Vocational Training Courses Research Articles

Mujeres en educación media técnico profesional: factores que influyen en sus trayectorias educativas y laborales

This paper discusses the factors that affect the educational and work trajectories of women who studied Secondary technical vocational education  courses in the La Araucanía Region of Chile. A total of 12 women who graduated between 2013 and 2017 were interviewed; six of them studied specialties that are traditional for women and six were trained in highly maledominated sectors. Our research, of a qualitative nature, leads us to question the concept of ‘choice’, since admission to this educational modality is strongly conditioned by economic and mobility factors. In the stage of selecting a specialty, it becomes apparent that there are subjective factors that motivate women to insert themselves into traditionally femaledominated areas or, instead, to challenge the gender mandates reproduced by some teachers or family members. After completing their secondary vocational and training education, the women often experience sexism and sexual harassment when engaging in internship programs, which, in some cases, generates disaffection towards male-dominated jobs. The decision to continue an educational project, to enter the working world, or to make both compatible, is mediated by socioeconomic restrictions, by maternity, and by the lack of family support networks. In summary, class, gender, geographic origin, and other variables intersect to condition the educational and professional trajectories of women.

Formação para o desenvolvimento humano no ensino superior

Das diversas pesquisas feitas em educação, poucas buscam modificar áreas de práticas cristalizadas como a docência no ensino superior fora das licenciaturas. Este trabalho busca mostrar a relevância da atenção a esse setor, uma vez que o ensino superior atual forma uma geração de profissionais atuantes na gestão e manutenção da produção no sistema capitalista. Para aqueles que pretendem avançar a sociedade para além do capital, é imprescindível que as classes intermediárias dos trabalhadores sejam transformadas. Assim, apresentamos a necessidade da atuação na classe de trabalhadores da Engenharia como exemplo de “mão de obra qualificada” que reproduz a lógica do capital. Em seguida apontamos a possibilidade de atuação nessa classe através dos cursos de formação profissional, ou seja, preparar a classe para outra forma de atuação. Por fim, apontamos a maneira de modificar essa formação, qual seja, através da didática baseada na Teoria Histórico-Cultural.
 Recebido: 29/03/2019
 Aceito: 12/07/2019

Educação Profissional no Brasil – expansão para quem?

Resumo O objetivo deste texto é refletir sobre a expansão da Rede Federal de escolas técnicas, que acontece desde 2007. Aborda-se a recente trajetória da Educação Profissional no Brasil, comparativamente com as evidências de resultados dos sistemas de Educação Profissional tradicionalmente citados como referência para o debate sobre modelos dessa modalidade educacional. Busca-se demonstrar que a criação dos Institutos Federais convergiu mais na reprodução do modelo da Universidade em produzir ativos intelectuais do que no aprimoramento do desenvolvimento socioeconômico a partir de ativos econômicos. Dessa maneira, o estudo está apoiado na metodologia de estudos comparados e em dados de pesquisas internacionais. Por fim, não há, nessa reflexão, indicações que mostrem mudanças significativas nas possibilidades de formação profissional dos brasileiros, em boa medida provocada pela chamada “verticalização”, que estimulou a oferta de cursos de educação superior ao invés dos cursos de formação técnica e profissional.

MAIN AREAS OF IMPROVING THE QUALITY MANAGEMENT IN TOURIST SERVICES

Introduction. The quality of tourist services has attracted increasing attention in the context of the European integration vector of the economy of our country. Therefore, the formation of general principles and areas of quality management for the competitiveness of the hospitality industry. Tourism companies are faced with the need to increase competitiveness in the domestic and international markets, the effectiveness of management decisions and business performance, the problems of adaptation to the characteristics of emerging markets and the need to realize market opportunities, all of which characterize the inefficient management of the tourism business. Methods. The research is formed on the basis of systematic and holistic approaches, structural modelling and monographic study of the issue of improving the quality of tourist services. Results. The basic directions of improving the management of quality of services of tourist activity are formed. The state standards in the sphere of tourism in accordance with the international quality standards are completed and harmonized. An educational and professional course “Implementation of national standards of tourist services harmonized with international and European normative documents” has been proposed, which intensifies interest in the integration of Ukraine into the EU general economic space. It will help university graduates in the further professional activity of specialists in tourism services and hotel and restaurant business. Discussion. The expected impact of the vocational training course will be based on the presentation of the best European tourism strategies and practices; expanding and deepening knowledge of the European Directives and ISO standards for tourism; approbation of the European experience in tourist services; promotion of the European model of quality of tourist services. Keywords: European standards, tourist service, quality, tourism, tourist service.

Personality and Skill Development Programs under Family Based Care and Role of Media among SOS Children

SOS children’s village helps to enlarge their children’s individual abilities, interests, recognition and talents. The aim of SOS village is to focus on the provision of quality care to children in villages and to prevent abandonment of children in the community. Under its roof, children enjoy a real sense of security and belonging and use all the facilities provided by SOS Children’s Villages such as food, shelter, clothing, health services and media needs television, newspapers, radio, internet and computer lab etc. In every house one newspaper, one television is available for SOS children and mobile phone for those children who are studying in under- graduation and post- graduation courses. Here, we can say that the journey of mankind started expansion of vocal chords, development of spoken language and then the written language. Finally, when we experimented with printing machines, we set ourselves on the path of progress through mass media. Eventually we got audio – visual expression of our ideas and thoughts through electronic media. Today we are in the midst of new media which has led us to the virtual space. This study is an attempt to understand and explain how the personality development programs and vocational training courses along with the media exposure have been contributing in their capacity building.

Exploring the Learning Theories Underpinning in Technical, Vocational, Education and Training (TVET) Curriculum Perceived by TVET Students

The purpose of the study was to investigate students’ perceptions of level of knowledge about learning theories in the Technical and Vocational Education and Training (TVET) course possessed in one vocational college in Kuala Lumpur and one public institution in Selangor. Data were gathered from a sample of 69 and 171 TVET students using the paper-and-pencil Instruction Competency Questionnaire (ICQ) instrument. Percentage and frequency distributions were employed to analysis the data. Data were collected using a questionnaire administered to 171 randomly sampled TVET Students in Malaysia. Of those surveyed, 171 returned useable responses. Descriptive statistic was conducted to analyse the data. Of the respondents, 71.3% indicated that they have moderate low to low level of knowledge on behavioural, cognitive, and constructivist learning theories. The study also reported a need for students to increase their knowledge, especially, on constructivist learning theory, to empower them for taking charge of their own experiential learning to enhance their 21st century skills.

ПРОФЕСIЙНЕ САМОВИХОВАННЯ МАЙБУТНЬОГО ВЧИТЕЛЯ: ТЕОРЕТИЧНI АСПЕКТИ ПРОБЛЕМИ

Професiйна дiяльнiсть сучасного педагога постiйно ускладнюється i трансформується згiдно з вимогами сьогочасної освiтньої галузi. Учитель не може дозволити собi «зупинитися» на тому етапi власного розвитку та освiти, якi вiн отримав у процесi професiйної пiдготовки. Щоб досягти вершин педагогiчної дiяльностi, не втратити до неї iнтерес, вiдчувати внутрiшнє задоволення вiд виконуваної роботи, педагог повинен постiйно працювати над собою. Починати довготривалу роботу над самовдосконаленням, оволодiвати технологiєю професiйного самовиховання потрiбно саме пiд час здобування вiдповiдної квалiфiкацiї у закладi вищої освiти. Входження України в європейський освiтнiй простiр, реформування всiх ланок системи освiти та потреба «Нової української школи» у пiдготовцi фахiвцiв, здатних навчатися протягом життя, актуалiзують проблему професiйного самовиховання конкурентоспроможного та висококвалiфiкованого вчителя загальноосвiтньої школи. У статтi здiйснено розгляд понять «самовиховання», «професiйне самовиховання». Обґрунтовано значення професійного самовиховання як вищої форми самовдосконалення особистостi майбутнього вчителя. Схарактеризовано основнi етапи процесу самовиховання та передумови, що визначають його ефективнiсть. Окрему увагу придiлено прийомам самовиховання, що розглядаються як частковий вплив студента на самого себе, як певний одиничний акт у кожному конкретному випадку та методi.

A Study on the Process of Choosing a Commissioned Vocational Education Course in General High Schools

A Study on the Process of Choosing a Commissioned Vocational Education Course in General High Schools

Different Project Types in Project-Based Learning on Software Development Courses in Higher Vocational Education

From the view of educational objectives, the software development courses in higher vocational colleges belong to the subjects under the working system. It is more suitable to use the project-based learning method because it can provide each student a way to construct themselves on their own. So that students are able to have a comprehensive experience of post functions. Different project sources determine different types.There are different sources for projects and it’s not possible to get a conclusion which is the best one gennerally. So how to choose a proper project is not easy. According to years of practical experience in the software development specialty in higher vocational college, it’s found that each kind of these project types has their own specific occasions in practice, which can offer help to act according to actual circumstances.

Medium and Long-Term Returns to Professional Education in Switzerland: Explaining Differences between Occupational Fields

In Switzerland, initial vocational education and training graduates may enter a track of the tertiary system called professional education. Professional education represents about one-third of the tertiary system, includes numerous vocational training courses, and prepares for managerial or expert positions. Despite its prevalence, the long-term returns to professional education have rarely been investigated due to lacking data. In order to fill this gap, we will estimate the long-term returns to professional education based on a novel methodological design. Secondly, we aim to explain the differences in the returns to professional education between occupational fields by making use of the task-based approach of Autor, Levy and Murnane (2003). Analyses are based on the Swiss Labour Force Survey from 1991–2016. Based on a quasi-panel with cohort fixed effects and on linear regression models, our results reveal average short-term returns to professional education of 7% and long-term returns of 11%. However, we find considerable differences in the returns between training fields, which can partly be attributed to differences in the change of task composition after completion of professional education between occupations.

Development of transprofessional competitions as a new task for methods of foreign language teaching

The article deals with the problem of transprofessional competences development by teaching foreign language in the professional education system. Its urgency is determined by considerably growing demand for specialists, which have not only well highly-specified competences, but also capacity for multidimensional activities and for successful work in an interdisciplinary team. Furthermore, the level of the study of the problem under consideration is theoretically and practically insufficient. Transprofessional competences are regarded as competences providing the ability of an employee to work beyond his or her obtained profession, to apply technologies of other professional spheres, to master new competences and find non-standard solutions. The discipline “Foreign language”, as shown in the article, has a high potential for development of transprofessional competences. But according to the results of our pretesting this potential remains predominantly unrealized: the foreign language teaching process is mostly organized based on former, partially outdated ideas about probable professional needs of a modern engineer. In the article we set a goal to elaborate methodological procedures for improvement of effectiveness of teacher’s work for that matter. We report on the most vital theoretical and practical aspects of our further vocational training course program, which we prepared for foreign language teachers to help them to choose more appropriate learning content and technologies and to perfect their skills needed for the most effective application of them.

Choose one’s Professional Future and Sandwich Training in Higher Education: Experiences and Perspectives from CFA University in Corsica

In France, the field of lifelong learning has undergone many changes since 2014 according to the laws that have been promulgated. While the reform on vocational training for employment and social democracy finalized the decentralization of vocational training by giving regions the means for a more coherent action and placed them as a pilot for the construction of training policies, the recent law for the freedom to choose one's professional future recentralises the regulation of continuing vocational training and sandwich courses. This development will not fail to impact the governance of the CFA, especially those of Higher Education anchored in the small territories. Faced with this major structural issue in the specific context of a small island economy, the University Center for Apprenticeship Training in the Corsican region strives, for a decade, to contribute to the enhancement of the professional integration of work-study students from the University of Corsica, by the development and the durability of determining factors characteristic of a small territorial area in search of structuration. After having highlighted the qualitative results resulting from the activity dynamics of the CFA University in Corsica, this contribution will analyze the perspectives drawn from the exemplary nature of the latter in the context of a new law that is supposed to contribute to the regional structuring of a knowledge and competence economy.

Developing mobile-based project-based learning module for project management courses in vocational education

The purposes of this research were (1) to design and implement the development of mobile-based e-modules, (2) to know the students' and lecturers’ responses toward the development of the mobile-based e-modules, and (3) to know the students’ learning outcomes after using the mobile-based e-modules. The research employed a Research and Development with the 4D development model. The participants of this study were 54 students and three lecturers of construction engineering education. The data on the students' and lecturers’ responses to the development of mobile-based e-modules were obtained using the questionnaire method. The results of the study show that the design and implementation of the developed mobile-based e-modules were successful based on several tests conducted. The successfully developed e-modules can be seen from the students’ responses, in which 64% are included in the Very Practical category, and only 36% are in the Practical category. On the other hand, the results of the lecturers’ responses show a Very Practical category by the percentage of 100%. As a consequence, the students’ learning outcomes are declared complete at 100% and increase with a gain score of 0.44 (moderate) from 54 students in the project management course.

Impact of vocational training courses on food preservation conducted by Krishi Vigyan Kendras of Punjab

Impact of vocational training courses on food preservation conducted by Krishi Vigyan Kendras of Punjab

Navigating employability from the bottom up

ABSTRACTResearch focusing on young people’s career trajectories has emphasised ‘graduate employability’ with much less attention being afforded to the employability strategies used by disadvantaged youth, including the social, political and labour market contexts in which these emerge. This study explores how young people enrolled in entry-level, vocational training courses in Australia attempt to enhance their employability. Interviews explored perceptions of individual employability, the strategies utilised to improve employability, and the economic, personal and employment consequences of these strategies. Three main employability strategies were identified: gaining qualifications to meet employment expectations; securing work experience in a competitive labour market; and addressing economic and social challenges to secure and sustain employment. The study reveals how the dominant narratives of employability in education and employment policy are misaligned with the economic, social and labour market challenges faced by disadvantaged job-seekers with respect to notions of career and ‘fit’ between the individual and the labour market. Policy responses need to take account of the diverse ‘bottom up’ experiences and circumstances of different cohorts of young people.

Desenvolvimento de projetos de cursos na educação profissional: uma revisão de literatura

Este estudo investiga como tem ocorrido o design de cursos na educação profissional, por meio de revisão integrativa da literatura, que incluiu 44 pesquisas, entre artigos, dissertações e teses, publicados de 2011 a 2018. Os trabalhos revisados apresentam métodos, frameworks, cursos e recomendações. Os temas de destaque (educação por competências, colaboração, flexibilidade, importância de realizar atividades autênticas e práticas) vão ao encontro do objetivo principal da educação profissional: formar para o trabalho.

Development of Electronic Learning Design 3 Vocational Education Program in Electronics Engineering Jakarta State University

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Study on the Adoption Status of Vocational Training Course on Garment Construction and Enrichment among Rural Women

The study was carried out during the year 2017 to assess the adoption status of practices imparted under thirteen long duration vocational training courses on Garment construction and enrichment conducted by different Krishi Vigyan Kendras of Punjab. Out of total 207 trainees, a sample of 54 trainees was drawn by applying probability proportional to size (PPS) sampling method and data were collected personally from the selected trainees by using an interview schedule. The findings of the study revealed that hundred per cent trainees adopted the practice on material selection before garment construction, washing the clothes according to the instructions given by firm and stain removing techniques imparted under garment construction and enrichment training course, hence had highest adoption status whereas, practice on hand embroidery on clothes had lowest adoption status. Lack of time and difficulty of task were the major reasons for non-adoption. Maximum number of enterprises was established by the trainees of Krishi Vigyan Kendra Bathinda.

Методичні задачі у фаховій підготовці майбутнього вчителя

In article methodical problems as a component praxiological skills and means of educational activity in vocational training of the future teachers in EHE are characterised. It is analysed: the essence of problem approach in vocational training of the future expert; different lines of thought to scientific definition of the basic definition of research. Possibility of use of problems in pedagogics which has the same value, as in engineering science and except finding subject and key competence is proved, replenishes also professional competences. The basic modern scientific approaches concerning classification of methodical problems of vocational training of the future teacher are considered. It is defined that use of typical methodical problems in the course of vocational training of the future expert promotes formation of components of a personal professional position of the future teacher. Accent the attention to the main appointment of methodical problems is methodical preparation technologies and mastering by pedagogical skill of the future teacher, development of its methodical thinking and didactic abilities, maintenance of theoretical and practical readiness for the future work at school. The conducted research concerning methodical problems in vocational training of the future teacher has allowed to draw a conclusion, concerning the account of some requirements to professional-pedagogical preparation of the future teachers at designing of system of methodical problems.

Living Learning Environments

Learning factories and innovation laboratories are current approaches for the qualification of participants from the field of Industrial Engineering. The focus here is on a transfer of knowledge from research to the manufacturing industry. For more than 10 years different learning concepts and scenarios in the working context close to value creation have been developed and tested in learning factories. The participants can experience new situations through different scenarios and learn from them. These concepts are already being used in vocational education and training courses. In innovation laboratories various technologies and scenarios are being investigated and tested. As an example, a well-known innovation lab in Stuttgart focuses on the working environment of the future. Various demonstrators are used to simulate and present specific scenarios from the manufacturing industry, integrating the respective stakeholders. In this paper, two learning environments are compared and evaluated with regard to their potential applications for qualification. For the analysis, evaluation sheets of training events in the Learning Factory advanced Industrial Engineering (LF aIE) and an exemplary innovation lab in Stuttgart have been used. It assess the different learning environments in terms of their suitability as a qualification tool. Based on this, it will be examined how the current learning systems meet the requirements of a value-added integrated competence development.