Digital design of design processes – A case study of a design research study in vocational education

The relevance of the article is determined by the need to study models of public-private partnership that are successfully implemented in the field of vocational education and training in the European Union countries to take into account their positive aspects in establishing cooperation between vocational (vocational-technical) education institutions with state and non-state partnership entities in Ukraine. Objective: based on the research results, to identify modern models of public-private partnership in the field of vocational education and training in the European Union countries, to find out their peculiarities and positive aspects for use in establishing cooperation between similar partnership entities in Ukraine. Methods: studying legislative, regulatory documents, empirical data - to determine models of public-private partnership in the field of vocational education and training in the European Union countries; analysis and synthesis, generalization of views on the investigated problem - to clarify the peculiarities of public-private partnership models in the field of vocational education and training in the European Union countries; drawing conclusions. Results: based on the analysis of legislative, regulatory documents, and empirical data, modern models of public-private partnership in the field of vocational education and training in the European Union countries have been identified, their peculiarities and positive aspects for use in establishing state-private partnership in the field of vocational (vocational-technical) education in Ukraine have been clarified. Conclusions: modern models of public-private partnership in the field of vocational education and training in the European Union countries have been identified: social-normative, focused on ensuring the quality of vocational education and training; resource-oriented, characterized by the presence of an investment climate, verified databases, contractual relations; institutional-communicative, focused on the development of interaction of educational service providers in the field of vocational education and training with the labor market to improve knowledge, skills, competences, qualifications. It was found that there is high activity in the implementation of public-private partnership projects in the field of vocational education and training in the European Union countries, which allows government authorities to invest in infrastructure development, support fundamental research, improve educational programs, etc., and businesses - to achieve their own goals in terms of increasing profitability, growth of charter capital value.

Design-based research is an approach to develop new theories and educational practices in a context-sensitive manner. The aim of this chapter is to introduce design-based research using the example of a concrete design research project. The combination of theory building and practical design is central to this approach. The research process is carried out in iterative design cycles consisting of design, implementation and evaluation. The orientation to the respective context, theory-based procedure, collaboration of practitioners and researchers, and, related to this, interconnection of theory and practice are characteristic of design research. Building on the theoretical and methodical basics of design research, the chapter shows a possible implementation of this approach based on a project in vocational education. The research interest of this project relates to the design of vocational education lessons with tablets to prepare vocational students for the requirements in digitized working processes. Building on the theoretical framework of the project, it illustrates how design, implementation and evaluation were implemented in cooperation with teachers – the educational practice – at the vocational schools (e.g. digital consultation hours, workshops). Results of the project are presented in terms of didactical design principles. At the end of the chapter, three reflected recommendations for design research projects – documentation and structuring of time, relevance of a design research portfolio and dealing with data formats – will be carved out.KeywordsDesign-based researchVocational educationProfessionalization of teachers

Education Management Information System (EMIS) is an organized group of information and documentation services that collects, stores, processes, analyzes and disseminates information on the planning and management of the education system. Each country tend to have own EMIS because of the differences in local systems of education and training. EMIS in the field of Technical and Vocational Education and Training (TVET), or TVET-MIS, is a consolidated EMIS for timely access to high quality information. The analysis showed that in all the countries under study the owner of EMIS in the field of vocational education is the Ministry of Education. Data is collected in the vast majority of countries, with exception of Brazil and Pakistan, from public vocational education institutions, and cover the formal education sector.
 Indicators contained in EMIS for professional (vocational) education provide the possibility of international comparisons, methodological soundness and simplicity of making statistical reports; they provide the user with the opportunity to generate the necessary information independently (an example is Open EMIS Core – TVET-MIS), form the extended database of registers with wide possibilities for searching the necessary information, tracing the trajectory of employment of graduates of professional (vocational) education institutions. These systems are characterized by: the availability of indicators of the effectiveness of the system of professional (vocational) education (examples are MLDS, Maryland and TVET-MIS – Career Tech, Ohio, USA), the coverage of professional (vocational) education institutions in public and private sectors, the successful coordination of the system of professional (vocational) education with the stakeholders (an example is NEMIS system in Pakistan), a comprehensive electronic system for collecting, managing and analyzing data from the system of professional (vocational ) education, despite economic instability in a country (an example is TAALIM system, Afghanistan), coverage of the informal professional (vocational) education sector, self-contained computerized data collection system that uses a centralized procedure for extracting primary data on one date for all institutions (an example is SISTEC system, Brazil).

The relevance of the study is conditioned by the need to promote the results of scientific, educational, information-analytical, advisory activities of the unified scientific institution in Ukraine that provides scientific and methodological support to domestic vocational and professional pre-higher education, which is in a state of reform. Purpose: to characterize the current challenges and risks for the system of professional and vocational pre-higher education, highlight the main results of the Institute of Vocational Education and Training of the National Academy of Educational Sciences of Ukraine (hereinafter: institute of VET of NAES of Ukraine) in 2021 and prospects for its further development. Methods: theoretical (analysis, synthesis, generalization); empirical (study of legislative and regulatory documents in the field of vocational and professional prehigher education, analysis of the results of structural units of the institute of VET of NAES of Ukraine and materials published on its official website and the website of the professional journal "Professional Pedagogy"). Results: The Institute of Vocational Education and Training of the National Academy of Educational Sciences of Ukraine is presented as a single scientific platform that provides scientific and methodological support for the modernization of modern vocational and professional prehigher education; conducts research on issues relevant to vocational and professional higher education; develops and implements pedagogical innovations in educational institutions (concepts, methodological systems, methods, technologies, etc.); carries out innovative educational activities of different levels; prepares highly qualified personnel for vocational, professional pre-higher and higher education in the specialties 011 Education. Pedagogy and 015 Vocational education (by specializations); is engaged in publishing, information-analytical and expert activities; actively develops international scientific relations, participates in international scientific and educational projects; systematically implements the principles of predictability, academic freedom, integrity, student-centeredness. The main challenges and risks in the activities of the scientific institution are described, its current tasks and ways to solve them are identified. Conclusions: the main challenges to the system of vocational education are described (strengthening of world integration processes, rapid development of digitalization, nationalization, greening, internationalization of professional training of future specialists in developed countries); the risks caused by them are analyzed (centralized and bureaucratized management system in the field of scientific and technical activities; insufficient funding for socio-humanitarian research; low wages of research and teaching staff; reduced prestige of vocational education; underdevelopment of dual education). Based on the analysis of the institute of VET of NAES of Ukraine in 2021 promising areas for further development of scientific institutions are identified (basic and applied research, strengthening the principles of academic integrity; improving educational programs for Masters and Doctors of Philosophy; introduction of modular programs of professional development of pedagogical workers of institutions of vocational and professional pre-higher education); development of corporate culture of the institute and its international activities); the main tasks of the scientific institution are outlined (ensuring the quality of vocational and professional higher education; promoting the development of public-private partnership; improving the system of training teachers in the field of vocational education and training, etc.).

Vocational education in Indonesia: History, development, opportunities, and challenges

Introduction. An important factor influencing the development and stability of the vocational education system in Russia is the trust of students in educational institutions and policies in the field of vocational education in the country and regions. The purpose of the study is to assess the level of institutional trust exhibited by Russian students to the vocational education system and educational policy implemented at various levels; to develop measures to strengthen it. Materials and Methods. To study the problem, a questionnaire survey was conducted, in which 1,150 students enrolled in higher education programs and 1,150 students enrolled in secondary vocational education programs (2,300 people in total) took part. Educational institutions were located in 48 subjects of the Russian Federation of all federal districts. Generalization of the results and formation of conclusions was carried out by induction method. Results. The average level of institutional trust of students in the Russian vocational education system was revealed; the lowest level of trust is observed in the policy in the field of vocational education at the federal and regional levels. The correlation and regression analysis revealed that the index of trust exhibited by student youth of the Russian Federation to the modern policy in the field of higher and secondary vocational education directly correlates with the level of quality of life of the population and the degree of satisfaction with the qualitative parameters of the educational process. Discussion and Conclusion. The theoretical and methodological provisions developed as a result of the conducted research develop existing approaches and tools for studying the institutional trust of students in the vocational education system. A set of measures has been developed that will increase the academic and social involvement of students in the educational community, the level of satisfaction with the educational process and the justification of educational expectations.

The publication highlights the main manifestations of the activities of the liberal party of northern Ukraine in the field of vocational and technical education. The author concludes that during the 1870s, the issues of progress in this segment of education were the subject of constant attention of representatives of the zemstvo liberal party of the Northern Left Bank. The liberal zemstvos of the region made the main bet on the establishment of educational institutions that were designed to develop agrarian and craft education, for example, agricultural schools, since the realities of the post-reform Russian Empire and the rapid beginning of the progress of the industrial segment of the state's economy required the training of highly educated and comprehensively trained masters of their craft – professional craftsmen and modern specialists in the field of agricultural production in the province, who would possess the latest knowledge, technologies, skills and abilities necessary for the modern transformation of the country's economy. Liberals were very skeptical about the projects for the development of agricultural education, which were proposed by representatives of the conservative part of the zemstvo assemblies, rightly pointing out that with such initiatives the reactionaries want to preserve the availability of free labor as a vestige of the slave system. There were vivid facts of personal humane philanthropy of the zemstvo liberals of the region in the establishment, provision and financing of the specified educational institutions, through charitable initiatives, in the form of acts of patronage and charity. The opposition aristocrats did everything in their power to ensure that the zemstvo district, provincial and city elected bodies of self-government allocated resources from the relevant budgets of the institutions for the current life of educational institutions. A characteristic economic instrument for the zemstvo oppositionists in the evolution of vocational and technical education institutions was the Chernihiv City Public Bank, with the help of whose commercial operations it was possible to financially ensure the stable and sustainable functioning of educational institutions. The pinnacle of the efforts of the Zemstvo Liberal Party in the field of development of vocational education was the creation and maintenance of the Chernihiv Craft School. The activities of the opposition aristocratic front of northern Ukraine in the field of vocational education can be considered an act of progressive asceticism aimed at the development of the agrarian and industrial segments of the economy of the Russian Empire and their provision with highly professional personnel potential.

Die digitale Sprechstunde und Onlineschulung entwickelten sich seit den COVID-Pandemie-bedingten (COVID: „coronavirus disease“) Einschränkungen zu einem festen Bestandteil in der Versorgung von Menschen mit Diabetes in den ambulanten und auch stationären Diabetesschwerpunkteinrichtungen. Trotz fortschreitender Digitalisierung und Anwendung moderner Diabetestechnik nutzten zuvor nur einige wenige Modellprojekte und Schwerpunktpraxen mit engagiertem Diabetesteam diese neuen Kommunikationsmöglichkeiten. Mit Verbesserung der Technik, der Rahmenbedingungen, dem Ausbau der IT-Infrastruktur (IT: Informationstechnologie) und v. a. den Erwartungen der Patienten ist auch nach COVID die digitale Sprechstunde eine gute und sinnvolle Ergänzung und Alternative zur Präsenzsprechstunde. Der Start in die digitale Sprechstunde erfordert eine sorgfältige Vorbereitung. Neben persönlicher Bereitschaft zur Erweiterung der Patientenkommunikation sind eine entsprechende Struktur- und Prozessqualität in der Praxis notwendig. Gesetzliche Vorgaben und technische Voraussetzungen sowie Integration in den bisherigen Praxisablauf müssen umgesetzt werden. Die demografische Entwicklung, die steigende Prävalenz des Diabetes, weniger Behandlungseinrichtungen, Diabetologen und Diabetesteams, ortsunabhängige Konsultation und nicht zuletzt die Erwartungen unserer Patienten fördern die Umsetzung digitaler Sprechstunden im Praxisalltag. Die zwar noch nicht optimale, aber deutlich verbesserte Honorierung ist ebenso ein Anreiz für die neuen Wege der Kommunikation. Die Behandlungsstrukturen in der diabetologischen Praxis und der Behandlungserfolg werden durch digitale Sprechstunden verbessert.

The publication deals with the issue of safety engineering and occupational health and safety interms of the areas of knowledge, education and science. Safety engineering is an area of knowledge,an area of education (field of higher studies), an area of science (a new discipline in the fieldof engineering and technical sciences). On the other hand, occupational health and safety is anarea of knowledge (e.g.: occupational health and safety service, legal information, standardizationinformation, industry information), an area of education (e.g.: training in the field of occupationalhealth and safety, occupation of an occupational health and safety technician, field of higherstudies, postgraduate studies), yet it is not an autonomous area of science as an independentscientific discipline (it has a chance of becoming a research area or scientific specialty in thediscipline of safety engineering). The scope of the publication comprises selected aspects of safetyengineering, selected aspects of occupational health and safety and a review of requirements in thefield of occupational risk assessment. The research and analyses included publicly available datain the field of higher education and science system (including: POL-on system, RAD-on system,Polish Science database, website of the Council of Scientific Excellence): universities offering fieldsof study in safety engineering and occupational health and safety, entities and persons conductingresearch activities in safety engineering, entities authorized to award doctoral degrees andhabilitated doctor degrees in safety engineering, persons declaring scientific specialties in safetyengineering and occupational health and safety. In the higher education and science system, thefollowing were identified: two entities authorized to award doctoral degrees and habilitated doctordegrees in safety engineering (the Fire University, the WSB University), nine entities conductingscientific activities in the discipline of safety engineering and 113 people conducting scientificactivities in the discipline of safety engineering (people with at least a doctoral degree, including13 people with the academic title of professor and 32 people with the academic degree of associateprofessor).

Relevance: the study of economic preconditions for the training of qualified specialists is a necessary prerequisite for the comprehensive implementation of the national policy of public-private partnership. Purpose: to outline the economic preconditions for the introduction of public-private partnership in the field of vocational (technical) education in Ukraine. Methods: theoretical, statistical, macroeconomic, comparative and retrospective analysis, reduction of time series to uniform prices Results: the interrelation of changes in quantitative and expenditure parameters in physical and uniform prices with the definition of real economic preconditions for the introduction of public-private partnership in the field of vocational education is analyzed; the close connection of these preconditions with macroeconomic parameters of the state of the Ukrainian economy and its institutional environment is revealed; the shortcomings of the expenditure policy that caused negative trends in this field of education are outlined; the necessity of reorientation of institutional changes to the promotion of private enterprise as a priority task for creating decent preconditions for directing human capital to the development of the national economy is substantiated. Conclusions: it is proved that the paradoxical discrepancy between quantitative indicators and funding for vocational education has subjective sources related to the price factor, and objective, related to the lack of institutional incentives for entrepreneurship to establish public-private partnerships.

Introduction. The article deals with the policy of the modern Russian state in the sphere of secondary vocational education (SVE). Theoretical analysis. Based on the analysis of sources the state of the modern system of secondary vocational education, objective conditions and contradictions of modern modification are shown. The urgency of radical transformations in the work of SVE organizations highlighted. Specificity of the system transformation in the work of SVE organizations as well as transformation of forms and ways of implementing educational activities in accordance with the demands of society and the state are given convincing reasons for. The authors defined the role and place of SVE institutions as a leading factor in the life of the Russian state and civil society in the modern global space, contributing to the achievement of economic, socio-cultural, political and legal goals. Conclusion. Despite the difficulties which accompany the activities of organizations in the system of vocational education and training, the state educational policy in the field of vocational education and training has contributed recently to increasing the attractiveness and respect for college graduates; technical and vocational schools in the country have significantly grown – the Russian labor market demand for middle-level specialists is high. As a result of the state educational policy in the field of vocational education and training, updated forms of interaction between the state and civil society in regulating the sphere of education and training are emerging.

Motivation: Today, the value of skilled, complex and creative work is growing fast. In the global knowledge economy, people’s knowledge, skills learning, talents and abilities — their human capital — have become a main factor of economic growth. In many regions, the potential of human capital is restricted, e.g. in podlaskie voivodship. Particular problems exist in the field of vocational education as a result of long-term under-funding of vocational schools, reversal of proportion in choice between vocational and regular high schools, etc. Especially in the field of vocational education exists low quality of training. Education systems can do much to help people realise their potential and external funding (e.g. EU) can support innovative projects for the development of human resources. Aim: The main goal of this article is to show an example of innovative project in the field of vocational education that have an influence on development of human capital. In frame of EU instrument called Integrated Territorial Investments in Bialystok Functional Area (BFA) is implementing project of BFA Competence Center. The project is to support the development of knowledge, professional skills, talents and abilities. Results: The analysis led to the following conclusions: vocational education requires a broad integrated support; cooperation with different stakeholders (especially with employers, organizations of business environment, etc.) is essential to achieve high-quality education; a vocational education should be more attractive for pupils.

The impact of skills and training on local development

With four inspiring conferences that took place in Claremont, Pasadena, Atlanta and Philadelphia, the International Conference on Design Science Research in Information Systems and Technology (DESRIST) has developed into a premier conference for design-oriented research in Information Systems. Becoming a truly global conference series, DESRIST was held in St.Gallen, Switzerland, in 2010. DESRIST 2010 brought together researchers and practitioners engaged in design science research from all over the world to provide global perspectives on both design science and design research in the broadest sense.The design science research paradigm has been discussed thoroughly in recent years and is now gaining ground for both building knowledge and improving practice in information systems and several related disciplines. As opposed to natural and social research, design research does not crave ultimate truths, grand theories or general laws, but seeks to identify and understand real-world problemsand propose appropriate, useful solutions. It is commonly believed that design research involves building, investigating and evaluating innovative artefacts such as constructs, frameworks, models, methods, and information system instantiations in order to solve practical problems. Moreover, the study of methods, behaviours, and best practices related to the problem analysis and artefact development process are encompassed commonly referred to as design science.An ongoing debate related to the nature, scope and dominant ideologies of design science research, however, shows that the paradigm is still emerging. Its core, its boundaries and its interplay with other research approaches are increasingly being revealed and defined.The topical theme of DESRIST 2010 is Global Perspectives on Design Science Research. Once more, the DESRIST conference successfully serves as a forum for raising and discussing new ideas in the area of design science research.Among others, the papers submitted to DESRIST 2010 contribute to a better understanding of the interplay between design and organisation, design and information, design and behaviour, and design and collaboration. A number of contributions present design research exemplars, while others illuminate design research techniques or design research organisation. All papers were reviewed by at least two reviewers and the selection process was competitive. In total, 80 papers were submitted, out of which 35 were selected as full research papers (acceptance rate of 44%). Furthermore, ten submissions were accepted as short papers and presented as posters. The submissions came from authors located in 29 different countries, geographically distributed as follows: 59% of the authors are located in Europe, 32.5% in the Americas and 4.25% each in Asia and Australia.In conjunction with the main conference, DESRIST 2010 hosted three workshops on design, enterprise architecture management, and enterprise engineering. Papers accepted for CIAO! (one of these workshops) have been published in a separate volume of Springer's Lecture Notes in Business Information Processing series.In addition, three invited keynoters and four panels stimulated the discussions on new and emerging issues in line with the conference topics. The panels addressed the following topics: innovation in design science research, design for use, publishing design science research, and organising design science research. We are thankful for the fruitful and inspiring discussions and the interesting impulses for future relevant work in the field of design science research. We wish to thank all the people who submitted papers to the DESRIST 2010 conference for having shared their work with us. We sincerely hope that you find the papers as interesting and inspiring as we did. Moreover, we owe special thanks to all members of the programme committee of DESRIST 2010 as well as all reviewers for their work. We are also very appreciative to the many people who were involved in the organisation of the DESRIST conference and its accompanying events. We believe that DESRIST 2010 provided detailed insights into the current state of the art, set directions for fruitful further research initiatives and truly contributed to the transfer of academic knowledge for practical problem-solving.

Formulation of the problem. Modern conditions of accelerated intellectual, scientific, industrial development, which takes place in the conditions of deep economic integration and globalization of social relations. Even in the context of the global Covid-19 pandemic, such processes have not slowed down, but have shifted to other forms in the system of digitalization of integration-global speakers. In such conditions, new questions, challenges and challenges arise before the system of professional training in all spheres of human life. Vocational school of Ukraine also receives appropriate signals in the process of its operation. The main figure in the training of skilled workers in all sectors of the economy is a teacher of a vocational school. It sharpens all the strategic objectives of the vocational school, which he must implement in the actual practice of training. In this process, organizational and economic components are important. Analysis of recent research and publications. This issue is directly or indirectly considered in studies that in one way or another relate to the development of vocational education in individual educational institutions, countries, within certain dimensions of civilization, continental and global. In covering the relevant issues, we can pay attention to the work of both domestic and foreign researchers. In particular, this applies to the works of K. Gnezdylova, N. Makhyna, V. Sydorenko, G. Studinska, O. Shevchuk, T. Shchypska and others. The purpose of this study is to determine the economic and organizational foundations of the vocational school teacher and improve the system of pedagogical work in the vocational school in terms of modern reforms of the national educational system. Materials and methods. The implementation of this study is based on the following principles: conceptuality, which allows to obtain integrated results; analytical, which allows for a comprehensive study of the issue and identify its individual components; debatability, which allows the admission of different views on this issue. Results of the research. The article attempts to consider the basic issues of organizational and economic nature in the system of teachers of vocational (vocational) education in Ukraine. The teacher in this system is considered as a key figure in the system of educational and professional services in the field of training workers. An important aspect in this is the process of organizing the activities of a teacher in a vocational school. In particular, it concerns such aspects as working conditions, workload distribution, organization of scientific, exploratory, creative extracurricular work with students and more. At the same time, the economic component is of key importance here: material and technical support of the educational institution, and the corresponding working conditions of the teaching staff in general and each teacher in particular; system of remuneration of the teacher and material and moral encouragement of his work. The main principles of such an organizational and economic mechanism can be a clear definition of strategic objectives of professional (vocational) education of the country, a separate educational institution, which determine the professional activity of the teacher. In this regard, the economic (financial) basis for the implementation of the relevant educational and professional strategy is determined. The main executive figure in such conditions is the teacher. Conclusions. The activity of a teacher in the system of professional (vocational) education of Ukraine is determined by the strategic directions of the general national policy in the field of training for the domestic economy, as well as the identified priorities of a particular educational institution. The importance of the organizational and economic system is that it ensures the actual functioning of educational strategic areas in the training of professionals and stimulates the work of the direct executor - a teacher of professional (vocational) education.