Robinson Crusoe with a Cellphone: A Task-Based Proposal for Higher Secondary Education

The Course Of The Development On Vocational And Technical Education In Britain And Reference To China

The higher education system is becoming more and more competitive every year. It faces ambitious tasks of training highly qualified personnel and ensuring technological sovereignty. A labor market analysis is an integral component of the early career guidance work with students and their navigation in the profession, which is especially important at the beginning of their employment.The aim of the work was to conduct a comparative analysis of supply and demand indicators in the labor market of pharmaceutical specialists in nine Russian regions in 2019–2022.Materials and methods. The research methodology included the collection, quantitative and qualitative analyses of the data on the SuperJob.ru website. The posted offers (vacancies) and CVs were analyzed on the portal SuperJob.ru (a large online service of CVs and vacancies from direct employers, agencies, employment centers) for 2019–2022 in nine regions and federal districts of Russia: Moscow and the Moscow region, St. Petersburg and the Leningrad region, the Central Federal District (without the Moscow region), the Northwestern Federal District (without the Leningrad Region), the Volga Federal District, the Urals Federal District, the Siberian Federal District, the Far Eastern Federal District, the Southern and North Caucasus Federal Districts.Results. The analysis of the number of posted vacancies and CVs in the recruitment agency database for 2019–2022 shows a stable shortage of pharmacy professionals with both secondary (vacancies / CVs – 42112 / 41037) and higher professional education (vacancies / CVs – 36432 / 25149). The pointed out specialists are among the most required ones by employers, and pharmacy is one of the most popular areas for candidates. Cities with a high level of economy and population experience a greater deficit in specialists with pharmaceutical education. Salary levels of specialists with higher or secondary education are almost comparable on average from 50 to 75 thousand rubles, but employers generally prefer to hire specialists with higher education.Conclusion. On average in the regions, the demand for specialists with higher education is lower than the demand for specialists with secondary education and the salary expectations of pharmacists coincide with the employers’ offers, while the salary expectations of specialists with higher education are higher in the market. Specialists with secondary education are much more numerous, as they are trained by a much larger number of educational institutions. For pharmacy technicians, a pharmacy is often the only place of work in their specialty, while for pharmacists it is usually a starting point.

In recent years, the concept of “career education” has gained increasing prominence within China’s educational framework, particularly in higher education, where it functions as a pivotal element in talent cultivation and as a crucial mechanism for promoting high-quality, comprehensive employment among graduates. A relatively comprehensive career education system has begun to take shape. Against the backdrop of the new college entrance examination reforms, career education has gradually extended from higher education into primary and secondary education. It has become more widely implemented at these foundational levels and has achieved certain successes. However, discrepancies in evaluation systems between higher and foundational education remain. In primary and secondary education, the focus is directed towards improving “admission rates”, with career education emphasizing subject selection and guidance for college applications. In contrast, higher education prioritizes enhancing “employment rates”, with career education concentrating on career awareness, vocational choices, and skills training. This results in a lack of coherence in career education across different educational stages. Additionally, issues persist in higher education, including repetitive teaching content, uniform teaching methods, a lack of targeted instructional design, and a disconnect between career education and major-specific education. To address these challenges, this paper proposes the development of an integrated career education system-spanning primary, secondary, and higher education, alongside a precise and coordinated career education framework. Strengthening the coordinated promotion of career education from multiple levels, including national, societal, and institutional, will further optimize China’s career education system. This will reinforce the significance of career education, driving high-quality, full employment for graduates and promoting the high-quality development of China’s educational landscape.

Our rapidly changing society needs highly-qualified STEM professionals (experts in science, technology, engineering, and mathematics) to develop solutions to the problems it is facing. Many of the students who graduate from a STEM programme in secondary education, however, opt out of STEM when enrolling in higher education, often due to a loss of interest. To ensure sufficiently high and qualified enrolment in higher STEM education, we need to bridge this gap between secondary and higher STEM education by showing our youngsters the relevance of science and technology to their personal life and environment. To this end, the project STEM@school promoted and studied the idea of integrated STEM in secondary education in Flanders, Belgium. In integrated STEM education, learning contents from the separate STEM courses are linked in an authentic way, as they often are in our environmental challenges. This approach encourages students as well as their teachers to acquire a robust understanding of STEM concepts, and a creative, inquisitive, and collaborative mindset. For the design of integrated STEM curricula, STEM@school united secondary-school STEM teachers and university researchers. This article elaborates on the principles, opportunities and challenges of the design and implementation of these curricula and discusses their promising effects on students’ conceptual understanding and attitudes towards STEM subjects. The article concludes with tips and tricks to get started with integrated STEM education in secondary schools.

Emerald Studies in Higher Education, Innovation and Technology seeks to provide a multifaceted and interdisciplinary approach to these interconnected topics and invites proposals from all scholars working in these fields. The underlying purpose of this series is to demonstrate how innovations in education, educational technology and teaching can advance research and practice and help us respond to socio-economic changes and challenges. The series has a broad scope, covering many topics, including but not limited to learning analytics, open and distributed learning, technology enhanced learning, digital pedagogies, data mining, virtual and augmented realities, cloud computing, social media, educational robotics, flipped classrooms, active learning, innovation networks and many more.

The paper considers the system of professional qualifications for teachers of subject education and defines the most important criterion for obtaining a higher pedagogical education. As part of the implementation of the structural model of teacher education, bachelor's and master's programs are distinguished. Each level is an independent system, but in unity, they form a model of a complete higher pedagogical education. This study established the pedagogical model of professional growth of a bachelor's graduate at the formal and non-formal levels of education, and the pedagogical trajectory of a graduate of a master's program determined the deepening of qualifications and work in higher education. The results of this study indicate a clear system of qualification levels, however, at the level of its content – professional competence – there is no single description of its constituent competencies. In the context of the competence-based approach to teaching implemented in higher education, pedagogical and methodological competence for a teacher of any qualification, as well as research competence for a master's degree graduate, are defined as a key component of pedagogical qualification. Based on the analysis of previous studies of teacher training under the conditions of a competency-based model, regulations and standards, the previously defined competencies were identified as basic ones. The development of the basic competencies of a teacher is determined by the system of professional growth and, within the framework of the “lifelong learning” model, forms a system of continuous teacher education. The system of professional growth in this study is determined by the qualifications achieved and depends on the education system: for a teacher of secondary education, the model for improving pedagogical skills through obtaining qualification categories is determined as the basis, and for a teacher of higher education, obtaining an academic degree, title and professional growth by position is available. Lifelong education for a teacher in this study also depends on the level: in secondary education – an increase in the level of pedagogical and methodological activities, and in higher education – an increase in the level of scientific and pedagogical activity throughout the entire period of professional activity.

Introducing an employment variable with five levels of educational attainment per capita and employing inequality decomposition, this study addresses three questions. How does labour force vary by education and provinces? How does labour force utilization vary by education and provinces? What are the potential causes of differences? We find that the no‐primary‐education group is more endowed in less‐developed provinces and allocated most unequally among education groups across provinces, despite past universal primary education policies. The senior‐secondary‐education group with the largest labour share is a growing concern due to the lower employment rate and largest interprovincial inequality.

Slovenia has introduced the Matura, an external examination taken at the conclusion of higher secondary education. This examination has two distinct purposes: to certify completion of secondary education and to replace all entrance examinations that might be required for selection and matriculation. As Slovenia was the first country in central and eastern Europe to introduce an external examination at the interface of secondary and higher education, its experience might serve as an example to other countries in the region wishing to move in a similar direction. This article describes the new examination that has been successfully administered in Slovenia since 1995, its structure, and the impact it has had on the education system, particularly on higher education, Matura results determining admission to course programmes.

Modeling global transfusion medicine education.

There has been a substantial convergence in the educational systems of many countries.' Starting with different educational backgrounds, political systems, and economies, both advanced and developing countries have developed similar educational ideologies, institutions, and curricula. One link among some common developments is vocationalism-the orientation of education around preparation for labor markets. In both advanced countries and LDCs, there has been a tendency to consider specific skill training, especially secondary-level vocational education, to be the principal manifestation of vocationalism. This conception is too narrow: every level of schooling, including the university, has become suffused with vocational goals, differentiated along vocational lines, and judged by vocational criteria. To understand the power of vocationalism, it is important to examine the full range of its consequences. In the first part of this article I will discuss different manifestations of vocationalism-understood as specific skill training-in both advanced countries and LDCs. The second section examines some larger consequences of vocationalism, especially its role in educational inflation and in defining the social roles of education. A finding common to many countries is that, despite claims of economic "relevance," vocationalized approaches prove to have little economic justification, fail to resolve the problems that they are designed to address, and generate new problems for education systems. The final section hypothesizes why, given these discouraging findings, vocational solutions to educational and economic problems continue to surface.

Aim : To identify the motivational-value and individual-characterological characteristics typical for persons with higher education. Disclosure of their psychological structural model of in comparison with persons with incomplete higher, special or secondary education. : 58 respondents took part in the study. Men - 22, women - 36. Average age of the sample is 32.7 years. Respondents with higher education (n = 29, average age 33.3, standard deviation 10.06), and having an average, special, incomplete higher (n = 29, average age 32.3, standard deviation 10 4). Results . It is established that persons with incomplete higher, special or secondary education have significant value orientations such as active social contacts, creativity, achievements in family life, personal prestige, material support and spiritual satisfaction in the field of hobbies. Their value field is made up of such terminal values as family life and the sphere of hobbies. It was found that respondents with higher education differ in communicative, self-controlling, purposefulness, organizational qualities, focus on results in activity and power. They are aimed at achieving success in professional activities and building their own careers. The psychological of the of the more educated respondents have been identified. Factor 1 Value component of the structure, factor 2 Emotional component of the structure and factor 3 Institutions in the motivational-need sphere. The psychological of less educated respondents according to the results of factor analysis has the following factors: factor 1 Family values of personality factor 2 Personal properties and attitudes in the motivational-need sphere of the individual and factor 3 Material values. Conclusions : More educated people are characterized by a focus on productive performance of professional activity, while less educated respondents are guided in building their own behavior to meet the needs for family life and leisure. Keywords : motivational-need sphere, attitudes, individual-characterological differences, terminal values, persons with higher education. Мета: Виявлення характерних для осіб з вищою освітою мотиваційно-ціннісних й індивідуально-характерологічних властивостей. Розкриття їх психологічної структурної моделі особистості у порівнянні з особами з неповною вищою, спеціальною або середньою освітою. Матеріал: у дослідженні прийняли участь 58 респондентів. З них чоловіків – 22 особи, жінок – 36. Середній вік по вибірці 32,7 років. Респонденти, що мають вищу освіту (n=29, середній вік 33,3, стандартне відхилення 10,06), та такі, що мають середню, спеціальну, незакінчену вищу (n=29, середній вік 32,3, стандартне відхилення 10,4). Результати : Встановлено, що особи із неповною вищою, спеціальною або середньою освітою мають такі виражені ціннісні орієнтації, як активні соціальні контакти, креативність, досягнення у сімейному житті, власний престиж, матеріальне забезпечення та духовне задоволення у сфері захоплень. Їх ціннісне поле складають такі термінальні цінності, як сімейне життя та сфера захоплень. Виявлено, що респонденти з вищою освітою відрізняються комунікативністю, самоконтролем, цілеспрямованістю, організаторськими якостями, орієнтацією на результат у діяльності та владу. Вони спрямовані на досягнення успіху у професійній діяльності та побудову власної кар’єри. Визначено психологічну структуру особистості більш освічених респондентів. Фактор 1 «Ціннісна складова структури особистості», фактор 2 «Емоційна складова структури особистості» та фактор 3 «Установки у мотиваційно-потребнісній сфері». Психологічна структура менш освічених респондентів за результатами факторного аналізу має наступні фактори: фактор 1 «Сімейні цінності особистості», фактор 2 «Особистісні властивості та установки у мотиваційно-потребнісній сфері особистості» та фактор 3 «Матеріальні цінності». Висновки: Більш освічені особи характеризуються спрямованістю на продуктивне виконання професійної діяльності, у той час, як менш освічені респонденти орієнтуються у побудові власної поведінки на задоволення потреб у сфері сімейного життя та дозвілля. Ключові слова: мотиваційно-потребнісна сфера, установки, індивідуально-характерологічні відмінності, термінальні цінності, особи із вищою освітою.

The article is based on the analysis of normative support of civic education of different categories of the population of Ukraine (interpretation of the Constitution of Ukraine, provisions of the Law of Ukraine «On Education» (2017), National Strategy for Civil Society Development in Ukraine for 2016-2020, National-Patriotic Strategy education of children and youth for 2016-2020 and the National Strategy in the field of human rights, draft Concept of civic education (2000, 2012), the Concept of the New Ukrainian School and other state documents) and identifying ways and means to implement the idea of the continuous civic education culture development of military men, it was found that the concept of civic education has received a modern normative content. It is developed from the dilemma between national-patriotic education in the meaning of patriotism and civic education in the meaning of human rights and democratic values ​​to its current interpretation as an aspect of national-patriotic education and means of continuous civic education of the person. Continuous civic education develops as a technology at the stages of personality development in secondary, higher, and lifelong learning education. In secondary education, civic competencies are acquired mainly during the educational process and extracurricular activities; in higher education - in the course of professional training and partnership with public organizations; in lifelong learning - in social and professional activities due to the ability to take responsibility for community development, to participate in public administration, etc. It is determined the specifics of civic education of future military men at its pre-professional stage (secondary and secondary special education) and offered the technological means (spiritual, psychological, educational, social, physical) of its influence on youth readiness to military-patriotic activity

The subject of this article are philosophical questions that arise in the process of philosophical reflection on some modern trends in education. At a number of points, these issues intersect with the problems of philosophy of education as a relatively independent philosophical discipline. The article analyzes the actualization of philosophy in modern higher and secondary education. The general reasons for this actualization are revealed (insufficient accuracy in dealing with philosophical concepts; low level of philosophical and methodological culture; the general cultural mission of philosophy is not yet properly understood), as well as some reasons related specifically to higher and secondary education. In both cases, this relevance is considered both by modern science and by reflection on it. Integration projects in education exacerbate the relevance in updating the modern system of secondary and higher education in Ukraine. First of all, it concerns the desire for a harmonious combination of knowledge and competence, the real integration of theoretical and practical components of learning. These positive traits become a serious factor that stimulates the cognitive activity of students and their motivation for research. In the united and contradictory process of knowledge development, integration is accompanied by differentiation, just as analytical activity in general is supplemented by synthetic in a single process of analytical-synthetic activity. At the same time, the underestimation of the analytical side of activity and excessive emphasis on its synthetic, integrative side is not a methodologically justified position, including because it is known from the history of scientific knowledge that a new object in the initial stages of its knowledge, first of all, try somehow dissect, analyze its parts, and only then make a complete picture of it, explain it and understand.

Man is the decisive force in the acceleration of scientific and technological progress. The contemporary production sector needs people with enterprising minds, who are educated and have superior technical cultivation and occupational expertise. Our country has achieved a high level of public education. About 87 percent of those employed in the national economy have had a higher or secondary (complete or incomplete) education. In comparison with 1959, the number of those with this kind of education has doubled (per 1000 inhabitants), while the number of individuals with higher education has grown by a factor of 3.5. For every 1,000 workers, 825 have had a higher or [complete or incomplete] secondary education (over twice as many as in 1959); the equivalent number for collective farmers is 695. The difference in the educational levels of town and country dwellers and between those doing physical and mental work is lessening, and the number of specialists with higher or secondary specialized education is growing (see diagrams).

Bhutan is one of the few countries in the world to take unprecedented steps to control the spread of COVID-19 in the country. This study aimed to investigate knowledge, attitude, and practice (KAP) and their associated covariates among patients attending Phuentsholing Hospital, Bhutan. Therefore, a cross-sectional study was conducted among patients attending Phuentsholing Hospital in Bhutan between March 17 and April 9, 2021, using an interview-administered questionnaire. The multivariable logistic regression was used to identify statistically significant covariates of good KAP. Further, the association between levels of KAP scores was assessed using Pearson’s correlation coefficient. Of the 441 participants, 54.6% (241) were female. Knowledge, attitude, and practice score were reported by 55.3%, 51.8%, and 83.7% of participants, respectively. Higher education, secondary education, monastic education, and non-formal education were 9 [adjusted odds ratio (AOR) = 9.23; 95% confidence interval (CI) 3.438, 24.797], 3.5 (AOR = 3.5; 95% CI 1.425, 8.619), and 4 (AOR = 3.8; 95% CI 1.199, 12.141) times more likely to report good knowledge than illiterates. A positive attitude was associated with higher (AOR = 2.97; 95% CI 1.154, 7.66) and secondary (AOR = 3.53; 95% CI 1.454, 8.55) education compared to illiteracy. The good practice was associated with higher (AOR = 12.31; 95% CI 2.952, 51.318) and secondary (AOR = 11.5; 95% CI 3.439, 38.476) education compared to illiteracy. Participants in the age groups 26–35 years (AOR = 0.11; 95% CI 0.026, 0.484) and >45 years (AOR = 0.12; 95% CI 0.026, 0.588) were less likely to exhibit good practice compared to those aged 18–25 years. Those working in the private or business sectors were 9 (AOR = 8.81; 95% CI 1.165, 41.455) times more likely to have good practice compared to civil servants. There was a weak but positive correlation between knowledge-attitude (r = 0.228), knowledge-practice (r = 0.220), and attitude-practice scores (r = 0.338). The need for health education on COVID-19 to increase knowledge and attitude is highly recommended, and should be focused on the less educated and other vulnerable groups such as farmers and students, as well as those older than 25 years.