Graduate Training Research Articles

РАЗВИТИЕ ВЫСШЕГО АГРАРНОГО ОБРАЗОВАНИЯ НА ЮЖНОМ УРАЛЕ В ПЕРИОД С 1920 ПО 2020 ГОД

The paper examines the formation of agricultural higher educational institutions of the Southern Urals from 1920 to the 2020 years. The dynamics of development of the Chelyabinsk Institute of Mechanization and Electrification of Agriculture, Orenburg Agricultural Institute, Bashkir Agricultural Institute is shown. The specialization of institutes in the following areas is presented: agronomy, animal science, agroengineering. The features of the formation of scientific directions and schools in agricultural universities of the region are described. The role of scientific schools of agricultural institutes in solving national economic problems is revealed. (Research purpose) The research pupose is systematization of historical materials in the field of formation and development of agricultural education in the Southern Urals (using the example of higher educational institutions). (Materials and methods) Used documents and other sources during the analysis of the development of higher agricultural education in the Southern Urals, contributing to the disclosure of the material during the study period. (Results and discussion) Author reviewed the areas of work of problem laboratories, experimental bases (sites), farms, and showed their role in improving the quality of education in agricultural universities in the region. (Conclusions) In the history of the formation and development of higher agricultural education in the Southern Urals, the following stages can be traced: 1930-1945 is the period associated with the quantitative processes of meeting the needs of agriculture in the region with highly qualified personnel; 1946-1960 is the period of growth in the quality of training graduates of agricultural higher educational institutions in the region; 1960-1980 is the period of development of new narrower areas of agricultural specialties; 1980-2000 is the period ofintegration of higher education, science and production. The growth of university science is noted. The qualification of scientific and pedagogical staff of agricultural universities is growing due to the well-organized work of the advanced training system; 2000-2020 is the period of building a new model of agricultural education associated with changes in the agricultural sector: digital transformation and growing robotization.

Implementing STrAtegies for RelaTives of people with dementia (START) as a group: a service-level case study of collaboration between Talking Therapies and Memory Services

Abstract National guidance recommends that relatives of people with dementia receive support to develop coping strategies. STrAtegies for RelaTives (START) is an evidence-based manualised intervention for delivery on a one-to-one basis by trained graduate psychologists to family carers of people with dementia. However, implementation of START in standard National Health Service (NHS) provision has proved difficult. We describe collaboration between a Talking Therapies service and a Memory Service to co-facilitate and run START as a group. We consider implementation outcomes according to RE-AIM domains showing: the collaboration reached higher number of carers than other implementation initiatives (reach); there was significant reduction in caregiver anxiety and a trend towards significant reduction in depression (effectiveness); feedback from service users and clinicians on the service model has been positive (adoption); delivery has been supported by the written and audio materials (implementation); and the initiative has sustained over five years, despite the COVID-19 pandemic and staff turnover (maintenance). Finally, we discuss implications and potential future development. Key learning aims (1) To develop knowledge about the content of the STrAtegies for RelaTives (START) coping intervention for family carers of people with dementia. (2) To understand the similarities between low-intensity cognitive behavioural therapy for anxiety and depression, as provided by Psychological Wellbeing Practitioners (PWPs), and START psychoeducational content and skills exercises. (3) To reflect on the rationale for group delivery of START. (4) To consider the benefits of collaboration between Talking Therapies and Memory Services for implementing START.

EMPLOYABILITY SKILLS FOR GRADUATES TO JOIN THE BANKING SECTOR IN PAKISTAN

This study aims to identify the employability skills of graduates passionate to join the banking industry in Pakistan. Eleven factors related to employability skills are included explicit knowledge, tacit knowledge, hard skills, soft skills, intellectual abilities, physical abilities, conscientiousness, agreeableness, emotional stability, openness, and extroversion. Managers are requested to indicate the importance of these skills for graduates willing to join the banking industry and share their satisfaction related to the tasks done by the fresh banking graduates under their supervision. The study uses Mean, Standard deviation, One Sample T-test and Coefficient of variation to rank each skill by managers. Results of the study reveal that 'openness', 'tacit knowledge and 'consciousness' ranked in the top three positions as far as the employability skills required in the banking sector, where as 'physical ability’ is ranked lowest. This study's results are imperative for bank managers and educational institutions to guide and train graduate according to the market needs and skills requirements.

Systematic Review of Malaysia Technical and Vocational Education (TVET) Sustainability Framework to Increase the Marketability of Graduates Using PRISMA

The marketability of Technical and vocational education and training (TVET) graduates is a key factor in promoting Malaysia’s economic growth and development. Therefore, seeking a sustainable marketability framework for TVET will reduce educational wastage in TVET, increase enrolment, increase TVET sectoral contributions to GDP, and provide justification for taxpayer money used to finance the institution. Only a few studies have attempted to review the literature on this topic systematically. The Springer, Taylor & Francis, Scopus, and Google Scholar databases are employed in this systematic literature review, which is guided by the PRISMA (preferred reporting items for systematic reviews and meta-analysis) standards. A rigorous keyword search of the online databases produced 71 papers from 2017 to 2022, 29 of which were research that was relevant to the issue. The findings revealed that curriculum-related factors, skill gap factors, and poor stakeholder engagement are the basic factors impacting the marketability of the TVET graduate. The study recommends that The TVET regulatory bodies should strive to embark on curriculum revision to close the skill gap between the classroom and the industry, The curriculum of TVET should be improved and updated in every five years to catch up with industrial needs and there should be an effective partnership in all ramifications between TVET institutions and the industry.

REQUIREMENTS OF EMPLOYERS TO THE LEVEL OF TRAINING OF GRADUATES AS A FACTOR OF TRANSFORMATION OF EDUCATIONAL PROGRAMS

In the digital age, the ability to apply technology and digital tools is crucial to the professional success of professionals in any field.
 Employers in today’s digital economy give priority to specialists with the necessary set of knowledge, skills and skills for effective work in production, including those who own digital competencies, digital tools.
 This study presents the results of a survey of employers from the standpoint of satisfaction with the set of competencies of graduates of master’s degree, for subsequent employment.
 The purpose is to assess the level of compliance of master’s educational programs and the formation of digital competencies of graduates in the context of the requirements of modern employers.
 Methods and methodology of the study: to carry out the study, a survey of employers was used. Tabular methods were used to present the results of the study.
 Results. The obtained results allowed to draw conclusions about the need to transform the educational programs of the magistracy with the introduction of disciplines aimed at the formation of digital competencies.
 Field of application of the results: it is advisable to apply the results with the purpose of improving the quality of training of graduates of master’s degree. The results will allow universities to align their educational programs with the changing needs of the labor market, ensuring that graduates receive the relevant competences demanded by modern employers.

The COherence and RElevance of CORE Econ’s new benchmark model

We review the economics and pedagogy of the CORE Econ open-access introductory course, of which we are co-authors, a decade after its launch. We make the case that the coherence and relevance of undergraduate economics instruction requires a new benchmark model – not the ad hoc addition of even more ‘frictions’, ‘imperfections’ and extensions to the conventional model. The new CORE benchmark will not strike anyone with recent graduate training in the field as particularly novel: it conveys to recent undergraduates the foundations of the economics that research economists today routinely use and that graduate students are taught. We also explain the major innovations in both content and pedagogy motivated by what we have learned from The Economy 1.0 having been taught to around a million students globally over the past six years.

Personalizing the Way of Teaching LSP

Introduction. The problem of effective teaching language for special purposes (LSP) to the students of non-linguistic professions has been discussed for a long time and in full details by academicians both in Russia and foreign countries. As the result of multiple and thorough surveys general problems of the given situation have been revealed, the way out being defined as special training/retraining of LSP teachers. But in language education publications it is hardly possible to find the description of the program aiming at the training of the above mentioned teachers. The aim of the article is to present effective approaches to teaching LSP and offer the developed master program “Methods of teaching LSP” as a means to solve the problems mentioned above. Materials and Methods. The research methods used are a combination of analytical review of studies by Russian and foreign researchers and interpretation of the results obtained by interviewing university teachers specializing in teaching foreign languages to students completing Bachelorʼs or Masterʼs degree programs. The survey was conducted to assess the level of readiness of professional educators to design the structure and content of programs for teaching LSP, and actually conduct classes within the specified language-teaching area, 81 teachers being responders. Results. As a result of the undertaken review of theoretical works and analysis of the conducted survey a master program “Methods of teaching LSP” was designed for training graduates who will then teach English or Russian as a foreign language at industry-specific higher schools. The developed program focuses on instructing future LSP educators to work out a personalized educational route adjusted to the level of foreign language skills of a student and their prospective professional activities. Discussion and Conclusion. The master program developed by the authors as well as the content of the subjects suggested as its integral part are expected to become a productive way of training LSP educators who are supposed to acquire a number of special skills and competences described in the article. Distant learning and e-learning technologies are also engaged in the program to facilitate learners’ more efficient independent activities. The master program is seen as one of the means of modernizing LSP teachers’ professional training which meets the long-term needs of the Russian education system.

FORMATION OF MILITARY-PROFESSIONAL COMPETENCE AND MILITARY-PROFESSIONAL CULTURE OF FUTURE OF- FICERS AS A PROBLEM OF EDUCATION SCIENCES

The article defines the importance of a competency-based approach in military education and indicates the necessity of improving contemporary methods and approaches to achieve the highest level of military specialists training. The analysis of the quality of training for graduates of military higher educational institutions highlights shortcomings in the current educational model aimed at assimilating a specific amount of information, and does not guarantee the achievement of the main goal of higher military education - the preparation of competent military specialists. The structure of the officer military-professional competence includes knowledge, skills and abilities in professional activity, as well as motives, interests, needs and personal qualities that determine the orientation of his personality. The research also revealed that important components include social, psychological, teamwork and general scientific competencies contributing to successful activities in various social groups and combat situations.Military-professional competence has been studied as a process of forming experience in mastering military-professional activities; special attention is paid to the characteristics of this competence, such as its scope and diversity, situational design, integration, individualization and others.The necessity of forming professional competence based on new principles is emphasized, taking into account the world integration processes and the role of a military specialist in the information world. Also it is highlighted that the military-professional competence of a graduate of a military institution is expressed in the combination of overall military preparedness and focus on military-professional activities. The importance of the professional culture of the future officer is noted, which is the systemic basis for the successful performance of his duties in the Armed Forces.

Research on Teaching Reform of Audit Practice and Cases Based on OBE Concept under the Background of "Internet plus"

The implementation of talent training objectives and graduation requirements under the OBE concept depends on the teaching design and implementation of each course. In the information age, integrating "Internet plus" into the curriculum teaching design under the OBE concept is conducive to the innovation and implementation of teaching design. Based on the concept of "Internet + OBE", the course "Audit Practice and Cases" reforms teaching from the aspects of teaching design, teaching evaluation, teaching methods, etc., trying to change the "teacher centered" teaching method, the traditional "full room" teaching form of teachers, change the teaching content limited to textbooks, realize the digitalization, intelligence and grid of teaching, improve teaching efficiency, and cultivate students' comprehensive learning ability, Adapt them to the needs of economic development in the new era.

Prospects for dual education in the implementation of the educational program «pharmacy»

The problem of insufficient level of practical training of graduates in the educational program «pharmacy» can be solved by introducing and improving the practice of dual training, which has proven itself very well in many foreign countries and in our country at the level of vocational and technical training. However, for the implementation at the level of higher education, there are still insufficiently developed educational programs of dual education, which requires certain efforts from both universities and potential employers.

Technology in Psychology Graduate Training Clinics: Past, Present, and Future

Technology in Psychology Graduate Training Clinics: Past, Present, and Future

Оценка работодателями компетенций сотрудников судостроительной, лесной и рыбопромышленной отраслей Архангельской области в контексте развития цифровизации и автоматизации производств

The article is devoted to the study of employers’ perceptions of the competences of employees in the shipbuilding, fishing and forestry industries of the Arkhangelsk Oblast in the context of digitalization and automation of production. As part of the sociological research, the team conducted a questionnaire survey and semi-structured interviews among representatives of enterprises in these industries. The results of the research allowed drawing conclusions that the professional competencies of employees, as well as abilities to work independently, in non-standard situations and under stress are currently the most in demand for employers. There is also a very high demand for qualities associated with discipline and the desire to develop in the profession. In terms of the size of enterprises, the higher requirement for almost all competences in small and medium-sized enterprises compared to large employers is noteworthy. The authors conclude that about half of the enterprises in the shipbuilding, forestry and fishing industries of the Arkhangelsk Oblast have implemented automation and digitalization into all key production processes. In the near future, more than 50% of employers expect a high demand for employee competencies related to the use of new production technologies. The survey revealed a gap between employers’ expectations and the actual level of professional training and skills of recent graduates of educational institutions of higher and secondary vocational education, including with regard to the most in-demand knowledge, skills and abilities. In the context of industries, it is noteworthy that the level of satisfaction with the training of graduates of shipbuilding industry is much lower, except for those who received education through the “Plant-University” system (Severodvinsk).

A roadmap to address stress in graduate students: How to develop and disseminate a student-led single-session evidence based intervention

Objective: This manuscript describes an evidence-based, student-led, single-session group intervention to support emotional wellbeing among graduate students. The present objective is to provide a roadmap for other universities. Participants: Key participants include clinical psychology graduate students (leader and workshop facilitators), faculty supervisor, representatives from receiving departments or schools, and institutional advocates. Methods: The two-hour workshop was based on four core transdiagnostic cognitive behavioral skills, including psychoeducation about emotions, mindful emotional awareness, cognitive flexibility, and behavior change. The workshop was designed and continues to be led by trained graduate students. Results: Key steps and lessons learned are presented for the exploration, preparation, implementation, and sustainment phases. Conclusions: This program has the potential to be flexibly replicated at other universities to assist with graduate student mental health. It provides unique supports for recipients and unique training opportunities for student facilitators.

Vocational and Pedagogical Training of Future Bachelors in the Field of Transport at the Pedagogical Institutions of Higher Education under Modern Social and Economic Conditions

Intensive changes in social and economic conditions related to the development of labor markets and labor force require changes in the quality of training of specialists who possess not only special knowledge, but also certain qualities that ensure their competitiveness and professional mobility. This actualized the issue of modernizing the modern vocational and pedagogical education as a system of training teachers of vocational training, in particular, bachelors in the field of transport. The purpose of article is to analyse the theoretical and practical aspects of vocational and pedagogical training of future bachelors in the field of transport at the pedagogical institutions of higher education. Methods of research are analysis, systematization, observation and generalization. Results. It has been established that the vocational and pedagogical education of future bachelors in the field of transport is a special type of higher education, which is significantly different from the sectoral (engineering and technical, agricultural, economic) and actually pedagogical and is carried out in the system of vocational and pedagogical education. The specificity of vocational and pedagogical education consists in the training of staff for the implementation of educational programs of a professional orientation in the vocational education institutions of the I – II levels of accreditation. Conclusions. The key idea of integration and psychological and pedagogical training for the vocational and pedagogical education gives a possibility to prepare a professionally mobile specialist with the necessary qualifications. It is extremely important not to allow the priority of sectoral or pedagogical components in the content of vocational and pedagogical education, since both components are equivalents. In the near perspective of key tasks of vocational and pedagogical training are the implementation of integrated training of future bachelors in the field of transport; additional psychological and pedagogical training of graduates of specialized institutions of higher education or additional specialized training of graduates who have completed their studies in pedagogical institutions of higher education. We see further scientific studies in forecasting and projecting the development of the system of vocational and pedagogical education.

Perceived self-efficacy and willingness to teach family planning among nursing and midwifery faculty in higher learning institutions in Rwanda

BackgroundPromoting family planning (FP) is a key strategy for health, economic and population growth, and achieving sustainable development goals (SDGs) especially SDG 3, which promotes health and well-being for all. The quality of FP services depends on the training of competent nursing and midwifery graduates before entering the workforce. In order to ensure graduates are well-trained and capable of meeting the needs of the population, their teachers need to demonstrate high self-efficacy and willingness to teach FP. However, there is a lack of research on the capacity and willingness of nursing and midwifery faculty to teach FP at higher learning institutions (HLIs) in Rwanda. The objective is to investigate and articulate the perceived self-efficacy and willingness of the nursing and midwifery faculty to instruct HLIs students on FP.Research design/MethodologyWe conducted a mixed methods study using a sequential explanatory design among almost all the HLIs (n = 6, 1 institution declined) that train nurses and midwives in Rwanda. One hundred thirty-six nursing and midwifery faculty who were actively teaching FP either in class, simulation lab, or clinical practice were invited to participate in a self-administered questionnaire and four qualitative focused group discussions. Participants answered questions ranking their self-efficacy in four domains from 0 - not confident to 3 - completely confident. Scores were calculated for each domain. A semi-structured interview guide was developed based on quantitative survey findings to gain a deep understanding of the ability and willingness to teach FP. Data were analyzed using thematic analysis. Ethical approval was obtained from the University of Rwanda, College of Medicine and Health Sciences Institutional Review Board.ResultsA total number of 89 nursing and midwifery faculty participated in the study and only 85 completed the questionnaires fully, yielding a response rate of 95.5%. The mean age was 40.39 and there were more females (62.4%) compared to their male counterparts (37.6%). Respondents scored highest for perceived self-efficacy in course preparation (mean = 2.37), evaluation and examination (mean = 2.12) and instructor behavior and delivery (mean = 2.35). However, the score was low for clinical practices (mean = 1.79). There was a significant correlation among the four items of self-efficacy (p < 0.05). Being a female, a midwife, and having more years of experience in nursing education were each significantly associated with perceived self-efficacy to teach FP (p < 0.05). In the qualitative phase, 32 study participants participated in four focus group discussions. Four themes were identified: (a) educational background as a determinant of confidence to teach FP; (b) willingness to teach FP; (c) enabling factors of teaching FP; and (d) structural challenges.ConclusionNursing and midwifery faculty reported inadequate self-confidence in teaching FP in clinical practice. Addressing personal and structural challenges in teaching FP should be a top priority. This requires a collective effort between nursing and midwifery faculty and HLIs to dismantle individual and systemic barriers that hinder self-efficacy and willingness to teach FP. There is a need for HLIs and different stakeholders to invest in training the nursing and midwifery faculty on FP practical skills to have a nursing and midwifery workforce providing up-to-date clinical FP services that will help Rwanda reach the SDGs.

Interaction of the educational organization of secondary vocational education with enterprises-employers

This article deals with the involvement of employers in improving the educational process and active participation in the training of qualified mid-level specialists. All this solves the problem of the isolation of knowledge that graduates receive from practical actions, manifested in the inability to handle modern technological equipment, in psychological unpreparedness for the realities of hard working days, to the management of subordinates, to the norms of behavior. Effective interaction between an educational organization and an employer is one of the topical issues of modern vocational education, which implies integrated actions of the parties interested in this fact. The article notes the need for interaction between the educational organization of secondary professional education and enterprises to improve the eff ective training of graduates, functioning in market conditions. The main mechanisms for organizing a social partnership system as a condition for improving the quality of professional education are presented on the example of an educational organization, the Chita College of Railway Transport of ZABIZHT IrGUPS. The partnership was considered in the field of career guidance and targeted training through new formats of career guidance and a system of long-term personnel planning, in the field of implementing the modernization of the material and technical equipment of the educational and laboratory base through innovative training complexes and branded zones, in the field of educational work and research activities, through creation of an optimal socializing environment and participation in competitive, championship movements.

Learning of Intimate Area Examination Amongst Pakistani Medical Students: KAP Study

BACKGROUND: Intimate area examination (IAE) is an integral part of clinical examination skills and must be mastered by medical students before they start their careers. This study explores the experiences of Pakistani medical students regarding learning of IAE, the associated barriers and their impacts on students’ learning. METHODS: This cross-sectional study, based on a self-designed questionnaire was conducted at two Pakistani medical colleges which included final year students, and post graduate trainees. RESULTS: During their undergraduate training, 74.9% of the respondents had not conducted a female pelvic examination, 51.9% had not examined a female groin, 79.7% had not examined a female rectum and 72.7% had not examined a male rectum. From the 65 postgraduate doctors, 48.4% reported that they were not prepared to perform an IAE at the start of their clinical career. Regarding barriers to IAE learning more than half of the respondents felt that the opposite gender of the patient (64.7%) and patient’s refusal (63.1%) had a strong negative impact on IAE learning. A high percentage of respondents reported that they were not taught IAE during their undergraduate years. Among the currently used pedagogical techniques, 71.1% of the respondents opted for real patient-based learning, followed by clinical simulations (21.9%), and videos (7.0%). No one thought examination should be taught theoretically. A significant difference between male and female experience in IAE learning was also observed. CONCLUSION: Learning of IAE remains unsatisfactory and poses a major challenge for the Pakistani Medical Students in the institutes included in this study.

Effect of Participation in General Skills Training, Job Satisfication, and Perceived Organizational Support and Job Burn Out on Turnover Intention : Financial Technology Employees in Jakarta

Objective: This study aims to find the influence between Participation in General Skills Training, Job Satisfaction, and Perceived Organizational Support and Job Burn Out on Turnover Intention in Financial Technology Employees in Jakarta. Design/Methods/Approach: Data were analyzed using structural equation models and SPSS model-21. This research focuses on a number of Financial Technology workers in Jakarta, with a total sample of 165 respondents obtained by questionnaire with purposive sampling technique. The data obtained was processed using SPSS software to test validity, reliability and hypotheses. Findings: The results showed that there was a significant positive influence between Participation in General Skills Training, Job Satisfaction, and Perceived Organizational Support and Job Burn Out on Turnover Intention. Originality/Value: This research design was conducted with quantitative survey methods used on a sample of 147 early career graduate trainees in China. The data were analyzed using structural equation models and model-21 in the PROCESS macro for SPSS. Practical/Policy implication: This research is expected to provide input for company managers to maximize effectiveness by modifying or designing work to work more effectively.

Graduate anatomy education: How are we training the future generations of anatomy educators?

The teaching of anatomy is relevant to many fields and anatomy teachers are in demand. Individuals with a graduate anatomy education are some of the most sought-after candidates to fill open teaching positions, but it is unclear as to what constitutes a graduate anatomy education. The purpose of this study was to investigate the components of a graduate anatomy education in the United States. A survey regarding the components of doctoral, master's, and graduate certificate programs was distributed to program directors and department chairs at 71 US institutions. Respondents indicated that there were 17 doctoral, 28 master's, and 9 graduate certificate programs. Students completed coursework in all the traditional anatomical subdisciplines in approximately half of doctoral (53%) and master's (57%) programs, though the number was lower in graduate certificate programs (22%). In comparison, within 12 programs (5 doctoral, 4 master's, and 3 graduate certificate) students were required to complete coursework in less than 2 anatomical subdisciplines. Required coursework outside the subdisciplines usually involved educational theories and practices (61% of programs), research methods (52% of programs), and/or physiology (37% of programs). Respondents indicated that most programs (81%) were designed to prepare their students to teach. It appears that graduate anatomy training likely involves gross anatomy coursework, coursework in another anatomical subdiscipline, and coursework in educational theories and practices. Given the likely decline in the number of doctoral-level anatomy programs from 21 to 19, serious consideration should be given to hiring teaching candidates with master's or graduate certificate training in anatomy.

Competence-oriented program to improve the quality of continuing medical education for doctors

Background. Programs to improve the quality of higher education in recent decades have kept the lead in the relevance among researchers around the world. In this scientific work, the purpose was to highlight modern existing programs in the postgraduate education of doctors in the Republic, review the academic competencies from other countries of the world, develop recommendations for improving the organizational structure of educational methods, as well as to increase significantly the effectiveness of the additional educational process. Materials and methods. When writing the work, methods such as analysis, synthesis, review of literary sources, humanitarian and dialectical were used. Results. The results of the research were as follows: the application of competence-oriented adaptation programs in the training of graduates, the reorientation of the system of additional medical education in Kyrgyzstan, as well as the development and implementation of a learning model based on pedagogical prognosis, communication logistics, engineering technologies and the humanitarian and creative approach among all participants in the educational process. Conclusions. The result of the article included the development of recommendations for the correct and modern adaptation of a doctor to changing conditions and requirements of the labour market in the Kyrgyz Republic given the volatility of this market and its sensitivity to changes in the economy and the psychological attitudes of the society.