Topic: The progress and the true meaning of the practical in education: A. In vocational training

1911 ◽  
Author(s):  
Carleton B. Gibson
2013 ◽  
Vol 10 (02) ◽  
pp. 95-101 ◽  
Author(s):  
H. Hoffmann

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.


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

Author(s):  
D. N. Butorin

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.


Chelovek RU ◽  
2020 ◽  
pp. 18-53
Author(s):  
Sergei Avanesov ◽  

Abstract. The article analyzes the autobiography of the famous Russian philosopher, theologian and scientist Pavel Florensky, as well as those of his texts that retain traces of memories. According to Florensky, the personal biography is based on family history and continues in children. He addresses his own biography to his children. Memories based on diary entries are designed as a memory diary, that is, as material for future memories. The past becomes actual in autobiography, turns into a kind of present. The past, from the point of view of its realization in the present, gains meaning and significance. The au-thor is active in relation to his own past, transforming it from a collection of disparate facts into a se-quence of events. A person can only see the true meaning of such events from a great distance. Therefore, the philosopher remembers not so much the circumstances of his life as the inner impressions of the en-counter with reality. The most powerful personality-forming experiences are associated with childhood. Even the moment of birth can decisively affect the character of a person and the range of his interests. The foundations of a person's worldview are laid precisely in childhood. Florensky not only writes mem-oirs about himself, but also tries to analyze the problems of time and memory. A person is immersed in time, but he is able to move into the past through memory and into the future through faith. An autobi-ography can never be written to the end because its author lives on. However, reaching the depths of life, he is able to build his path in such a way that at the end of this path he will unite with the fullness of time, with eternity.


2019 ◽  
Vol 5 (5) ◽  
pp. 619-631

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


1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.


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