 ◽  
Vol 7 (1) ◽  
Author(s):  
Reynilda C. Alferez ◽  
Nenita D. Palmes
Keyword(s):  
Vocational Education ◽  
Human Resource Development ◽  
Education Program ◽  
Monitoring And Evaluation ◽  
Competency Assessment ◽  
The Status ◽  
Competency Based ◽  
Technical Vocational Education ◽  
The Difference ◽  
Budgetary Allocation

 This study attempted to assess the implementation of the Strengthened Technical and Vocational Education Program – Competency Based Curriculum (STVEP-CBC) in Region x. The study involved nine (9) DepED Technical Vocational High Schools in Region X – Northern Mindanao. The respondents included twenty one (21) administrators and ninety one (91) teachers. Descriptive statistics were used to describe and to analyze the data. The study also utilized T – test for paired values to evaluate the difference between administrators and teachers assessments in the status of implementation of STVEP - CBC. The school administrators and teachers assessed the status of the implementation of STVEP-CBC along the aspects of its program. Findings show that both administrators and teacher respondents were assessed very satisfactory on items of Competency Assessment and Certification, Instructional and Teacher Support Material, Curriculum Instruction, Program and Project Management and Monitoring and Evaluation. On one hand, both respondents register as only satisfactory on the aspect of facilities and services. This can be due to the fact that a budgetary allocation in this area is insufficient. On the other hand, assessments of administrators and teachers vary on the following: excellent by the administrators while very satisfactory by the teachers respectively the items on Human Resource Development, Property Supply Management, Fiscal Management and Physical Plant Facility. Such high assessments of the two groups are attributed to their satisfaction level with the implementation of the different programs. The professional profiles of the respondents may also have accounted for the effectiveness on the implementation of the programs. Additional budgetary allocation and enhancement trainings for both teachers and administrators are recommended. Likewise, regular monitoring should be undertaken to keep track in the effective and efficient implementation of the program. Keywords - Strengthened Technical Vocational Education, Program – Competency Based Curriculum STVEP–CBC activities

Modern technology of teaching a foreign language: design and experience

2021 ◽  
Author(s):  
Tat'yana Lomakina ◽  
Nina Vasil'chenko
Keyword(s):  
Foreign Language ◽  
Vocational Education ◽  
English Language ◽  
Core Competencies ◽  
Language Education ◽  
Modern Technology ◽  
Learning Technologies ◽  
Design And Technology ◽  
Secondary Vocational Education ◽  
The Status

The monograph deals with the theoretical and practical issues of pedagogical design of the technology of teaching a foreign language in the system of secondary vocational education. Presents an analysis of key concepts "instructional design" and "technology of education" that is meaningful and reveals the basic principles of the system, activity-based and student-centered approaches to the design of learning technologies to address new opportunities and the status of the str system in the modern socio-economic conditions. The author has developed a method of selection of the content of learning English language, based on the modular structure of the course, taking into account international experience in building the content of language education for professional purposes, the requirements of the educational-methodical complex of teaching business English and core competencies stipulated by the Council of Europe, as well as the requirements of the labour market and the needs of employers standardisert, intensificarea language training specialist of middle management by reflection of the status and trends of professional activities in various fields. For use in the system of professional development of teachers of secondary vocational education, additional education and the system of corporate training.

scholarly journals Regional Aspects of the Transformation of the Institution of Vocational Education

2019 ◽  
pp. 54-60
Author(s):  
Guzel Biglova
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Vocational Education ◽  
State Regulation ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Social Infrastructure ◽  
Structural Element ◽  
The Status ◽  
Systemic Nature

Modern Russian system of vocational education has the following levels of state regulation: institutions of higher education – on the Federal level (licensing and accreditation); institutions of secondary education – on the regional level (regional ministries and departments). Consequently, a region can have significant impact only on the training of mid-level specialists. According to the author, it leads to a bias in regulating the regional economy development. To assess this aspect, the author introduces the denationalization index as an indicator of the transformation of the vocational education system in regions, which resulted in the significant spread in the system of secondary education and very insignificant spread – in the system of higher education. The author also finds that the demand for services of private educational institutions is falling greatly in the field of higher education, and growing in the field of secondary education; over the past 10–12 years a greater confidence in public educational institutions in the field of higher education has been formed regardless to the form and tuition fees; at the institutional level, the ownership structure has been established, and existing relations between university administrations, teaching staff and main consumers of services (individuals) have gained a more expressed systemic nature. The researcher also concludes that there is a significant potential for the devaluation of vocational education. According to the author, the formation of the status of educational institutions as independent subjects in the market economy represents not so much a social infrastructure element as a structural element of the regional economic system resulting in the problem exacerbation associated with the imbalance in the level of development of human capital and technology in regions.

scholarly journals Inclusiveness in the Vocational Education Policy and Legal Frameworks of Kenya and Tanzania

2016 ◽  
Vol 5 (4) ◽  
pp. 53
Author(s):  
Abebe Yehualawork Malle
Keyword(s):  
Focus Group ◽  
Vocational Education ◽  
Students With Disabilities ◽  
Education And Training ◽  
Focus Group Discussions ◽  
African Countries ◽  
Group Discussions ◽  
Policy Document ◽  
The Status ◽  
And Training

<p>This study examines the status of inclusiveness in the education and training policies of Ethiopia in comparison to those of selected East African countries. The focus is on vocational education in terms of the special educational and training needs of students with disabilities. Focus group discussions and interviews conducted in Kenya and Tanzania, relevant policy document analysis and the findings of Article 1 of the study were used as primary sources for the research. A total of 18 representatives of DPOs from Kenya and Tanzania participated in two sessions of focus group discussions, and 15 high-profile figures and experts from concerned government bodies of these study countries were interviewed. Most of the study participants agreed that the issue of disability was not adequately addressed in the education and training policies or the legal and implementation instruments of the study countries. The participants also proposed valuable recommendations.</p>

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