The program for the development of emotional intelligence of students in the process of their professional training

The article provides a program of psychological and pedagogical support for the development of emotional intelligence, which can be used in organizations of Technical and Vocational Education and Training. The essence and content of this phenomenon is revealed. Practical methods of its development are considered. As such methods are used: thematic conversations, discussions, case methods, game methods, art therapy techniques, exercises using psycho-gymnastics, methods of psychodiagnostics, self-diagnosis of the emotional state, distance educational technologies. The goal of the program is to develop the emotional intelligence of students in the process of their professional training. Following tasks are also reflected: to develop the ability to realize and understand one's own and other people's emotions; develop the ability to constructively express your emotions; develop the ability to recognize the feelings of another, empathize; teach to regulate their behavior in accordance with the feelings and interests of another person. The educational-thematic plan, structure and summary of the lessons are presented.

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The impact of emotional intelligence on behavioural factors during transition: A case of the Free State Technical and Vocational Education and Training colleges

SA Journal of Human Resource Management ◽

10.4102/sajhrm.v19i0.1641 ◽

2021 ◽

Vol 19 ◽

Author(s):

Sarone D. Motlhanke ◽

Matsidiso N. Naong

Keyword(s):

Job Satisfaction ◽

Emotional Intelligence ◽

Vocational Education ◽

Education And Training ◽

Free State ◽

Vocational Education And Training ◽

Work Commitment ◽

Staff Morale ◽

Task Oriented ◽

And Training

Orientation: Numerous changes at the Technical and Vocational Education and Training (TVET) requires some degree of emotional intelligence (EI) to achieve any level of efficiency, competitiveness and success.Research purpose: The primary purpose of this research is to empirically contribute to a comprehension of how a leader’s EI can be utilised to positively influence organisational behaviours during the transitional period.Design/methodology/approach: The study adopted a positivist research approach, that is descriptive in nature. A survey was conducted by providing a structured questionnaire to a sample of 310 academics and support staff of the TVET college sector in the Free State Province of South Africa. Data analysis was based on a total of 188 questionnaires collected, giving a return rate of 61%. The structural equation modelling (SEM) analysis and interpretation was conducted using a component-based approach to establish the correlation between the items.Main Findings: The SEM findings revealed that EI of Free State TVET college managers significantly affects all the dependent variables namely, organisational work commitment, employee job satisfaction, task-oriented behaviour, teamwork except staff morale. Emotional intelligence reflects a reasonable power of predictability toward all other variables except staff morale of the respondents.Practical/managerial implications: To ensure sustained exceptional performance, recruitment strategy for managers must deliberately incorporate EI measurements at TVET colleges.Contribution/value add: The study demonstrates empirical proof of the positive impact of a leader’s EI on organisational behaviours, thereby confirming that EI is an enabler of organisational work commitment, job satisfaction, task-oriented behaviour, teamwork, but not staff morale.

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21st Century competencies in Technical and Vocational Education and Training: Rhetoric and reality in the wake of a pandemic

Journal of Education ◽

10.17159/2520-9868/i84a04 ◽

2021 ◽

pp. 1-18

Author(s):

Joy Papier

Keyword(s):

Vocational Education ◽

21St Century ◽

Adaptive Learning ◽

Digital Literacy ◽

Teaching And Learning ◽

Professional Training ◽

Education And Training ◽

Vocational Education And Training ◽

Technical And Vocational Education ◽

And Training

There is general agreement about the need for vocational education and training to embrace so-called modern technologies in gearing up to deliver to young people a broad range of what have become known as 21st century competencies, of which digital literacy, self-directed learning, and adaptive learning are but three. Recent Technical and Vocational Education and Training (TVET) policies in South Africa incorporate the language of future competencies that ought to be acquired by college students through their curricula and delivered by lecturers with appropriate professional training. But in April 2020, confronted by the global COVID-19 pandemic and an immediate hard lockdown, TVET colleges went into crisis mode to try to meet a government demand that no student be left behind. While blended and remote methodologies had been employed to some extent in a few college programmes, the pandemic suddenly launched all lecturers into technology dependent teaching and learning. This article is based on a survey of conveniently selected public TVET college lecturers early in the lockdown who were under enormous pressure to continue the academic programme remotely. The snapshot I obtained was one of anxiety and consternation, but also of deep concern for students and their wellbeing under inordinately difficult conditions. Their conflicting priorities while they tried to balance remote teaching responsibilities and personal needs were illustrative of Maslow's well-known theorisation of humans and their hierarchy of needs. The limited research I conducted for this article was exploratory at a time in the pandemic when there were more questions than answers in every sphere of social interaction. My findings, therefore, do not seek to be definitive and there was full understanding that the education and training landscape was dynamic and shifting. However, what can be shared here is a moment in time to appreciate the experiences of a critical component of the TVET college sector under emergency conditions, and the distance they would have had to traverse towards official exhortations to leave no student behind.

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Pedagogical Strategies for Training Future Technicians in American Aviation Schools

Comparative Professional Pedagogy ◽

10.1515/rpp-2015-0052 ◽

2015 ◽

Vol 5 (3) ◽

pp. 41-45

Author(s):

Natalia Pazyura

Keyword(s):

Vocational Education ◽

Professional Training ◽

Vocational Education And Training ◽

Aviation Industry ◽

Conceptual Level ◽

Main Attention ◽

Pedagogical Strategies ◽

Level Of Knowledge ◽

Technical Systems ◽

And Training

Abstract The article is devoted to the question of improvement of quality and efficiency of professional training of future technicians in aviation industry in the American educational establishments. Main attention is paid to the studies of pedagogical technologies, which are used for the sake of qualitative and efficient training of specialists of aviation industry. The main purpose of vocational education and training is to help students to develop a way of thinking that would enable them in understanding the technical systems and master learning at the conceptual level. It is a well known fact that researches of pedagogical technologies are aimed at the development of mental models. They are important because: first - they make possible a reduction of time for training.That is rather essential taking into account the fact how much time the “transformation” of a student’s level of knowledge from a novice to an experienced worker takes. The researches of pedagogical technologies help to find a optimum ways for acquisition of expert type of thinking. Secondly, pedagogical technologies help to cut down expenses on training. This is especially topical during professional training of technicians, who are to better understand structural, functional, behavioral aspects of technical systems. In addition, they must effectively operate in troubleshooting in the system which also shortens financial expenses on the maintenance of equipment.

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