Revitalising Jiri Technical School in a Dramatically Changed Context: Governance, Management and Employability

This paper examines two assumption: First, whether inadequate practical training, including much shortened apprenticeship training, has negatively affected the employability and incomes of graduates of TVET institutions in Nepal, and the second, whether it is good institutional management and governance that provide the systems for quality training and positive labour market outcomes. Tracer studies and an institutional assessment of Jiri Technical School (JTS) confirm the first assumption. The review of select literature on institution building and the benchmarking of JTS’ operative practices against those of high performing educational institutions (in India) confirm the second assumption. It is argued that poor management and governance of TVET institutions drifts the mission of Technical Schools away from their initial socio-economic mandate: the provision of skilled human resource and access to qualification opportunities to the youth having the aptitudes for such an education. Social rather than labour market demand with corresponding politics is one major force for such deviation. To revitalise the JTS, it is proposed to bank on the federalisation of the TVET governance system to professionalise Board, Management and teachers for enhanced labour market outcomes in closer cooperation between actors from the education and employment systems.

Translation: pedagogical action for innovation in industrial technical education: an ethnographic approach

The objective was to interpret the meaning of the pedagogical practice that teachers carry out to carry out an industrial technical education oriented toward innovation, in the context of the Industrial Technical School “La Carucieña” in the city of Barquisimeto, Venezuela. The interpretive ethnographic method was used in the qualitative methodological perspective; participant observation was used in classrooms and workshops, and the in-depth interview of five teachers was used. The coding and categorization procedure resulted in two guiding categories: (a) Innovation in the pedagogical act of the Industrial Technical Schools, and (b) Pedagogy of Learning for Innovation, to which the hermeneutic process was carried out. As a final reflection it is necessary that the essence of the innovative being in the pedagogical act is the teacher, because his students will be the reflection of the attitude towards the need to improve, to incorporate changes and the dedication to overcome the education of routine and inertia.

Poéticas em arte sonora: entrevista com Paulo Nenflidio

Paulo Nenflidio, in his biographic note, presents himself as an artist who works at the intersection between art, science and technology. A multiple and inventive artist, his works comprise sculptures, installations, objects, instruments and drawings in which sound, electronics, movement, construction, invention, randomness, physics, control, automatons, and workaround come together as elements of artistic expression. Paulo Nenflidio holds a degree in Fine Arts from the School of Communication and Arts of the University of São Paulo and is an electronics technician graduated from the Lauro Gomes Technical School in São Bernardo do Campo. Born in São Bernardo do Campo, the artist maintains his studio in this city. In this interview, we seek to deepen our study about the poetics of Paulo Nenflidio's works. How his creative trajectory developed, conceptual inspirations that guided the development of his creative processes and his artistic research, as well as the role of sound and silence as forms of poetic expression are issues addressed in this conversation. This interview was conducted by email, between the 20th and 24th of July 2021.

“Network Design” a Multidisciplinary Project to Raise Awareness of the Indiscriminate Use of Plastics

The University is a meeting place for the transmission of knowledge, but the fact of being able to transmit values that complement student’s training is beyond the exchange of information. Through the call for educational innovation projects, we have the possibility of carrying out actions aimed at solving specific problems by applying innovative methodologies. In 2019, at the High Technical School of Engineering and Industrial Design (ETSIDI) from the Universidad Politécnica de Madrid (UPM), a project was awarded in collaboration with the High Technical School of Architecture (ETSAM-UPM), the IADE School of Design, the Universidad Rey Juan Carlos (URJC), the Universidad Internacional de la Rioja (UNIR), as well as the Faculty of Fine Arts of the Universidad Complutense de Madrid (UCM). The project, called Network Design, is framed in the Science, Technology, Engineering, Arts and Mathematics (STEAM) environment, applying active approach methods to the problem of the indiscriminate use of plastics. We must promote in the students’ skills they will need later in their professional life. Considering that students of different degrees are used to working with problem learning methodology, we think that an approach should be given that goes beyond obtaining a tangible product. The proposal presented is based on the reuse of food container nets as an essential material to create an object, being a design product, a drawing, or a painting. The “Network” union with other universities encourages the work to be truly multidisciplinary and interuniversity, and that each participant collaborates to spread the project more widely by combining the different ways of tackling the same problem. It will seek to create harmony between the point of view of the materials’ specialist, the landscape painter, the set designer, the fashion designer, the industrial and product designer, and the interior designer. We look for different creation approaches with a common purpose that revalues each plastic. The motto is making beauty from the uselessness and one of the most important objective is encouraging awareness about the indiscriminate use of plastics through a design or an artistic approach.

DEVELOPMENT OF THE SYSTEM OF PROFESSIONAL TRAINING OF THE FUTURE TRANSPORT SPECIALISTS IN EDUCATIONAL INSTITUTIONS OF UKRAINE (LATE XIX – EARLY XX CENTURIES)

The article on the basis of theoretical generalizations considers the main aspects of the development of the system of professional training of the future specialists of the transport industry in educational institutions of Ukraine in the late XIX – early XX centuries.The retrospective analysis of the development of professional training of the future specialists for the transport industry in Ukraine in the late XIX – early XX century was conducted on the example of the most progressive and highly paid at the time specialties in this sphere, namely: training of maritime specialists and railway workers.We found out that the period of the end of the XIX – 1917 is the time of creation of educational institutions for the training of the future specialists in maritime affairs. Thus, in the late XIX – early XX century there were more than 20 educational institutions in Ukraine, which provided training for the future sailors for the military and commercial fleet in the Black Sea. During this period, one of the key links in vocational education were maritime schools and long-distance sailing schools, in particular in the Kherson province, they were located in the cities of Beryslav, Oleshky and Hola Prystan, as well as Kherson. It is generalized that in the period of 1921–1941 the professional training of the future specialists for the fleet was done in corps (schools), in which the priority direction of professional training was defined as wide universalization.It is generalized that the development of railway transport took place in connection with the construction of the Kursk-Kharkiv-Azov railway in Slobozhanshchyna, which in turn needed qualified specialists of various professions who somehow interact with this industry. As a result, Kharkiv, an important railway junction, soon became a training center for the future railway specialists. Therefore, on December 1, 1870 at the station of Kharkiv opened a railway school for the training of technicians, which was reorganized into the Kharkiv Technical Railway School. In 1917, the Kharkiv Technical Railway School was reorganized into a Secondary Railway Vocational School. On its basis in 1921 the Kharkiv technical school of ways of a combination of a mechanical specialty with a four-year course of training was created.On its basis in 1921 the Kharkiv technical school of ways of connection of the mechanical specialty with a four-year course of training was created.In 1920, the Operational Technical School for the training of operational specialists was opened at the Southern Railway.On April 1, 1926, specialist training courses for engineers began to function in Kharkiv. On August 17, 1927, they were renamed into the Higher Technical Courses of the People’s Commissariat of Railways in Ukraine.In 1929, three railway technical schools (Technical School of Mechanical Railways, Operational Technical School and Evening Workers’ Mechanical Technical School) were merged into one professional technical institution - Kharkiv United Technical School of Railways.In the late 1920-s – early 1930-s the economy of the USSR gained momentum, but the transport industry did not keep up with the high rate of industrial development. Therefore, on March 23, 1930, the Kharkiv Institute of Railway Engineers began its work. Already in 1940–1941 academic year it became one of the largest railway institutions of higher education in the USSR.Thus, the retrospective analysis of the activities of educational institutions that provided training for the future transport professionals showed that during the period (late XIX – early XX century), in connection with the development of scientific and technological progress in society there was a need to train qualified future maritime specialists and railway workers. During this period, educational institutions were established, which actively developed in the system of professional training of transport specialists.

Successful use of hypnosis for psychogenic hearing loss

B-naya S., born in 1944, student of the 1st course of the technical school, entered the psychiatric department of the Republican Clinical Hospital of the TASSR on 26 / XI-59 due to "deafness".

Pedagogical Support is a Necessary Condition for Creation and Development of a System of Lifelong Rural Education Providing the Training of High-quality Agricultural Specialists

Currently, there are two main options for training agricultural specialists in the Russian Federation. The first option is studying in a college (technical school) or mastering university programs through bachelor's, specialist and master's programs. The second way is to form a stepwise organisation of continuous agricultural education: a specialised general education school, a college (technical school), a university, and an institution of additional professional education. Insufficient attention to the change and development of new social statuses by students makes it difficult to fully disclose the educational potential of the system of continuous agricultural education. Thus, it is necessary to organize pedagogical support for students' adaptation to current changing academic situations. It is also essential to consider lifelong agricultural education not only as advanced training in the workplace, but also as a transition from specialized training in a secondary general education school to secondary agricultural vocational education, and then to the development of programs of higher agricultural education and subsequent regular, professional development throughout the entire period professional activity.

100th anniversary of the main "locomotive" of the Orenburg region

The strategy of socio-economic development of the Orenburg region until 2020 and for the period until 2030 provides for a number of transformations in the region based on the natural resource potential, polycentric settlement system, favorable geopolitical position, transit potential of the Orenburg region. A special emphasis in the Strategy is placed on the development of railway transport, overland Eurasian international transport corridors. The unique geopolitical position of the Orenburg region necessitated the presence of a developed railway transport network in this region and, accordingly, the training of appropriate personnel.The history of one of the oldest educational institutions of the Orenburg region — the Orenburg Technical School of Railway Transport is considered.Archival materials, published sources (periodicals, Internet resources), personal memoirs of teachers, employees and students of Orenburg Technical School of Railway Transport were used. Methods of historicism, consistency, analysis are applied.The creation of Orenburg Technical School of Railway Transport, the position of the technical school in the difficult 1920s, during the Great Patriotic War and the post-war period, the expansion of the educational institution and the change of its location, the current state of the technical school and its potential are shown.Today, we can say with complete confidence that Orenburg Technical School of Railway Transport is a kind of "locomotive" that provides highly qualified personnel to a strategically important region of Russia and the development of railway transport in the region.