Organization Of Vocational Training Research Articles

SCIENTIFIC-RESEARCH WORK OF STUDENTS IN ORGANIZATIONS OF SECONDARY VOCATIONAL EDUCATION

The aim of the study is to reveal features and possibilities of research work in the organizations of secondary professional education. Methods . Theoretical methods involve analysis of legislative, normative documents; comparison and generalization of the findings of scientists on research activities. Empirical methods: pedagogical observation, to study the experience of organization of research work. Results . The definition of «research ability» is proposed; the system of organization of research activity in the organization of secondary vocational education, including the identification of approaches to the concept of «research» is developed; development of a program of research skills formation is given; definition of subjective functional relationships for the implementation of the programmer of research; the development of training programs for teaching staff the organization of the secondary professional education to the organization and conduct of research activities with students; creation of innovative infrastructure as a set of resources and means to ensure the maintenance of research activities. Scientific novelty . An attempt to fill the gaps in the methodology of organization of research activity in organizations of secondary vocational education is taken. Peculiarities of the educational programs of secondary vocational education, defining the forms of research activities are disclosed. Approaches to the concept of «research», the formation of research skills and development of professional-pedagogical competences of teachers as subjects of research activities are proposed. Practical significance . The use of suggested approaches to conducting research in organizations of secondary vocational education can increase the level of students and extend the functionality of teachers.

ACADEMIC AND VOCATIONAL QUALIFICATIONS FOR SECONDARY VOCATIONAL EDUCATION GRADUATES

The aim of the study is to provide scientific and methodological basis for competency-based assessment including differentiation between academic and vocational qualifications used for educational programs in teaching applied qualifications. Methods . The methods involve systematic activity and competency-based approaches, structural-functional analysis, analysis, generalization, benchmarking. Results . The issue of differentiation between qualifications, acquired by vocational education organizations graduates is carried out. The analysis is carried out according to two directions – academic and practice-oriented. It has become evident that the mentioned educational results have quite different customers. The role of the state as a customer of academic qualifications and a mediator between the labor market (its needs are expressed in professional standards) and vocational education system is justified. An assessment sample is described. The sample includes two patterns of assessing the quality of education: vocational practice-oriented and academic assessment. Scientific novelty . Тhe sample of competency-based assessment in the system of vocational education is proved. The sample is designed to identify academic and vocational qualifications acquired by vocational education organizations graduates. The article specifies the definitions referring to the problem of qualifications assessment in the conditions of forming National qualifications system in the Russian Federation. Practical significance . The results of the research may be of some interest to researchers of applied qualifications, educators, specialists of educational authorities and vocational education institutions and can be used in modernization processes of regional assessment systems in vocational education.

Sustainability Assessment Framework for VET Organizations

This paper presents a new and innovative approach to assessing Vocational Education and Training (VET) organizations institutional sustainability in terms of five key pillars: institutional capacity, environmental, economic, social, and training provision. In the five areas of the proposed new and original sustainability assessment framework, a total of 40 performance indicators are used to make the assessment. The assessment process is based on a novel approach for the couple values for performance and importance of the indicators, by using scales from 1 to 5 for both. There are five performance categories (awareness, measures, action, innovation and excellence) and five importance categories for each indicator. The framework is innovative, both by its objective, which consists in impact determining and improvement on environmental, economic, social and quality of the training system and by development of a strategy based on performance indicators that integrates sustainable development. The implementation methodology is based on the newly developed framework and detailed application guidelines are provided. Exact results from a case study carried out and an analysis of the results for the environmental area are presented in order to validate the methodology in action. The results are used to establish a sustainability baseline, to identify possibilities for improvement, and to prioritize implementation.

Strong vocational education – a safe way to the labour market? A case study of the Czech Republic

Background: In its communications, the European Commission stresses the importance of vocational education and endorses apprenticeship training. Educational systems that have dual tracks of academic alongside vocational learning routes have been shown to generate better labour market outcomes for school leavers and smooth the school-to-work transition. On the other hand, dual tracked educational systems can reinforce the effect of social origin on educational performance: the differences between the achievement of students from a background characterised by low socio-economic status and students from high socio-economic status backgrounds are greater in a tracked system than in a comprehensive one. In addition to these general tendencies, the content and organisation of vocational education differ in individual countries, as do its strengths and weaknesses and impacts on the labour market prospects of young people.Purpose: This paper studies vocational education in the Czech Republic: specifically, its apprenticeship track leading directly to the labour market. It seeks to answer questions about whether the Czech apprenticeship education system provides its students with the knowledge and skills necessary for success in the modern labour market, and whether it facilitates their transition from school to work. The paper also studies the impact of the high vocational specificity of the Czech education system on educational inequalities and the development of these inequalities over time.Sample: The research questions are answered using statistical data and analyses of Czech data from international surveys of adult skills: the International Adult Literacy Survey (IALS) and the Organisation for Economic Co-operation and Development Programme for the International Assessment of Adult Competencies (PIAAC), which studied probability samples of adults aged 16–65 years. The IALS data were collected in 1998 and included 3132 cases, and the PIAAC data were collected in 2012 and included 6102 cases.Design and methods: The IALS and PIAAC data were analysed using binary logistic regression. Descriptive statistics from PIAAC, statistical yearbooks of education and national surveys on the transition from school to work were also used to provide evidence.Results: The analyses show that in spite of its high vocational specificity, the efficiency of the Czech education system in facilitating transition to the labour market is relatively low, as are the achievement outcomes of its apprentices. This high differentiation, moreover, contributes significantly and increasingly to educational inequalities. In the light of those findings, the paper discusses features of the Czech apprenticeship education system and intended policy measures that are aiming to retain the current structure of the system and foster apprenticeship education.

The Development of Social Partners’ Training Needs

The article presents an overview of the changes in vocational education and training and challenges posed to social partners, seeking for more efficient organization of vocational training and education. In order to create knowledge, high technology and skilled-based economy in Lithuania, it is necessary to have an effective training and business world interaction, providing not only the professional’s ability to compete in the European labor market, but also enable them to ensure Lithuania‘s quality of life. By this reason, the State involves in vocational training system other stakeholders – social partners: employees, trade unions, employer’s representatives associations. Performing the reform of vocational education and training since 1994, social partnership has taken specific forms, and the Lithuanian Republic Law on Vocational Training defines the competences of the social partners in vocational training processes (Lithuanian Republic Law on Vocational Training, 1997). Ten years later, after the adoption of new Lithuanian Republic Law on Vocational Training in 2007, the social partners‘ activities were expanded. Such a turn towards social dialogue requires qualitative development of human resources in social partner organizations – development of the qualification. The significance of the research and the novelty. The issue of social partnership in vocational training is discussed in various articles, conferences, but the Chambers of Commerce, Industry and Crafts and the Chamber of Agriculture of the Lithuanian Republic (hereinafter Chamber), as social partners and their qualification development has not yet been widely studied. The main problem dealt with in the article is the development of the qualification needs for social partners, because real competences in their activities do not comply with the required knowledge, skills and abilities.[...]

Профильное обучение: от углубления к проектированию

The article discusses the history of vocational education in Russia and the modern trends of its development. There is a detailed analysis of how different
 profiles were built in vocational education, how expanding the list of profiles form the concept of «individual profile». Vocational education is considered
 in the context of three types of learning outcomes: subject-oriented, interdisciplinary and personal. Special attention is paid to organizational forms
 (multi-discipline educational organization, preuniversitario) and to organization of vocational training. The paper provides integration technology of
 subject oriented training and project methods of education.

Business and IT Alignment in Dutch Vocational Education and Training Organizations

The alignment of information technology (IT) and business process and strategy is still a relevant area of concern in many organizations. Educational institutions are no expection to this, with low alignment maturity being reported (Lufman & Kempaiah, 2007). This paper reports a study into the business of IT alignment maturity of the Dutch Vocational Education and Training sector. A survey was undertaken to assess the alignment maturity levels in these organizations, as a baseline for further development.

Investigation of Human Resources Empowerment in the Technical and Vocational Training Organization

Investigation of Human Resources Empowerment in the Technical and Vocational Training Organization

A survey on the effects of knowledge management on organizational learning: A case study of technical and vocational training organization

Article history: Received July 28, 2013 Received in revised format 20 November 2013 Accepted 4 January 2014 Available online February 16 2014 This paper presents an empirical investigation to study the effects of knowledge management on organizational learning. The study is held in headquarter of technical and vocational training organization in city of Tehran, Iran. The proposed study measures the effects of concept of management, management, knowledge tools, measurement, change management and knowledge content on organizational learning. The study designs a questionnaire in Likert scale and selects a sample of 313 people randomly from 1680 people who work for this organization in city of Tehran, Iran. Using structural equation modeling, the study has detected a positive and meaningful relationship with knowledge management on organizational learning. In our survey, knowledge content is the most important factor followed by change management. © 2014 Growing Science Ltd. All rights reserved.

O processo de formação profissional dos assistentes sociais e o desafio da pesquisa

O presente artigo foi estruturado após a participação no Seminário “El desafío de la Investigación desde la práctica profesional: una reflexión desde la implantación del grado en Trabajo Social”, em fevereiro de 2012, na Faculdade de Trabalho Social da Universidade de Granada. Na oportunidade, apresentamos nossa contribuição trazendo para o debate, a estrutura e organização da formação profissional dos Assistentes Sociais da Faculdade de Serviço Social da Universidade Federal de Juiz de Fora – Brasil, acentuando a importância da prática investigativa nesse processo, enquanto forma de efetivar a correlação teórico-prática no exercício profissional, tema central do presente artigo.

Vocational education and learning in higher education

This article discusses the relationship of students with learning and the university in the context of current challenges to vocational education and economic development. Inspired by the research of Pierre Bourdieu, this case study focuses on the relationship of students to learning and the university in Brazil. The survey gathered elements that sustain the hypothesis of a university student habitus developed during the course of further education. This habitus, which is also anchored around socio-familial and school structures, expresses mainly the learning involved in the university socialisation process linked to the culture of the area of vocational training. Initially it presents an overview of the educational situation, of the organisation of vocational education and present-day challenges facing them in Brazil. After presentation of the results, reflections are sought on their relevance to the debate on vocational education.

The Significance of Emotional Intelligence on Entrepreneurial Behavior of Instructors (Case study: Iran Technical and vocational Training Organization (TVTO)’s Instructors)

Entrepreneurial characteristics, in fact, are the entrepreneur’s behavioral outputs in different conditions. The behavior, which can be increasingly changed during the times, is a function of acquired and inherent factors. Emotional intelligence as a set of teachable and acquisitive behaviors, can affect the entrepreneurs’ behavioral characteristics. This paper tried to study the relationship between emotional intelligence and entrepreneurial behavioral characteristics among the Iran Technical and vocational Training Organization (TVTO)’s Instructors. The statistical sample population in this research is 105 instructors from all over the Iran. Two standardized questionnaires including; Measurement Instrument of Personality characteristics of Iranian’s Entrepreneurs and “Bar- On” Test for assessing the Emotional Intelligence has been used for data collection after testing their validity and reliability. Results from data analysis using descriptive and inferential statistical techniques showed that there is a significant positive relationship between entrepreneurial characteristics and emotional intelligence among Iran TVTO’s instructors.

The socio‐political significance of changes to the vocational education system in Germany

This paper explores the effects on social inequality in Germany of ongoing changes to the employment system and, thus, vocational education. Results based on an examination of the literature indicate that students from increasingly middle‐class backgrounds with higher levels of general, rather than vocational, educational attainment are winning the competition for ever‐fewer apprenticeships. Progress for women in education is accompanied by relative declines in men’s performance on high school exit examinations and does not translate into success in the employment system. Employers are abandoning the corporate‐state organization of vocational education. The paper concludes that school degrees are increasingly important for later career opportunities. As a result, the educational system is increasingly stratified, contributing to social inequality in Germany.

Europejski Fundusz Społeczny jako instrument aktywizacji zawodowej osób niepełnosprawnych w Polsce w latach 2004-2006

The European Social Fund is one of the instruments used to prevent the unemployment of people with disabilities in Poland. The Author of the paper assesses the degree to which in 2004–2006 Poland made use of the ESF financial resources under ‘Measure 1.4’ of the Sectoral Operational Programme for Human Resources Development. It is EFS funds and other EU resources that may, at least partially, prevent numerous problems. This may be achieved by the organization of vocational training and psychology workshops for people with disabilities and for those who collaborate with them.

VOCAL-CHORAL PREPARATION OF THE STUDENT FOR WORK FROM A MANSION IN SYSTEM OF CREDIT-MODULAR TRAINING

In article questions of conditions of formation of the creative person of the singer, the conductor, the teacher of music are considered during singing-choral preparation on system of credit-modular training; a parity of the contents, the organization of vocational training to work from a mansion.

Restructuring the Turkish Vocational Technical Secondary Education System towards EU membership

The world is going through a rapid transformation process in all fields. Those countries, which cannot keep up with this process, face numerous problems in terms of maintaining the living standards of their citizens. With the priority of enhancing the lives of individuals, the field of education is greatly affected by this process. Therefore in line with Turkey’s ambition to become a full member of the European Union (EU), it has been determined that vocational technical secondary education needs “restructuring”. Key indicators of the need for this is a mismatch between what the education sector can deliver and demands for a suitably qualified workforce. This is coupled with an increasing demand for higher education and close cooperation between the sector and industry. The EU membership process already specifies certain elements which will shape the future organization of vocational and technical education in Turkey. These concern progression from primary education to vocational-technical education, the general structure, content and evaluation of programs, adoption of a more flexible and modular vocational education structure, and establishing curricula with basic vocational standards. These elements have therefore become key determinants of the “restructuring” process. In this article, the current structure of the vocational-technical secondary education system in Turkey is discussed, and the general specifications of the system are compared with that of EU countries. Moreover, certain recent studies, which can be evaluated within the scope of the restructuring, are analyzed and suggestions are made

Continued training of elderly workers with reference to changes in the organization of continuing vocational training

In the following contribution the under-proportional participation rate of older workers in vocational training is analyzed. Regarding the changes concerning the organization of vocational training to more job-integrated, self-directed and computer-based learning the consequences for training opportunities, motivation to learn and performance possibilities as well as institutional basic conditions to optimize the participation of elderly workers in further training are discussed.

Fostering Talents in Vocational Training: current strategies in Germany

This article presents an overview of the status and organisation of vocational education in Germany in general, and discusses a pioneering effort of providing for the vocationally gifted in particular. The basis for this presentation is personal observation and research, particularly in the light of a major multidisciplinary research project, launched by the German Federal Ministry of Education and Science, aimed at evaluating recent efforts to promote vocational giftedness and to suggest a workable understanding of the theoretical construct. The effort of focusing vocational giftedness is still in its infancy, but results so far are promising and bode well for the future.

Organization and Administration

There was no chapter on organization and administration in the October 1962 REVIEW which last summarized research in vocational, technical, and practical arts education, although two studies of this type were reported in an introductory chapter. Many of the studies of educational organization, administration, and finance reported in the October 1967 issue of the REVIEW have implications for vocaticnal education, but few dealt wiih the problems peculiar to vocational education. During the six years since research in vocational education was last reviewed, it has probably been given more attention than it had received during all the years preceding 1962. Funds, personnel, and facilities for research have become available from federal, state, and private sources. Research in the field, long undernourished, developed almost explosively. The period should therefore be treated in an unusual way. Several significant new agencies for research in vocational education have not had time to complete very many projects, but attention will be given to their potential. Public policy decisions condition what can be done in providing organization, administration, finance, personnel, and facilities; hence, studies of policy and planning, organization and administration, public information, and public relationships will be included in this review. Several investigations, including some which have had great impact, are not reviewed in this chapter because they have not been reported in standard publications and are not generally available. These are the studies which have preceded the organization or reorganization of vocational education by school districts, larger areas within states, and states. For example, comprehensive state surveys were made in at least 30 states, most of them contributing to changed state policies relating to organization, administration, finance, personnel, and facilities for vocational education. Many of the state surveys dealt with the organization of area schools to provide vocational and technical education: junior and community colleges, vocational schools, technical institutes, branches of universities, and high schools serving students from a number of local districts. Many other studies were made in areas within states that were planning or replanning schools of these types. In addition, there were a number of significant local studies. About 33 doctoral theses were completed on subjects related to this chapter, and 17 of them dealt with problems of organization and administration.

The System of Production Training of Schoolchildren

In his speech at the All-Russian Teachers' Congress, N. S. Khrushchev posed the task of putting the production training of schoolchildren in proper order. A very important prerequisite for the efficient organization of production training is a scientifically correct definition of its content and organization. The drift and amateurishness that still occur in the organization of vocational training are largely explained by the failure to work out the content and organization required to instruct schoolchildren in production. It would be incorrect to borrow mechanically the content and organization of production training in the technical trade schools. We need a serious critical and creative approach towards the existing methods and curriculums used by these schools, which recommend a single job-complex system of production training for all processes. In addition, maximum use must be made of all the new and truly progressive elements which have been evolving recently in the practice of teaching trades to the young people, namely, the elements reflecting the radical changes in the technology and organization of production, and in the labor of our workers.