scholarly journals Mutual Penetration of Professional Education and Entrepreneurship Education in Higher Vocational Education

2017 ◽  
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Entrepreneurship Education ◽  
Higher Vocational Education

scholarly journals Entrepreneurial Intention in Higher Vocational Education: An Empirically-Based Model With Implications for the Entrepreneurial Community

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110591
Author(s):  
Zheng Li ◽  
A. Y. M. Atiquil Islam
Keyword(s):  
Vocational Education ◽  
Self Efficacy ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Government Policies ◽  
Equation Modeling ◽  
Research Model ◽  
Entrepreneurial Education ◽  
Higher Vocational Education ◽  
Positive Direct

This study explores how entrepreneurship education and government policies influence the entrepreneurial intention of students receiving higher vocational education. It employs an empirically-based model that tests the effects of perceived entrepreneurial education and perceived entrepreneurial policy on entrepreneurial self-efficacy and entrepreneurial intention. This study also analyzes the moderating effect of gender. The model was constructed based on the Theory of Reasoned Action. A total sample of 462 Chinese students from public and private higher vocational colleges were randomly selected to participate in this study, and their responses were analyzed using structural equation modeling. The results of the research model showed that perceived entrepreneurial education and policy had positive direct influences on entrepreneurial self-efficacy and intention, respectively. Subsequently, students’ entrepreneurial self-efficacy had a direct influence on their entrepreneurial intention. On the other hand, perceived entrepreneurial education and policy had multiple indirect influences on entrepreneurial intention mediated by entrepreneurial self-efficacy in higher vocational education. The findings also showed that gender did not significantly moderate the above direct and indirect causal relationships among the dimensions of the research model. Some implications for building better entrepreneurial community are provided. These include enabling students to obtain knowledge that is closely related to practice and to perceive the value of entrepreneurship education by creating participatory projects and teaching methods, issuing policies that college students care most about, proactively informing students about policy content in a clear and concise way, and fully considering the side effects of government policies and the compatibility among different kinds of policies.

scholarly journals Professional Foreign-Language Training as a Component of Higher Vocational Education

2020 ◽  
Vol 9 (7) ◽  
pp. 187
Author(s):  
Olga M. Trubitsyna ◽  
Olha Kanibolotska ◽  
Iryna Y. Zozulia ◽  
Alla S. Stadnii ◽  
Maryna Y. Martynenko
Keyword(s):  
Foreign Language ◽  
Vocational Education ◽  
Professional Education ◽  
Mother Tongue ◽  
Private Life ◽  
Scientific Article ◽  
Language Training ◽  
Higher Vocational Education ◽  
Academic Paper ◽  
Doing Business

Obtaining higher vocational education, mastering the practical aspects of the chosen profession, and later work in the specialty are the goals of everyone, who seeks to find their niche in the modern society. Taking in consideration the above, the aim of the scientific article is to study the main aspects of professional foreign-language training as a component of higher vocational education. Methods of theoretical analysis, comparison, description and observation have been used to reveal the purpose of the academic paper. The study was conducted in the article on the examples of studying Ukrainian as a foreign language and English as a foreign language. It has been established that studying Ukrainian as a foreign language is carried out when it is necessary to communicate in private life, as well as in the framework of doing business. In the course of the study it has been established that key aspects of learning English relate to the fact that English is the world’s language of doing business, the second most widely spoken language in the world, apart from the mother tongue, and one of the official languages of the world’s leading organizations, such as UN, EU, etc. It has been established that currently in Ukraine the following mastery levels of the Ukrainian language are in effect in the process of mastering this academic discipline, namely: elementary, basic, low-intermediate, high-intermediate, advanced and proficient level of knowledge of the Ukrainian language as a foreign. It has been determined that professional foreign language training of students at institutions of higher professional education in the direction of “English as a foreign language” both in Ukraine and abroad involves students gaining the following levels of English in the process of mastering the discipline, namely: Beginner, Elementary English, Intermediate English, Upper-Intermediate English, Advanced English, Proficiency English.

scholarly journals Аксіологічні аспекти функціонування професійної освіти на території Укранської Соціалістичної Радянської Республіки в 20-роках ХХ століття

2021 ◽  
Vol 7 (4) ◽  
pp. 7001
Author(s):  
Myroslav Pahuta
Keyword(s):  
Vocational Education ◽  
Education System ◽  
Professional Education ◽  
Negative Impact ◽  
Point Of View ◽  
Higher Vocational Education ◽  
Career Growth ◽  
Ideological Influence ◽  
Political Conditions ◽  
Transformation Processes

The development of the modern system of vocational education in Ukraine requires a thorough and comprehensive analysis and rethinking, including the axiological point of view, of the existing historical and pedagogical experience of vocational education in Ukraine in different socio-political conditions and ideological approaches. This article aims to consider one aspect of this issue, in which the axiological aspects of the functioning of vocational education in the Ukrainian Socialist Soviet Republic (USSR) in the 1920s  are revealed.The article analyzes the influence of socially dominant values on the formation and development of the vocational education system of the USSR in the 20s of the twentieth century. It is described how changes in socially dominant values are reflected in the existing educational system and how they cause changes and transformation of it.The analysis of the functioning of vocational education in the USSR in the 1920s  showed that this period is characterized by significant axiological and structural transformations of the vocational education system.It is established that in the 1920s, the vocational education system of the Ukrainian SSR clearly showed the depletion of the liberal system of values, which was largely replaced by the Bolsheviks’ values and ideals. There is a frank ideologization of education and its applicants. One of the main tasks of vocational education of that time was the Bolshevik-socialist education of the youth.It is concluded that the ideological influence of the political system on the values of contemporary vocational education and the resulting transformation processes had a significantly negative impact on it, especially in the system of higher vocational education. However, even such ideological and largely profane, professional education was considered a significant value by the representatives of the peasantry and the proletariat at that time since it provided them with the opportunity for rapid career growth.

Art Research and Food Technology: From Historical Reflections to Creative Speculations

APRIA Journal ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 62-67
Author(s):  
Jeroen van den Eijnde
Keyword(s):  
The Netherlands ◽  
Vocational Education ◽  
Professional Education ◽  
Arts Education ◽  
Knowledge Development ◽  
Higher Vocational Education ◽  
Artistic Production ◽  
Fundamental Knowledge ◽  
Art Research ◽  
Art Academies

This article is an introduction to three contributions about research related to food and technology. The text introduces the reader to different forms of research from historical reflections, applied action research based on new technologies, and artistic speculations. The author places these different research approaches in the context of the Dutch scientific and higher vocational education, focussing particularly on art academies.<br/> This edition of APRIA considers to what extent art research can contribute to our relationship with food. This immediately raises the question of the defining nature of art research. For some time now, Dutch arts education has been pondering how art or artistic research relates to academic research in universities. The desire of Dutch art academies to present themselves as fully fledged research institutes, preferably with a third level of graduate research, is closely related to their status within the higher professional education sector and to their own history. Owing to their orientation towards professional education, Dutch higher vocational education institutes have focussed on practice-based research since the introduction of research groups in 2002. In most cases, that means that these institutions utilise existing scientific and technological know-how for innovations intended to have an economic or societal impact in close collaboration with businesses and public agencies. So-called 'fundamental knowledge development' is seen as the exclusive preserve of universities.<br/> However, arts education in the form of an institute where students learn how to produce art has no counterpart within university education in the Netherlands. Moreover, the history of visual arts education reveals that its origins and rationale reside in large part in theorising about and reflecting on artistic production that occurs inside and outside the walls of the academy. Fundamental knowledge development relating to artistic production should, therefore, logically take place within arts education. Thus, in the Netherlands, the answer to the question as to the precise nature of art research is strongly influenced by institutional, political, and, as a result, financial interests. In my opinion and based on practical experiences, the academies of art have more in common with the curious and critical driven nature of academic education, and less with the strong focus on a specific field of a métier that still dominates the higher vocational education profile.

Psychological portrait of a leader on the example of Muslim women

2021 ◽  
Vol 14 (3) ◽  
pp. 647-673
Author(s):  
N. Yu. Barieva
Keyword(s):  
Empirical Study ◽  
Vocational Education ◽  
Professional Education ◽  
Work Experience ◽  
Rank Correlation ◽  
Muslim Women ◽  
Value Orientations ◽  
Higher Vocational Education ◽  
Study Results ◽  
Student’S T

The article is devoted to the study of the psychological portrait of a leader on the example of Muslim women. An empirical study aimed at studying value orientations, identity, motivation for achieving leadership was organized with the help of 100 respondents – all women leaders, where 50 of them are Muslim women and 50 non-Muslim between the ages of 20 to 55. The respondents have professional education (Professional Education – 0.9%, Secondary Vocational Education – 10.4%, Higher Vocational Education – 82.1%, incomplete Higher Vocational Education – 2.8%, Candidate of Science – 3.8%.); work experience in a managerial position from 1 year to over 15 years; 50.9% profess Islam religion, 43.5% are representatives of Christianity, Buddhism, Judaism, 2.8% are atheists, 2.8% are the other. Comparative analysis of the empirical study results was carried out using the U-Mann-Whitney test for diff erences, Student’s t-test, and the Spearman’s r-rank correlation coeffi cient in the statistical package of the SPSS 18.0 program (PASW Statistics 18.0). Analysis of the research results confi rmed the hypothesis that the portrait of a Muslim female leader contains distinctive features due to value orientations and the identifi cation of one’s own “self-image”.

From accounting to report: Digitalization of college and related issues

2020 ◽  
pp. 16-25
Author(s):  
D. N. Butorin
Keyword(s):  
Information Systems ◽  
Vocational Education ◽  
Professional Education ◽  
Vocational Training ◽  
Oil And Gas ◽  
Information Service ◽  
Accounting System ◽  
Educational Organization ◽  
Job Tasks ◽  
Digital Services

The article discusses the process of the digitalization of the educational organization of secondary vocational education. When automating routine processes, at some point, problems may arise in the transition from solving local accounting problems to submitting regulated reports. Often, digitalization becomes the only possible solution to the problems of combining the performance of job tasks based on data from various departments. This is especially evident when implementing integration with external federal information systems. The development of digital services for students with the help of the information service “NaLentu!” (”Go to a Class!”) is shown. Based on it, the mailing of the schedule, the “digital student’s record-book”, and the order of documents are implemented. It is described how one of the federal systems became the reason for the digitalization of processes in social accounting, the appointment and accrual of grants. The problems of the implementation of the accounting system on the part of employees, in particular, the perception by some of them of digitalization as a threat to their interests, are indicated. Further automation trends after the implementation of information systems in the decision of the central tasks of the educational organization are demonstrated. The stages of the introduction of information systems for accounting for vocational training and additional professional education are described, the analysis of the results of their implementation on the basis of College of Oil and Gas in Achinsk is given.

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