Professional Technical Education Research Articles

Alternation Training Strategies Implementation Project in Professional Technical Secondary Education

Alternation Training Strategies Implementation Project in Professional Technical Secondary Education

Alternance Training Strategies Implementation Project in Professional Technical Secondary Education

Vocational technical education is one of the fundamental pillars that governs the educational system, its strengthening is a task assumed by the Ministry of Education through the implementation of the National Vocational Technical Training Policy carried out by practice through the National Strategy for Vocational Technical Training (1). There are multiple challenges involved in carrying out actions to promote and generate instances of participation and decision-making that enable the involvement of all actors. To articulate the educational system and economic development In this sense, professional technical high schools with a specialty in early childhood care assume a strategic and preponderant role in the educational sector, since the young people who study the specialty put into practice what they have learned in classrooms and workshops, allowing them to effectively enter the world of work, access their professional practice and enter higher education. And, in most cases, be an agent of change at the family level to socioeconomically improve the reality of their homes. For this reason, Chile needs to have mid-level nursery care technicians who will allow it to address the challenges of its own development and its growing participation in the preschool care system, with demands of greater added value, dynamic and challenging. In this scenario, alternation training will not only strengthen the specific technical skills of the specialty, but also the capacity for innovation, entrepreneurship, teamwork, and a set of transversal skills that will prepare students to perform in multiple areas of education.

ALTERNANCE Training Strategies Implementation Project in Professional Technical Secondary Education

Professional technical education is one of the fundamental pillars that governs the educational system, its strengthening is a task assumed by him Ministry of Education through the implementation of the National Vocational Technical Training Policy taken to the practice through National Strategy for Vocational Technical Training. Are multiple the challenges involved in carrying out actions to promote and generate instances of participation and decision-making that enable the involvement of all actors to articulate the educational system and the economic development. In this sense, the professional technical schools with nursery care specialty assume a strategic and predominant role in the educational sector, since the young people who attend the specialty, they put in practice what was learned in classrooms and workshops them allow insertion indeed in the world of work, access your practice professional and insert in the higher education. And in the most cases, be an agent of change at the family level to improve socioeconomically the reality of their homes. For this reason, Chile needs to have technicians in level nursery care means that allow us to address the challenges of your own development and its growing stake in the care system preschool, with demands of greater added value, dynamic and challenging. In this scenario, the alternation training will not only strengthen the specific technical skills specialty, but also the innovation capacity, entrepreneurship, work as a team, and a set of skills transversal courses that will prepare the students to perform in multiple areas of education.

Methodological framework for developing pragmatic communication competence in English to students from vocational technical education ISCED 4

The 21st century require certain demands regarding employment on the labor market. An imperative orientation, in this context, is communication. Effective communication is an essential element in any workplace, or the current global context of the labor market requires employees the ability to communicate in a globally used language - English. Employers evaluate not only the language skills of the candidates, but also their ability to adapt to various professional communication situations: to share ideas, ask questions and answer questions appropriately, in other words they evaluate the competence of pragmatic communication in English language - an imperative requirement in the current context for the professional career. Starting from this idea, the professional-technical education has the duty to develop students’ competence of pragmatic communication in English, to be future specialists in various fields. This article presents the methodological framework for training the competence of pragmatic communication in English for students in ISCED 4 vocational technical education, which represents a scientific-didactic construct created out of theories, principles, didactic methods and learning tasks.

A FORMAÇÃO DOCENTE: QUE LUGAR OCUPA NA INSERÇÃO DO PROFESSOR NAS ESCOLAS TÉCNICAS DA ÁREA DA SAÚDE?

ABSTRACT: Introduction: higher secondary technical professional education (HSTPE) is really present in the health field, considering the great number of technical workers. Nevertheless, there are weak policies regarding teacher education. Objectives: 1. analyze which the selection criteria and methods are, regarding the education requirements as teachers and 2. connect teacher education to some aspects of the conditions of work. Methodology: a study with a dialectical and historical approach, involving document and field research. Ten (10) schools that offer technical courses in the field of health in São Paulo state took part in the study. Five (5) of these schools are public ones and the others are private, and they include branches of the Etecs - Centro Paula Souza, EtSUS, Senac, and other private schools, not only in the capital but also in the countryside of the state. The analysis of the course plans, online questionnaires, and semi-structured interviews with teachers and administrators were carried out. Conclusions: although most of the course plans and the managers indicated, primarily, the selection of teachers with a degree, special programs, or other forms of pedagogical training, there is always a dubious, uncertain, and extremely flexible aspect. The relaxed and undermined education for the teaching in the HSTPE contributes to the naturalization and the reinforcement of the aspects that converge to the deterioration of work, which needs to be contextualized, historically, in the relationships between education and the wider processes of reproduction of the capitalist society currently marked by the neoliberal ideas.

RELAÇÕES ÉTNICO-RACIAIS NA EDUCAÇÃO PROFISSIONAL TÉCNICA DE NÍVEL MÉDIO: UMA REVISÃO INTEGRATIVA

ABSTRACT: This study aims to analyze the scientific evidence on ethnic-racial relations education in the scope of technical professional education at the secondary level. This is an exploratory and qualitative research, whose integrative literature review technique allowed the systematic selection of reports in six stages. Initially, the search of articles through SciELO, CAPES Journal, and Google Scholar from the terms race, ethnicity, race factor, racism, racial prejudice, racial discrimination, ethnic-racial relations, professional and technological education, and professional education, along with Boolean operators, resulted in 11,336 titles, and after screening, 11 articles were included. For discussion, the following categories were used: institutionalization of Law nº 10.639/2003 and curriculum; structural racism; quota law; nucleus of Afro-Brazilian and indigenous studies, research and extension; pedagogical experiences about ethnic-racial diversity; students' and teachers' perceptions of ethnic-racial diversity in the curriculum; and the role of teachers for the professional education of black women. It was found that there is a long way to go for the institutionalization of Laws 10,639/03 and 11,645/08 in the curricula and in the teaching-learning practices of vocational training, reinforced by the negative perceptions of students and teachers about ethnic-racial diversity in the curricula. of professional and technological education institutions, especially when it comes to integrated courses. However, the quota laws, the implementation of NEABI, and the different teaching experiences stood out as affirmative actions that promoted racial equality.

Production on Interdisciplinarity in Technical Professional Education in High School Level: Analysis of Theses and Dissertations

Production on Interdisciplinarity in Technical Professional Education in High School Level: Analysis of Theses and Dissertations

ROLE OF COOPERATION AGREEMENT IN DUAL EDUCATION

Professional training through dual education is considered to be one of the most successful forms to anticipate the demands of the labor market. Dual education is organized on the basis of a partnership between the educational institution and the economic entities that have the capacity to provide professional training through the dual system. The key document underlying the dual partnership in professional technical education is the Agreement on cooperation in dual education. Considering the fact that the Agreement is concluded between the technical professional education institution and the economic entities based on the provisions of the legislation, the main aspects related to the elaboration and perfecting of the Cooperation agreement in dual education will be highlighted in the article.

Summative evaluation in technical professional education: general aspects

In this paper we analyze the theoretical, general fundamental aspects of the concept of summative evaluation in professional-technical education, with the aim of familiarizing with the distinct elements of the summative assessment process. We emphasise the fact that teachers must choose appropriately or developing his own evaluation methods, to administer and to interpret the assessment results, to use the evaluation results by leveraging them in decision-making, to develop and apply grading procedures, to communicate assessment results considering various audience categories, to recognize and avoid the unethical, illegal implications, the distorted effects of some assessment procedures and thus through the skills analyzed in the paper and the functions of summative assessment we can facilitate this process.

Adult Education in Institutions of Vocational (Technical and Vocational) Education. Current Performance and Development Prospects

The vocational (technical and vocational) education (V(TV)E) of adults constitutes an important component of the continuous lifelong learning. The article’s objective is to analyze the current performance of adult training in (P(PT)E) institutions and outline future development prospects for this component in the context of existing challenges of martial law and the postwar rebuilding of the Ukrainian infrastructure. The years of 2021 and 2022 witnessed the gradually increasing numbers of the unemployed population that were admitted to (P(PT)E) institutions for the primary professional training.
 Ukraine had been taking effective measures to engage adults, first and foremost unemployed ones, in V(TV)E institutions. Its legal and normative framework is the amendments in the current Law of Ukraine “Professional (Professional Technical) Education”, especially with respect to obtaining partial professional qualifications with purpose of training and retraining by short-term programs for specific needs in the country’s rebuilding. On the basis of centers for practical training, V(TV)E institutions and their social partners offer the adult population, including internally displaced persons, short-term module courses allowing one to quickly learn a profession and start working, which will help him/her quickly enter the labor market and meet the domestic economy needs in skilled staff. More than 30 types of short-term module courses for adult population are being offered in all the Ukrainian regions located at a distance from the warfare zone. The professional training in Ukraine is organized by the cluster approach, with high performing education & production clusters of industry focus, offering course training to the adult population. The existing situation can be improved, with adult population, unemployed one in particular, encouraged to train in V(TV)E institutions, though expanding public-private partnerships, especially the above-mentioned clusters. Another important step is elaborating and implementing effective actions aimed at popularization of V(TV)E among the adult population. Of the regulatory measures, the approval of new Laws of Ukraine “On Vocational and Technical Education” and “Adult Education” should be highlighted.

The Schools of Arts and Crafts of New Spain as predecessors of current technical professional education

In this article we present the results of the historical-pedagogical research, which objective was to establish the premises for the development of the novohispanic Schools of Arts and Crafts as predecessors of current Mexican technical professional education, through a documentary-bibliographic study. Th e authors found, that the prerequisites of the appearance of the Mexican technical professional education system were created since the 16th century, and the novohispanic Schools of Arts and Crafts were the grounds for its development. In addition, the premises for the development of the novohispanic Schools of Arts and Crafts were the introduction of new agricultural, textiles, construction, and mining extraction technologies to the new continent by the Spanish, and the request for Amerindian peoples’ instruction for its use. Th is teaching was provided by the conquistadors along with the evangelization and Castilianization of the natives in the Schools of Arts and Crafts. Later, in the 18th – early 19th centuries, there were opened the new Schools of Arts and Crafts (the schools for workers) of engraving, painting, mining, spinning, weaving, etc. – the direct predecessors of the current technical professional schools. Szkoły Sztuki i Rzemiosła Nowej Hiszpanii jako poprzedniczki współczesnego technicznego kształcenia zawodowego W artykule prezentujemy wyniki badań historyczno-pedagogicznych, których celem było ustalenie przesłanek rozwoju nowohiszpańskich szkół artystycznych i rzemieślniczych jako poprzedników obecnego meksykańskiego technicznego kształcenia zawodowego, poprzez analizę treści. Autorzy ustalili, że fundamenty meksykańskiego systemu technicznego kształcenia zawodowego powstawały już w XVI w., a podstawą jego rozwoju były nowohiszpańskie Szkoły Sztuki i Rzemiosła. Ponadto przesłanką do rozwoju nowohiszpańskich szkół artystycznych i rzemieślniczych było wprowadzenie przez Hiszpanów na nowy kontynent nowych technologii rolniczych, tekstylnych, budowlanych, wydobywczych i prośba o instruktaż ludów indiańskich w zakresie ich stosowania. Nauczanie to zapewniło konkwistadorom ewangelizację i kastylizację tubylców w szkołach artystycznych i rzemieślniczych. Później, w XVIII – na początku XIX w., otwarto nowe Szkoły Rzemieślnicze (szkoły robotnicze): rytownicze, malarskie, górnicze, przędzalnicze, tkackie itp., bezpośrednie poprzedniczki obecnych technicznych szkół zawodowych.

Interculturality in Professional Technical Education: Tensions and Challenges for its Implementation

Este artículo aborda tensiones y desafíos para la implementación de la educación intercultural en contexto de educación técnica profesional en Chile. Argumentamos que, producto de la idea de progreso técnico-científico, la educación técnica profesional, ha instalado una racionalidad instrumental que gobierna y domina las mentes de quienes comparten este escenario, derribando la posibilidad de construir aprendizajes desde una perspectiva de pluralidad. Como medida contrahegemónica, proponemos un modelo de aprendizaje reflexivo para los actores del medio educativo y social, que permita relevar el enfoque de interculturalidad como medio para alcanzar la construcción de aprendizajes situados, contextualizados y la búsqueda de una identidad de colaboración entre actores del medio educativo y social. La metodología empleada es la investigación educativa y un procedimiento de análisis de contenido. Concluimos que, tanto la política educativa como el currículum escolar y la escuela técnica profesional, sólo han causado el encierro de la comunidad educativa técnica profesional en una identidad fija e inmutable al no considerar el contexto social y cultural de sus miembros. Revertir este problema, requiere adoptar con urgencia un enfoque educativo en perspectiva intercultural y la idea de una nueva educación intercultural técnico profesional.

Factors Affecting Entrepreneurial Intention

Entrepreneurial intention is often considered the key determinant of business creation and the development of entrepreneurial behavior. To date, most studies on the determinants of entrepreneurial intention have collected data from undergraduate or graduate university students. In contrast, the present study addresses this issue at the secondary education level. The primary objective is to test students’ entrepreneurial intention between 16 and 18 years in Chile’s Secondary Technical-Professional Education programs. For this purpose, we applied a survey to a sample of 2373 students attending four different Technical-Professional Education Centres located in three different regions of this country. Based on the Entrepreneurial Potential Model, we tested the influence of perceived feasibility, perceived desirability, and propensity to act on students’ entrepreneurial intention. Applying a well-fitted logistic regression model shows that students with moderate risk propensity are more likely to show entrepreneurial intention. Furthermore, the study observed no association between perceived feasibility nor perceived desirability of a business venture with students’ entrepreneurial intention; nor was a relationship found between the propensity to act and students’ entrepreneurial intention.

Quality assurance in the training of primary education teachers and adult educators in Mozambique

The present text, entitled Quality Assurance in the Training of Primary Education Teachers and Adult Educators in Mozambique, aims to provide some information on how to guarantee the quality of the training of primary teachers and adult educators, taking into account the instruments regulators of the professional technical education subsystem, as well as the essential requirements for achieving the training of teachers and adult educators in Mozambique. Thus, as a methodology, bibliographic research was used, which is why the present text is of a qualitative nature, for whose elaboration it was so important to resort to national legislation, regulations and diverse bibliography that deals with quality assurance.

Features of training of vocational education teachers in Germany

Influenced by the processes of European integration, globalization and, in particular, in order to build a single European higher education area, an important task of Ukrainian educators is to study the practical experience of our foreign colleagues in training teachers for vocational schools at all levels. Among the European countries where close attention is paid to the quality of teacher training, in particular in the field of vocational education, Germany stands out. The purpose of the study is to analyze the features of modern training of teachers of vocational education in Germany with the prospect of using progressive German experience in the Ukrainian system of training/retraining of teachers for institutions of professional and higher technical education. A detailed analysis of the German teacher training system, carried out in the course of this study, allowed us to make some important generalizations. First, it is worth noting the high expediency and effectiveness of Germany's extensive system of institutions, which, thanks to a clear division of functions, contribute to the effective organization of three-stage training of qualified teachers for vocational education. Secondly, the analysis of the content of the curriculum for future teachers of vocational education in Germany shows an attempt to train competitive professionals not only in the vocational education system, but also in the labor market in general. Third, the developed Standards for teachers in the field of educational sciences effectively influence the implementation of training programs for teachers of vocational education, requiring the formation and further improvement of their competencies in the field of teaching, education, evaluation and implementation of innovations. Finally, it is worth noting the urgent need to use the achievements of the German experience of practical training of VET teachers in the Ukrainian system of training and retraining of teachers for institutions of professional and higher technical education

Challenges of Remote/Flexible Teaching in Professional Technical and Technological Education in the Context of the COVID-19

This article is the result of a systematic review on the challenges of Brazilian education in times of the COVID-19 pandemic and seeks to discuss remote/flexible teaching in Brazilian public schools, especially in the context of Vocational, Technical and Technological Education. The study proposes to discuss in the hybrid teaching perspective, pointed out by Bacich et al. (2015) and developed at the institutional level in the pandemic context during the process of readaptation and reorganization of schools in the use of digital platforms. For this, the choice was made by a qualitative research, through which we carried out bibliographic investigations, approaching the assumptions pointed out by Almeida; Dalben, 2020, which establishes the process of implementing flexible teaching adopted by Vocational, Technical and Technological Education, as well as Calejon & Brito, 2020 and Santana & Sales, which highlight the new methodologies and approaches used in the hybrid model and their importance in evaluation of pedagogical practices developed by education professionals during the Covid-19 pandemic. Among the results, we identified that Professional, Technical and Technological Education discussed the perspectives of the current moment and the return in the post-pandemic and developed didactic-pedagogical plans and actions that aimed to mitigate the impacts caused by COVID-19 to students.

Los jóvenes y el deporte en la política pública de los Centros Educativos Comunitarios

Community Education Centers, a CETP’s (Council of Technical Professional Education) public program, are implemented in places of a socioeconomic context corresponding to the first and second income quintile. CECs were designed for young people who, after finishing primary school, were not able to access secondary education, to bring them closer to the traditional education system.  This paper analyses how this public policy builds youth and understands young people, in dialogue with the conceptualizations of sport as a social and cultural phenomenon, making it possible to discuss the view of this public policy and to what extent it collaborates with or feeds back into the representations and meanings given to sport in the CECs. Youth is understood as a social construction from which, in this case, public policies and their implementation are conceived. This paper focusses on the importance of establishing the view on young people both from the perspective of official documents as well as from the CECs actors.

Los jóvenes y el deporte en la política pública de los Centros Educativos Comunitarios

Community Education Centers, a CETP’s (Council of Technical Professional Education) public program, are implemented in places of a socioeconomic context corresponding to the first and second income quintile. CECs were designed for young people who, after finishing primary school, were not able to access secondary education, to bring them closer to the traditional education system.  This paper analyses how this public policy builds youth and understands young people, in dialogue with the conceptualizations of sport as a social and cultural phenomenon, making it possible to discuss the view of this public policy and to what extent it collaborates with or feeds back into the representations and meanings given to sport in the CECs. Youth is understood as a social construction from which, in this case, public policies and their implementation are conceived. This paper focusses on the importance of establishing the view on young people both from the perspective of official documents as well as from the CECs actors.

Lights, camera, action!: Using cinematographic genre in English language classes

This study consists of an academic activity carried out in a master's degree in Professional and Technological Education (PROFEPT) of Instituto Federal do Piauí (IFPI) in progress. The use of the short film genre in English language teaching becomes relevant as it allows the student the opportunity to practice and understand the language orally and critically. In this context, this article sought in the epistemological way to discuss the dyad education and work and their conceptions and interrelationships in professional and technological education, as well as to present a prior state of the art on the use of short films in the English language teaching in technology in contemporary society. From a qualitative perspective, this systematic literature review used as references: journals, dissertations, theses and books, found through the following databases: SciELO, Portal Capes and Google Scholar. Therefore, due to the aspects mentioned in this academic-scientific investigation, it was possible to show that the short film genre is a pedagogical strategy to promote the praxis of conversation in English language classes with students in the High School Technical Professional Education, considering contextualization and interdisciplinarity as guiding principles, thus ensuring the inseparability between theory and social practice. This research seeks to highlight the conceptions, possibilities and challenges in contemporary English language teaching, through the short film genre.

International organizations and the technical and professional education networks in Latin America: A comparative analysis between Brazil and Mexico

This paper presents the results of a study that investigated technical and professional educational policies in both Brazil and Mexico, and the relations of these two countries with international networks of educational organizations. The focus is on the three international organizations that have had the most influence on public education policies in both Brazil and Mexico: UNEVOC, CINTERFOR/ILO, and REDUCA. Official documents, academic articles, and information available at the websites of the organizations were analyzed. The results indicate that the main objective of these networks has been the search for consensus around educational perspectives aimed at implementing models of technical and vocational professional education that meet the interests of entrepreneurs and the labor market. The results also indicate that the network activity of international organizations has contributed to consolidate educational standards, experiences and very pragmatic and restrictive instruments that directly impact the school realities of countries such as Mexico and Brazil.