scholarly journals CDIO Approach in Developing Teacher Training Program to Meet Requirement of the Industrial Revolution 4.0 in Vietnam

2020 ◽  
Vol 15 (18) ◽  
pp. 108
Author(s):  
Nhi Thi Nguyen ◽  
Thanh Van Thai ◽  
Huong Thi Pham ◽  
Giang Chau Thi Nguyen
Keyword(s):  
Teacher Training ◽  
Global Economy ◽  
Industrial Revolution ◽  
Training Programs ◽  
The United States ◽  
Education And Training ◽  
Current Period ◽  
The World ◽  
Teacher Training Programs ◽  
And Training

In the context of the Industrial Revolution 4.0 and integration of the Vietnamese economy into the global economy, Vietnam's education and training has been increasingly developed and increasingly deeply integrated into the world. The development of teacher training programs is considered an urgent issue, a prerequisite to contribute positively to the development of education and training in the country. However, the first period of integration shows that teachers have many limitations in practical skills, soft skills, and foreign languages when working in a modern environment. These limitations are due to many factors; one of the basic factors is that the training programs at teacher training facilities are mainly focused on knowledge towards approaching content. Therefore, the development of training programs in general and teacher training programs in particular in the direction of developing necessary skills that society requires learners to have, in order to work and develop their qualities after graduation, to meet the integration needs in the context of the industrial revolution 4.0 is an important trend in the world and especially for Vietnam in the current period. CDIO stands for words: Conceive, Design, Implement and Operate. It is a solution to improve the quality of training to meet social requirements, on the basis of determining the outcome standards, developing programs and training plans; It is also the idea of universities, technical institutes of the United States and Sweden in the early 90s of the last century with the intention of training students after graduation with full knowledge and skills such as: communication skills, personal skills ... and immediate access to the labor market, meeting the needs of the business. In this article, we focus on the solution to develop teacher training programs under the CDIO approach to meet the requirements of the Industrial Revolution 4.0 in higher education institutions in Vietnam.

scholarly journals THE INFLUENCE OF INSTRUCTORS COMPETENCY AND FACILITIES ON THE QUALITY OF EDUCATION AND TRAINING CENTER (ETC) GRADUATES IN FACING THE INDUSTRIAL REVOLUTION 4.0

2020 ◽  
Vol 9 (2) ◽  
pp. 13-25
Author(s):  
Roky Apriansyah ◽  
Ziko Fransinatra ◽  
Deci Ririen
Keyword(s):  
Human Resources ◽  
Industrial Revolution ◽  
Education And Training ◽  
Quality Of Education ◽  
Quality Level ◽  
Training Center ◽  
The World ◽  
The Face ◽  
And Training

The industrial revolution 4.0 is a digital-based era that demands the quality of human resources (HR) who have high skills. The Education and Training Center (ETC) is one of the institutions that plays role in increasing the quality level of human resources. This study aims to see the effect simultaneously and partially between the competence of instructors and infrastructure on the quality of ETC graduates in the face of the era of the industrial revolution 4.0. in Indragiri Hulu Regency. The population in this study consists of all ETCs in Indragiri Hulu, there are 15 ETCs and all ETCs were sampled. Multiple regression and correlation analysis using SPSS 22.0 was used to determine whether or not there is an influence and relationship between variables. The results of the study concluded (1) the competence of instructors and infrastructure simultaneously had a significant effect on the quality of graduates. (2) Instructor competence partially has a significant effect on the quality of graduates. (3) Facilities partially has a significant effect on the quality of graduates. The variable that has the greatest contribution to the quality of ETC graduates in Indragiri Hulu Regency is the competence of the instructor followed by infrastructure. In this case, of education it will be very difficult for ETC graduates to compete in the world of work. Because this is a factor caused from within the ETC itself.

scholarly journals World Geopolitical Competition in the Context of the Fourth Industrial Revolution

2020 ◽  
Vol 22 (3) ◽  
pp. 339-351
Author(s):  
Konstantin V. Blokhin
Keyword(s):  
United States ◽  
Global Economy ◽  
Industrial Revolution ◽  
New Technologies ◽  
Political Stability ◽  
The United States ◽  
Strong Impact ◽  
Western Countries ◽  
Fourth Industrial Revolution ◽  
The World

Article analyzes predictive estimates and concepts presented by the Western intellectual community, regarding prospects for development of new trends in the global economy, caused by the fourth industrial revolution. Author draws on a variety of sources, including reports from US think tanks, works by representatives of global financial and technocratic elite, and works by American intellectuals. Methodological basis of the study is a theory of the world system of I. Wallerstein, which allows to identify dynamic and conflicting lines of interaction between two geopolitical centers of the world - the United States and China. Based on an analysis of current trends, modern experts predict revolutionary changes in modern technologies that can decisively affect socio-political stability, not only in Western countries, but in developing countries as well. Author shows that the new technological structure is changing not only sector structure of the economy, but also has a strong impact on employment. According to American analysts, new technologies can destabilize socio-political stability in any country, especially in countries where cheap labor is a traditional tool. Robotization and automation of production can become a competitive advantage of the United States and Western countries in competition with China. Article notes that Russia is only at the very beginning of technological revolution, behind big five leading countries. Overcoming its lag in the field of AI and robotics requires adoption of comprehensive measures of economic, scientific and political nature. Ignoring realities of technological progress is fraught with increase in threats to national security.

scholarly journals Comprehensible Input and Krashen's theory

2019 ◽  
Vol 20 (39) ◽  
pp. 37-44
Author(s):  
Robert Patrick
Keyword(s):  
United States ◽  
Teacher Training ◽  
Training Programs ◽  
The United States ◽  
World Language ◽  
Ancient Greek ◽  
Comprehensible Input ◽  
The Us ◽  
Teacher Training Programs ◽  
The Way

Over the last 20 years in the United States a curious and likely unpredictable movement has been evolving in the way that we teach Latin and ancient Greek. A set of pedagogical principles known as Comprehensible Input (hereafter CI) has become a vehicle of change affecting our classrooms, our professional organisations and our teacher training programs as well as our relationships with and our positions in world language organisations. These changes to the teaching of classical languages were unpredictable because at the outset CI represented a set of hypotheses and then principles that even their progenitor, Stephen Krashen, thought of as the way into acquiring modern languages while teachers of classical languages had constructed a fortified wall around themselves built on the notion that Latin and ancient Greek were uniquely different from modern languages and, therefore, required different approaches. In many iterations of this wall, only a select cadre of students was thought (and easily demonstrated to be) capable of or even interested in mastering classical languages. This article will examine very briefly what this wave of change has been like in the Latin classrooms and institutions of the US and examine in particular the principles of Comprehensible Input: what they propose, how they are being practised in Latin classrooms, and the obstacles they encounter as well as opportunities they afford Latin programs which intend to survive and thrive in the coming years.

scholarly journals Analysis of Courses and Teacher Training Programs on Playful Methodology in Andalusia (Spain)

2020 ◽  
Vol 10 (4) ◽  
pp. 105 ◽  
Author(s):  
Lina Higueras-Rodríguez ◽  
Marta Medina-García ◽  
Enriqueta Molina-Ruiz
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Descriptive Analysis ◽  
Ministry Of Education ◽  
University Environment ◽  
Primary Teaching ◽  
Teacher Training Programs ◽  
Training Resources ◽  
The University ◽  
And Training

In this study we analyzed the primary teaching and training experiences that observe play as a didactic resource to facilitate learning, highlighting fundamental elements and characteristics. A descriptive analysis of the different programs and contents with respect to playful methodology proposed by the Ministry of Education of Andalusian Government (Spain) is presented. The purpose of this type of descriptive idiographic research is to define, classify, catalogue, or characterize the experiences of innovation and projects on ludic methodology. The results show a total of 217 experiences and programs that deal with the use of playful methodology in the classroom. The results conclude that there are training resources interested and involved in the training of teachers in relation to play as a didactic resource. This type of training is carried out outside the university environment and has the characteristics of permanent training.

Communication Satellite Technology as a Potential Comprehensive Delivery System for Correctional Institution Education and Training Programs

1978 ◽  
Vol 6 (4) ◽  
pp. 341-357
Author(s):  
Kenneth A. Polcyn
Keyword(s):  
Training Programs ◽  
The United States ◽  
Education And Training ◽  
Instructional Materials ◽  
Correctional Institution ◽  
Scarce Resources ◽  
Satellite Technology ◽  
Communication Satellite ◽  
Rehabilitation Programs ◽  
And Training

Correctional institutions are confronted with an increasing population, over-crowding, increasing costs to maintain the population and increasing criticism over their rehabilitation programs. Education and training programs exist in many of the institutions, although there is considerable variance in quality. Communication satellite technology has the potential for helping to establish a correctional system in the United States and for permitting institutions to pool their scarce resources to develop and share in regional or national rehabilitation programs. Satellite technology has the potential for helping institutions to overcome problems in counseling, instructional staffing, education and training curricula, instructional materials, staff training and job placement. The correctional community should jointly explore the specific applications of communication satellites to their problems.

The Life-Long Education and Training of Mechanical Engineers

1989 ◽  
Vol 203 (3) ◽  
pp. 139-144 ◽  
Author(s):  
B Crossland
Keyword(s):  
World War Ii ◽  
Great Britain ◽  
Industrial Revolution ◽  
Education And Training ◽  
Committee Report ◽  
Engineering Profession ◽  
The World ◽  
Set Up ◽  
The University ◽  
And Training

Without doubt Great Britain led the world into the Industrial Revolution, and for a considerable period up till the second half of the nineteenth century it could rightly consider itself as ‘the workshop of the world’. The author traces up till recent times why it was that Great Britain lost that position, mainly because of its reliance on engineers learning on the job by picking things up for themselves and learning by rule-of-thumb and ignoring the need for a soundly based education and well planned training. Since the end of World War II various attempts have been made to rectify this position, but without much success, until the Finniston Committee Report. The organization of the Engineering Council, set up in 1982 on the recommendation of the Finniston Committee, is considered, and in particular its responsibility for the engineering profession and for changing the public's perception of industry and the engineering profession. The author expresses his opinion on the initial education and training of engineers. He comments on the need to reconsider whether mechanical engineering as presently taught is a viable subject, or if a course spanning mechanical and electronic engineering is needed. He sees the objective of engineering education as being a design for total life cost, and he explores how this may be achieved within a total technology concept. Finally, he considers how to achieve better university/industry collaboration which is at the heart of effective education and training of engineers. He describes the Technology Centre concept recently set up in the Queen's University of Belfast, which integrates the services and resources provided for local industry and those required by the engineering departments of the University as well as providing for continuing education and training. He sees this as the way ahead in achieving close collaboration with industry.

Enhancing foreign language teacher candidates’ oral proficiency: An international comparison

2021 ◽  
pp. 174549992110280
Author(s):  
Scott Kissau ◽  
Kristin J Davin ◽  
Chuang Wang ◽  
Helga Haudeck
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Teacher Candidates ◽  
Training Programs ◽  
Oral Proficiency ◽  
The United States ◽  
Target Language ◽  
Language Teacher ◽  
The Us ◽  
Teacher Training Programs

Despite the importance of advanced language proficiency when teaching a foreign language, little research has investigated the oral proficiency of aspiring foreign language teachers across multiple countries and what their teacher training programs do to enhance it. In response, the researchers collected and analyzed both quantitative and qualitative data from foreign language teacher candidates in Germany, China, and the United States. Results suggested that oral proficiency varies significantly both within individual teacher training programs and across nations. The teacher candidates from Germany demonstrated significantly greater oral proficiency in the target language than their Chinese counterparts, who in turn, demonstrated significantly greater oral proficiency than the US teacher candidates. Helping to explain these findings, the data suggested that foreign language teacher training programs have differing areas of focus. While the programs in Germany and China focused more attention on language development, the US program emphasized pedagogical skills. Implications for practice are discussed.

Windows and Ladders

2018 ◽  
Author(s):  
Sarah Anne Carter
Keyword(s):  
Teacher Training ◽  
Cultural History ◽  
Classroom Practices ◽  
Training Programs ◽  
Object Lessons ◽  
The World ◽  
Johann Heinrich Pestalozzi ◽  
Teacher Training Programs ◽  
History Of ◽  
Training Exercises

This chapter introduces the intellectual and cultural history of the continental theories and theorists that led to the development of object lessons. Johann Heinrich Pestalozzi and his followers developed classroom practices premised on the notion that information was to be drawn out of children, not crammed into them. Physical engagement with the world was a way to draw that information from children through sense training exercises, or Anschauungunterricht. From Pestalozzi’s famed (but only marginally successful) Swiss schoolrooms, his student Charles Mayo transplanted the ideas that became the basis of object lessons to England. There, through the work of Charles’s sister Elizabeth Mayo, they became the highly regimented foundation for the Home and Colonial Schools teacher training programs and were employed in England, Scotland, India, and Canada, among other places.

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