Grand Challenge Problem 6: Technology to Bridge the Gap Between Learning Contexts in Vocational Training

2015 ◽  
pp. 29-31
Author(s):  
Jessica Dehler Zufferey ◽  
Daniel Schneider
Keyword(s):  
Vocational Training ◽  
Grand Challenge ◽  
Learning Contexts

Robots rev up for Grand Challenge contest

Nature ◽  
2004 ◽  
Author(s):  
Mark Peplow
Keyword(s):  
Grand Challenge

Target manufacturing – A “grand challenge" for inertial fusion

2006 ◽  
Vol 133 ◽  
pp. 35-35
Author(s):  
D. T. Goodin ◽  
R. W. Petzoldt ◽  
B. A. Vermillion ◽  
D. T. Frey ◽  
N. B. Alexander ◽  
...  
Keyword(s):  
Inertial Fusion ◽  
Grand Challenge

Was macht Supported Employment so überlegen?

2013 ◽  
Vol 10 (02) ◽  
pp. 95-101 ◽  
Author(s):  
H. Hoffmann
Keyword(s):  
Vocational Training ◽  
Supported Employment ◽  
Gesetzliche Grundlagen ◽  
Job Coach

ZusammenfassungMit der Einführung des Supported Employment wurde in der beruflichen Wiedereingliede-rung psychisch beeinträchtigter Menschen in die freie Marktwirtschaft ein Paradigmawechsel vollzogen, der sich in den USA und mittlerweile auch in Europa bewährt hat. Die wissenschaftliche Evidenz ist mittels zahlreicher randomisiert kontrollierter Studien erhärtet, weshalb Supported Employment in den Leitlinien als dem pre-vocational Training überlegen und somit als Methode der Wahl vorbehaltlos empfohlen werden kann. Supported Employment leistet zudem einen entscheidenden Beitrag zur Inklusion und Teilhabe psychisch beeinträchtigter Menschen.Für eine erfolgreiche Implementierung und Weiterverbreitung im deutschsprachigen Raum braucht es gewisse Adaptionen, einheitliche Qualitätsstandards, Anreize für die Arbeitgeber sowie noch zu verbessernde gesetzliche Grundlagen und Finanzierungsmodelle, die u.a. die unbefristete Begleitung durch einen Job Coach ermöglichen. Letzteres ist ein zentraler Faktor für den nachhaltigen Erfolg des Supported Employments.

INFLUENCE OF HARMFUL FACTORS OF LOW INTENSITY ON ADAPTATION OF STUDENTS VOCATIONAL TRAINING INSTITUTIONS

2017 ◽  
Vol 2017 (67) ◽  
pp. 214-219
Author(s):  
I.V. Меzhibеtskа ◽  
◽  
L.V. Тyмоschеnkо ◽  
O.I. Popov ◽  
Т.М. Popova ◽  
...  
Keyword(s):  
Vocational Training ◽  
Low Intensity ◽  
Training Institutions

From accounting to report: Digitalization of college and related issues

2020 ◽  
pp. 16-25
Author(s):  
D. N. Butorin
Keyword(s):  
Information Systems ◽  
Vocational Education ◽  
Professional Education ◽  
Vocational Training ◽  
Oil And Gas ◽  
Information Service ◽  
Accounting System ◽  
Educational Organization ◽  
Job Tasks ◽  
Digital Services

The article discusses the process of the digitalization of the educational organization of secondary vocational education. When automating routine processes, at some point, problems may arise in the transition from solving local accounting problems to submitting regulated reports. Often, digitalization becomes the only possible solution to the problems of combining the performance of job tasks based on data from various departments. This is especially evident when implementing integration with external federal information systems. The development of digital services for students with the help of the information service “NaLentu!” (”Go to a Class!”) is shown. Based on it, the mailing of the schedule, the “digital student’s record-book”, and the order of documents are implemented. It is described how one of the federal systems became the reason for the digitalization of processes in social accounting, the appointment and accrual of grants. The problems of the implementation of the accounting system on the part of employees, in particular, the perception by some of them of digitalization as a threat to their interests, are indicated. Further automation trends after the implementation of information systems in the decision of the central tasks of the educational organization are demonstrated. The stages of the introduction of information systems for accounting for vocational training and additional professional education are described, the analysis of the results of their implementation on the basis of College of Oil and Gas in Achinsk is given.

Theoretical and Methodological Elements of an Inclusive Approach to Education

2020 ◽  
pp. 123-136
Author(s):  
Antonello Mura ◽  
Antioco Luigi Zurru ◽  
Ilaria Tatulli
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Training Process ◽  
Continuous Training ◽  
Learning Contexts ◽  
Inclusive Learning ◽  
Inclusive Approach ◽  
Slow Evolution ◽  
Methodological Principles

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.

Asymmetric information among stakeholders and consequences in vocational training for ethnic minority youth in Hoa Binh province

2019 ◽  
Vol 5 (5) ◽  
pp. 619-631
Keyword(s):  
Ethnic Minority ◽  
Vocational Training ◽  
Minority Youth ◽  
Ethnic Minority Youth ◽  
Specific Population ◽  
State Management ◽  
Principal Agent Problem ◽  
Training Institutions ◽  
The Government ◽  
Hoa Binh

The government supports vocational training in order to improve social security for specific population groups, such as the ethnic minority youth. However, there exists information asymmetry among the stakeholders in vocational training, including the ethnic minority youth, local authorities, training institutions, enterprises and state management agencies, leading to adverse selection, moral hazard and principal-agent problem. These problems have negatively impacted the effectiveness of vocational training for ethnic minority youth. Received 19th September 2019; Revised 20th October 2019; Accepted 24th October 2019

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