Training Content Research Articles

A Study on Employee Understanding with Banking Technology and Training: A Way to Employee Adaptability

In the rapidly evolving landscape of banking technology, the ability of employees to understand and adapt to new technological advancements is crucial for organizational success. This study investigates the relationship between employee understanding of banking technology and the effectiveness of training programs designed to enhance adaptability. Utilizing a mixed-methods approach, quantitative surveys and qualitative interviews were conducted across multiple banks to gather data on employee perceptions and experiences. Key findings indicate that while a baseline understanding of technology exists among employees, targeted training significantly improves their adaptability. Moreover, factors such as understanding of technology, ease of application, training content relevance, delivery methods, and organizational support emerged as critical influencers of employee readiness and willingness to adapt. Recommendations include tailored training programs that address specific technology gaps and foster a culture of continuous learning within banking institutions. This research contributes to the growing body of knowledge on employee development in technology-driven industries and offers practical insights for enhancing employees adaptability in the banking sector.

‘First of all, I need training’: a qualitative study evaluating the Fiji community health worker training program

BackgroundFiji faces a growing burden of diseases and a significant emigration of health workers, heightening the role of community health workers (CHWs) in healthcare delivery. Effective training is crucial for CHWs to enhance their capacity and service quality. This study evaluates CHW training in Fiji, aiming to identify areas for improvement.MethodsA qualitative study was conducted, encompassing a review of national policies on CHW training, six focus group discussions, and interviews with CHWs and their supervisors across Fijian subdivisions. This study was collaboratively designed with Fiji's Ministry of Health and Medical Services (MOHMS). Data was transcribed, coded, and thematically analysed using the Community Health Workers Assessment and Improvement Matrix (CHW-AIM).FindingsWhile CHW training policies in Fiji are well-established, discrepancies exist between the policy and its implementation. Challenges include inconsistent training for new recruits, limited resources, and variability in training content and frequency of training across divisions, especially concerning noncommunicable disease (NCD) training.InterpretationTo enhance the CHW training program in Fiji, a restructuring and standardisation of both pre-service and in-service training is necessary, tailored to the needs of each division. Investment in ongoing capacity building, alongside the development and revision of training guidelines, particularly for managing NCD complications in the community, is crucial. Implementing these changes will enable CHWs in Fiji to be better equipped for providing essential community-based care.

Количественный анализ финансовых инструментов на основе портфельной теории и теории игр

The article focuses on modern methods of quantitative analysis of financial instruments based on the Markowitz portfolio theory, which allows designing optimal portfolios of financial instruments under the assumption of extreme rationality of investors and game theory, which allows taking into account the factor of player interaction between those participating in financial markets. The relevance of the research topic concerns the need to improve the quality of financial decisions made in conditions of increased volatility of financial markets. An initial set of financial instruments was built, consisting of fifty alternative options for placing funds. A preliminary analysis of the initial set of financial instruments allowed us to narrow it down to ten elements that are most preferable for placing funds. The classic Markowitz portfolio model, which assumes maximizing the expected return on a portfolio at a given level of risk, is complemented by auxiliary constraints that allow taking into account individual investor preferences. The presented six modifications of Markowitz portfolios help to identify the dynamics of the quantitative characteristics of portfolios depending on the individual preferences of investors. Expected profitability and expected risk, estimated from real financial data, are accepted as quantitative characteristics of portfolios. The game model is constructed in the form of a game with nature, which allows taking into account the complex nature of player interaction, which in most cases is not characterized by antagonism. The game model is designed to select the optimal net strategy of the investor, which takes into account various financial market conditions expressed by a market index (market portfolio). The study of the game model is implemented on the basis of the integrated Hodge-Lehman criterion regarding profitability and risk. Its use made it possible to take into account the individual level of investor confidence in the available financial information. In the process of practical implementation of these techniques, results were obtained that allow us to conclude about the degree of sensitivity of optimal investment strategies to individual preferences and perceptions of investors. The constructed models can be used to update the content of professional training of students in the higher economic school system, as well as to set up courses of additional professional education.

ФОРМИРОВАНИЕ КОММУНИКАТИВНЫХ УНИВЕРСАЛЬНЫХ УЧЕБНЫХ ДЕЙСТВИЙ НА УРОКАХ ИНОСТРАННОГО ЯЗЫКА

The English language provides certain opportunities for the formation of UEA. The modern system of teaching English is characterized by the fact that the content of training includes an activity compo-nent: activities that include specific universal learning activities that ensure the creative application of knowledge to solve life problems, and initial self-education skills. The article presents methods for the formation of communicative UEA

Challenges to Effective English Teaching in Primary Schools in Buraydah, Saudi Arabia: Perspectives of English Teachers

Despite extensive efforts to improve the quality of English language teaching, Saudi students in the local primary schools have a poor level of proficiency in English. Hence, this study aims to examine the barriers to effective English teaching from the perspectives of teachers in the primary schools in Burydah primary schools in Saudi Arabia. 50 teachers in primary schools in Saudi Arabia were recruited through convenience sampling. The study recruited teachers from Buryadah, a city in Saudi Arabia. Self-reported questionnaires with close- and open-ended questions were used to collect rich data. Several teacher-related, student-related, classroom-related, and school-related challenges were reported. Teachers believed that the key barriers to effective English teaching in descending order were the limited ability to use technology, limited technical support to use technology, irrelevant curriculum, lack of training in immersive learning, lack of student motivation, cultural differences among students, overcrowded curriculum, malfunctioning air conditioners, limited engagement at the class, impaired communication skills, limited use of interactive teaching methods, limited teacher training, dull curriculum or unengaging content, limited students’ ability to use technology, large class size, and limited flexibility in adapting the curriculum to the interests and needs of students. There is a need for cooperation among teachers, school headmasters, students, policymakers, and parents to address these barriers.

Exploration of Competency-oriented Standardized Training Model for Clinical Pharmacists

Objective: This study aims to explore a training model suitable for hospital pharmacy work, namely, a competency-oriented standardized training model for clinical pharmacists, and evaluate the teaching effectiveness of clinical pharmacists trained under this model, providing reference for improving the pharmaceutical service level of clinical pharmacists. Methods: A survey was conducted on students who participated in the standardized training for clinical pharmacists in our hospital from October 2020 to September 2023. By comparing assessment scores, the study explored the learning outcomes of clinical pharmacists under the competency-oriented training model compared to traditional training models. Results: The competency-oriented training model led to higher scores in bedside assessments, case assessments, training processes, and overall evaluation scores for trainees compared to traditional training methods. This teaching model exploration strengthens the core competencies of clinical pharmacists, making the training content more relevant to clinical work. Conclusion: The competency-oriented standardized training model aimed at enhancing the on-job competency of clinical pharmacists can improve the core professional competitiveness of pharmacists and promote the transformation and development of hospital pharmacy.

Design for safety training for construction professionals: A digital game-based learning approach

Globally, there is a pressing need to train more construction professionals in Design for Safety (DfS). Conventional instructional methods like video watching and lectures may not effectively meet professionals’ need for training programmes that are relevant to real-life. Digital game-based learning (DGBL) is a proven educational tool, yet its application in professional DfS training remains inadequately explored. This study examined DGBL’s effectiveness using the SafeSim Design game to train construction professionals in DfS. A quasi-experiment was conducted to compare the effect of DGBL with that of online videos covering the same training contents. In total, 246 construction professionals participated in the course and 61 were interviewed or took part in a focus group discussion. We evaluated the change in pre- and post-course quiz scores, assignment scores, questionnaire responses, and qualitative data. We found that DGBL benefitted trainees more equally across different levels of prior experience. The results contribute to the literature by pointing out the importance of occupational background in influencing trainee performance, a factor not well explored in the literature. The results indicate that providing optional scaffolding support and detailed explanations for in-game activities is crucial, as this approach avoids the expertise reversal effect and helps manage trainees’ cognitive load. This study also demonstrated the feasibility of designing and implementing DGBL as an instructional tool for professional training. The above findings inform the development of effective DfS training and contribute to the wider implementation of DfS in construction industry around the world.

Development of a training course to enhance the morality and ethics of student teachers at Champasack University, Lao People’s Democratic Republic

The objective of this research was to develop a training course for enhancing morality and ethics of student teachers at the Faculty of Education, Champasack University, Lao PDR. This mixed-method research utilized a three-phase research and development process. Phase 1 involved the analysis of relevant documents and research to obtain basic information for the training course development. Interviews were conducted with nine executives and teachers, and a questionnaire was administered to 369 participants, including executives, teachers, and undergraduate students from four departments. Phase 2 focused on the development of the training course, which was accomplished through the action research of two cycles, targeting 16 third-year student teachers from the four departments. In Phase 3, the quality of the training course was verified through a meeting of seven experts. The findings revealed that during Phase 1, there was a need to develop a training course for morality and ethics enhancement in all aspects: responsibility, volunteering, unity, and discipline with PNImodified of 0.28, 0.27, 0.25, and 0.23 respectively. In Phase 2, 80% of the students passed the predetermined criteria. There was a notable difference in the test results before and after the training, with a statistical significance level of .05. The training content activity received a highest level of satisfaction (X̅ = 4.69, SD = 0.48). For Phase 3, the quality verification process and comprehensive course improvement identified ten components: (1) rationale, (2) principles, (3) goals, (4) objectives, (5) content structure and duration, (6) activities, (7) training methods, (8) media and equipment, (9) measurement and evaluation, and (10) expected outcomes.

Developing mental health curricula and a service provision model for clinical associates in South Africa: a Delphi survey of family physicians and psychiatrists

BackgroundClinical associates are a health professional cadre that could be utilised in mental health task sharing in South Africa but this is training dependent. The objectives of the study were to identify the potential curricula content, training sites, and teaching modalities for undergraduate and potential postgraduate clinical associate mental health training and to identify the tasks that they should perform based on these curricula.MethodsWe utilised the Delphi method to reach consensus on items with the panel comprising psychiatrists and family physicians. The first round questionnaire of the Delphi survey was developed based on a literature review and the results from earlier phases of the overall study. The survey was administered electronically and consisted of three rounds. Following both the first and second rounds, an updated questionnaire was constructed omitting the items on which consensus was reached. The questionnaire consisted primarily of nine-point scales with consensus based on 70% of participants rating 1,2,3 or 7,8,9.ResultsThere were 26 participants in the first round with this number falling to 23 in later rounds. There was strong consensus on a training attachment to a mental health clinic at a community health centre (CHC) at undergraduate (96.2%) and postgraduate level (100%). Consensus was reached on the importance of training on the management of six categories of disorders at the undergraduate level and nine categories of disorders at the postgraduate level. Clerking patients as a teaching modality reached 100% consensus at both undergraduate and postgraduate levels. PHC clinics, CHCs and district hospitals reached consensus as appropriate settings for clinical associates to provide mental health services. In addition, GP practices and secondary hospitals reached consensus for those with postgraduate training. Consensus was reached on ten of the 21 listed tasks that could be performed based on undergraduate training and 20 of the 21 tasks based on a postgraduate qualification in mental health.ConclusionsThe Delphi panel’s recommendations provide a clear roadmap for enhancing mental health curricula for clinical associates, enabling their utilisation in mental health service provision. A future postgraduate mental health qualification for clinical associates would allow for expanded task sharing.

Investigating the Impact of Professional Training on Senior University Students in Uzbekistan: Kimyo International University Senior Students' Perceptions

This research aims to examine how senior students at Uzbekistan's Kimyo International University (KIUT) benefit from professional training in terms of their professional development. The study aims to determine how senior university students' professional development is affected by workplace training, and secondly, how professional training affects the development of senior university students' career skills. A qualitative research strategy is used in the study's methodology. The semi-structured interview is the tool used for qualitative research. Eight seniors from Tashkent's Kimyo International University (KIUT) participated in the qualitative method's semi-structured interview. After interviewing eight key participants from Kimyo International University in Tashkent (KIUT), the researchers preferred the reflexive thematic analysis method for analyzing the interview transcripts. Students' training contributes to senior students' professional development, as indicated by the qualitative findings. According to this research, training also helps students hone their interpersonal and professional skills, which are crucial for their future employment. Participants' knowledge, practices, and professional community were positively impacted, and their potential in the training workplaces was enhanced, by the direct impacts of training content emphasis, active learning, and follow-up. Perceived knowledge, practice, professional, and interpersonal skills had a significant influence on students' practice and learning outcomes, which in turn affected the effectiveness of the training programs. Findings from this research have important implications for professional development and the acquiring of practical skills among university seniors. In addition, senior-year students at universities may benefit greatly from internships and other forms of professional training to hone their interpersonal and professional competence. Nevertheless, in order to determine the efficacy of professional training in enhancing career skills and 21st-century skills, longitudinal studies with more representative samples are required.

Effects of gamification in advanced life support training for clinical nurses: A cluster randomized controlled trial

BackgroundCardiopulmonary resuscitation training is a mandatory competency, especially for healthcare professionals. However, the spread of COVID-19 caused a sharp decline in the number of participants on advanced life support training, thereby accelerating the diversification of educational methods. Gamification is an increasingly popular method of diversifying instruction, but its effectiveness remains controversial. AimTo evaluate the effectiveness of gamification learning in advanced life support training. DesignA cluster randomized controlled trial. SettingA single advanced life support training center. ParticipantsClinical nurses who are currently practicing in a hospital. MethodsA part of the existing advanced life support course was gamified using Kahoot! platform. Conventional learning and gamified learning were each conducted 11 times, and the level of knowledge after training was assessed. The assessment questions were categorized into advanced life support algorithms, teamwork, and cardiac arrest rhythms. ResultsA total of 267 were enrolled in the study, and 148 and 139 learners were assigned to CL and GL, respectively. There was no difference in post-training knowledge related to teamwork, and cardiac arrest rhythms between the conventional learning and gamified learning groups, but knowledge related to the advanced life support algorithm was low in the gamified learning group. ConclusionsEven if the learners are the same, advanced life support gamification training can lead to negative outcomes depending on the simplicity or goal of the training content. To improve the effectiveness of the training, various methods of gamification training should be applied depending on the goal and content of the training.

Effects of Dry Land Speed Training on 100-Meter Freestyle Swimming in Adolescent Swimming

Background and Aim: The specific strength development in swimming tends to start at a younger age, so it becomes particularly important to conduct effective Specific strength training during adolescence. It is essential to utilize training methods and means that align with the developmental characteristics of Specific strengths in young swimmers. Thus, this study has developed a specific dry-land training program to enhance the 100-meter freestyle swimming speed of adolescent swimmers. Methods: This study selected 30 male adolescent swimmers from the Shaanxi Provincial Swimming Team and divided them into an experimental group and a control group (15 individuals in each group) based on their 100-meter freestyle speed. Both groups underwent a 12-week training intervention, with 12 training sessions per week, each lasting 2 hours. The total training time and water-based training content were the same for both groups, but the content of dry-land training differed. The experimental group followed a specific dry-land training program, while the control group followed a traditional training program. Comprehensive tests were conducted before and after the 12-week training intervention for both groups, using the physical fitness and test scores of swimmers in the experimental and control groups as research indicators. Experimental and analytical methods, including experimental and statistical methods, were employed to conduct a targeted study on the changes in physical fitness and test scores before and after the training. Results: show that after 12 weeks of training, the scores for both groups are as follows: Pull-ups (Experimental group: P=0.000<0.01, Control group: P=0.777>0.05), Vertical jump (Experimental group: P=0.032<0.05, Control group: P=0.848>0.05), Abdominal muscle endurance (Experimental group: P=0.000<0.01, Control group: P=0.396>0.05), and Back muscle endurance (Experimental group: P=0.004<0.01, Control group: P=0.583>0.05). The post-test results reveal that swimmers in the experimental group performed significantly better in pull-ups, vertical jumps, abdominal muscle endurance, and back muscle endurance compared to the control group. Conclusion: The specialized training program effectively increased the upper limb strength of the participants, with no significant advantage over the traditional training program.

Assessing the Training for Certified Peer Support Specialists Who Provide Mental Health and Substance Use Services.

The behavioral health system's peer support workforce must be adequately trained to perform peer support services, but evidence of the adequacy of their training needs to be improved. With survey data from 667 certified peer support specialists (CPSS) from North Carolina, Kentucky, Virginia, and Tennessee, this study used (a) binomial probability test to assess perceptions about the adequacy of the workforce's training, (b) latent profile analysis to identify patterns and predictors of perceptions about the SAMHSA core competencies covered in their training, and (c) thematic analysis to identify additional training needs. Most respondents identified as White (72%), female (73%), and had some college education (83%). Most of the workforce (> 90%) felt prepared to provide services, regardless of their state. Highly and moderately sufficient coverage emerged as two distinct response patterns regarding coverage of the SAMSHA core competencies, with respondents' years of experience, state of residence, education level, race, and sense of preparedness predicting the probability of fitting into either profile. Participants desired additional training in trauma-informed practices, motivational interviewing, and new treatment approaches. Peers' experiences and perspectives were similar across different states. The findings suggest booster training sessions or continuing education opportunities are needed to maintain a robust and well-prepared peer support workforce. States should consider reciprocity agreements to enable the trained workforce to practice across states. A key implication for the training content is the need to incorporate contemporary issues relating to mental health and substance use disorders to better meet behavioral health needs.

A Web-Based Training Program for School Staff to Respond to Self-Harm: Design and Development of the Supportive Response to Self-Harm Program.

Self-harm is common among adolescents and is a major public health concern. School staff may be the first adults to notice a young person's self-harm and are well placed to provide support or signpost students to help. However, school staff often report that they do not feel equipped or confident to support students. Despite the need, there is a lack of evidence-based training about self-harm for school staff. A web-based training program would provide schools with a flexible and cost-effective method of increasing staff knowledge, skills, and confidence in how to respond to students who self-harm. The main objective of this study was to coproduce an evidence-based training program for school staff to improve their skills and confidence in responding to students who self-harm (Supportive Response to Self-Harm [SORTS]). This paper describes the design and development process of an initial prototype coproduced with stakeholders to ensure that the intervention meets their requirements. Using a user-centered design and person-based approach, the SORTS prototype was informed by (1) a review of research literature, existing guidelines, and policies; (2) coproduction discussions with the technical provider and subject matter experts (mental health, education, and self-harm); (3) findings from focus groups with young people; and (4) coproduction workshops with school staff. Thematic analysis using the framework method was applied. Coproduction sessions with experts and the technical provider enabled us to produce a draft of the training content, a wireframe, and example high-fidelity user interface designs. Analysis of focus groups and workshops generated four key themes: (1) need for a training program; (2) acceptability, practicality, and implementation; (3) design, content, and navigation; and (4) adaptations and improvements. The findings showed that there is a clear need for a web-based training program about self-harm in schools, and the proposed program content and design were useful, practical, and acceptable. Consultations with stakeholders informed the iterative development of the prototype. SORTS is a web-based training program for school staff to appropriately respond to students who self-harm that is based on research evidence and developed in collaboration with stakeholders. The SORTS program will equip school staff with the skills and strategies to respond in a supportive way to students who self-harm and encourage schools to adopt a whole-school approach to self-harm. Further research is needed to complete the intervention development based on the feedback from this study and evaluate the program's effectiveness. If found to be effective, the SORTS program could be implemented in schools and other youth organizations.

Childhood Cancer in Cameroon and Kenya: Preliminary findings of an implementation effectiveness study for early detection of childhood cancer.

e23096 Background: Early childhood cancer detection reduces mortality, particularly in LMIC contexts where an improved understanding of early warning signs and symptoms (EWSS) and integration of vital referral pathways into existing health systems are crucial to improved childhood cancer outcomes. Our project seeks to adapt and implement a Ghanaian-developed EWSS intervention for Kenya and Cameroon using implementation science frameworks to move beyond the common but ineffective train-and-hope approach. Cameroon operates on a three-tiered sub-sector health system, with the intermediate level consisting of regional delegations that support districts1. In Kenya a six-tiered health system delivers primary care (1-2), mid-level care (3-4), advanced care with centers of excellence (5-6) 2. Health system contexts will inform implementation planning and execution. Methods: Health system stakeholders convened in each country to launch their EWSS initiative. Two-day meetings were collaboratively led by local stakeholders and the research team, guided by The Implementation Roadmap3, a multi-implementation framework resource. They discussed l) local barriers to childhood cancer detection, 2) referral pathways, 3) leadership and operational implementation teams, 4) sustainable EWSS training, and 4) target settings. Results: Stakeholders endorsed the EWSS program and identified individuals to form implementation teams to plan and execute implementation reflective of health system organization and realities. Both countries engaged in an evidence-based implementation planning process, reviewed EWSS core components and training logistics, and endorsed a sustainable tiered training model targeting clinicians and oncologists across system levels and institutional providers. Training content will be adapted for country, region, and county contexts. Both countries endorsed and identified district childhood cancer champions to facilitate training and coordinate timely referrals. Common implementation barriers identified included high healthcare worker turnover, transportation logistics for in-person training, and remuneration options for trainees. Conclusions: Health system leaders in Kenya and Cameroon endorsed an evidence-based EWSS implementation and sustainment approach and identified adaptations responsive to the health system contexts. Implementation will be locally led to ensure effectiveness, sustainability, and appropriate cultural EWSS adaptation. Moving forward, local implementation teams will work with researcher-facilitators to implement EWSS toward improved cancer detection rates.

Establishing a course to train ICU nurses on prone position mechanical ventilation: A Delphi study.

To develop a comprehensive training course for training ICU nurses in prone positioning. A mixed study combining semi-structured interviews and two rounds of Delphi surveys. We constructed a questionnaire after collecting data through a literature review and semi-structured interviews. We used the Delphi expert correspondence method to conduct two rounds of research among 17 experts in the field of critical illness. Data collection took place between May and August 2022. The effective questionnaire recovery rate was 88.2%. The expert authority coefficient was 0.876; the Kendall coordination coefficient was 0.402; the average importance score for each index ranged from 4.00 to 4.93; and the coefficient of variation for each index ranged from 0.05 to 0.19. We established 13 second-level indicators and 41 third-level indicators on prone position ventilation training according to three aspects: training contents, training methods and training assessment. The training system of prone mechanical ventilation for ICU nurses established in this study will provide an effective framework for training and evaluating the practical ability of prone mechanical ventilation for ICU nurses.

Building a Hospital Pharmacist Workforce by a Diversified and Position-Oriented Learning System.

The role of hospital pharmacists has shifted from primarily ensuring drug supply to providing comprehensive pharmaceutical care. To accommodate this shift, new positions are needed. The traditional training model for hospital pharmacists is no longer sufficient for the evolving demands of pharmaceutical care and these new roles. This study aimed to describe the development of a position-oriented learning system explicitly tailored for hospital pharmacists and to assess its impact on workforce development and pharmacy service. The position-oriented learning system for hospital pharmacists, aimed at enhancing training and workforce development, was evaluated based on two critical criteria: the completion rate of learning modules and the subsequent improvement in pharmaceutical care at the hospital. The completion rate assessed the engagement and effectiveness of the training content. At the same time, the improvement in pharmaceutical care evaluated practical outcomes such as percentages of patients who received pharmaceutical care and percentages of inappropriate medication orders intercepted. In 2021, 218 employees participated in the learning system. The pharmacy department has identified 22 pharmacists for various positions through this system. The quantity and quality of pharmaceutical care have improved significantly. The position-oriented diversified learning system achieves the perfect combination of department development direction and individual career planning of employees. The learning system can significantly improve the learning efficiency of pharmacists, enhance the quality of various pharmaceutical care, and promote the development of disciplines.

The problems of training future teachers of vocational education in the context of post-war economic recovery in Ukraine

The research analyzed the key issues of preparing future vocational education teachers for the economic recovery of Ukraine, particularly emphasizing the relevance and necessity of ensuring the economic component of their pedagogical training for the further development of entrepreneurial competence of students in vocational education, which will meet the state's needs during the post-war period in qualified specialists and workers. In the process of scientific research, a set of problems of preparing future vocational education teachers for professional activities in the context of post-war recovery of Ukraine was identified, particularly emphasizing the need for systematic updating of the content of pedagogical training taking into account the socio-economic factors that influence the labor market and determine the content of economic components of educational programs in vocational education. The research utilized methods such as analysis of scientific-pedagogical and socio-economic literature, periodicals, monographs; study of state standards, legislation in the field of education, qualification frameworks, concepts of competency-based approach, strategies for post-war recovery, etc., systematization of research results; interviews with specialists from the Ministry of Education, teachers in vocational education, educators and masters; pedagogical observations, and more. The author identified and justified the relevance of a number of key issues in preparing future teachers in preliminary higher and vocational education considering the economic component of pedagogical training, and also planned perspectives for further research on the readiness of future teachers to carry out their professional activities at the sufficient level, taking into account the modern requirements of the labor market for qualified specialists and workers, as well as the socio-economic factors in the country during the period of post-war recovery

Library Professionology in Masters of Library and Information Science Training: Methodological Approaches to the Development of the Thematic Structure

The article deals with current issues of theory and methodology of library and information education. Its purpose is to substantiate the expediency of forming the thematic structure of the course “Library Professionology”, based on generalization of scientific ideas about the subject of library professionology as the library science discipline. The publication analyzes the methodological approaches of specialists from the leading universities of culture (Moscow State Institute of Culture, Belarusian State University of Culture and Arts, East-Siberian State Institute of Culture) to the construction of the content of one of the special academic disciplines – “Library Professionology”, – which is included in the curriculum for training Masters of Library and Information Activity.The author proposes one of the variants of the structural and logical model of the course “Library Professionology” – the complex theoretical and applied discipline that covers a wide range of problems related to the place and role of the library profession in the society. Mastering the essence and content of the library professionology by the Master students necessitates the acquisition of various professional competencies, with the general pedagogical competencies being the most significant among them. For this reason, the central place in the course should belong to the study of issues related to professional education – from history to current problems of organizing the library professionals training, content, methods and forms of training at the present stage.

건설업 외국인 근로자 안전교육콘텐츠 개발을 위한 관리자 대상 인식조사 기반 개선 방안 제안 연구

건설업 외국인 근로자 안전교육콘텐츠 개발을 위한 관리자 대상 인식조사 기반 개선 방안 제안 연구