A Combination of Non-Formal and Formal Education Systems for the Students Studying Mechatronics Engineering and Improving Practical Skills and Synergistic Abilities

2015 ◽  
Vol 220-221 ◽  
pp. 981-988
Author(s):  
Audrius Jasėnas ◽  
Eligijus Toločka
Keyword(s):  
Formal Education ◽  
Engineering Industry ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Education Systems ◽  
Logical Scheme ◽  
Education Projects

The article analyses the possibilities of and demand for a combination of non-formal and formal education systems for the students studying mechatronics engineering and improving practical skills and synergistic abilities. The paper surveys the sector of Lithuanian engineering industry as well as its competitiveness and non-formal education of young specialists relevant to the sector. The publication also reviews the results of profit and demand for non-formal education projects concerning the students studying mechatronics engineering. The piece of writing provides a model and its logical scheme for improving the theoretical knowledge and practical skills of young mechatronics specialists through non-formal education.

scholarly journals Industrial Relations Education in Canada: The Perspective of Vocational/Technical Educators

2005 ◽  
Vol 33 (2) ◽  
pp. 205-216
Author(s):  
C. R.P. Fraser
Keyword(s):  
Formal Education ◽  
Industrial Relations ◽  
Education Systems

This paper discusses the relevancy of industrial relations education in the formal education Systems in Canada, and through analysis of a survey of vocational and technical educators, examines their perceptions of IR education in Canada generally, and in vocational/technical institutions specifically.

scholarly journals Preparedness of graduate paramedics for practice: a comparison of Australian and United Kingdom education pathways

2019 ◽  
Vol 16 ◽  
Author(s):  
David Reid ◽  
Kenneth Street ◽  
Shelley Beatty ◽  
Stefan Vencatachellum ◽  
Brennen Mills
Keyword(s):  
United Kingdom ◽  
Care Pathway ◽  
Tertiary Level ◽  
Theoretical Knowledge ◽  
Independent Practice ◽  
Practical Skills ◽  
Clinical Practicum ◽  
Face To Face ◽  
Emergency Ambulance ◽  
The Uk

IntroductionInternationally, emergency ambulance paramedic education has evolved from ‘on the job’ training by ambulance services to tertiary-level qualifications. However, across many countries and jurisdictions, clinical practicum requirements still differ substantially. For example, Australian paramedic students spend fewer hours on clinical practicum than their United Kingdom (UK) counterparts.MethodsFifteen semi-structured face-to-face interviews were conducted with Australian and UK paramedics and managers to identify their perceptions regarding the preparedness of graduate paramedics for practice. ResultsInterviewees in Australia and the UK identified that newly graduated paramedics require an internship period before independent practice. Interviewees in both jurisdictions recognised the robust theoretical knowledge and practical skills of graduates. Organisational operations, clinical judgement and decision-making, and care-pathway selection were areas where interviewees identified that an internship period consolidated the graduate’s learning. ConclusionThis research found that increased time spent by paramedic students on ambulances did not increase a new graduate’s ability to practice independently before an internship period. The time spent on ambulance practicums, objectives and supervisory model should be reviewed.

scholarly journals Modern Problems of Formation of the Art of Management

Upravlenie ◽  
2016 ◽  
Vol 4 (4) ◽  
pp. 27-32 ◽  
Author(s):  
Коротков ◽  
Eduard Korotkov
Keyword(s):  
Theoretical Knowledge ◽  
Practical Skills ◽  
Main Factors

The main factors that provide the development of the management art are listed and proved in this article. It was defined that the management art should include the theoretical knowledge, practical skills, personal, moral and etic qualities.

Working With Immigrant Children in Schools

2019 ◽  
pp. 229-245
Author(s):  
Emmanuel Adjei-Boateng ◽  
Joseph E. Cobbinah
Keyword(s):  
Formal Education ◽  
Language Skills ◽  
Immigrant Children ◽  
Teaching Skills ◽  
Practical Skills ◽  
Years Of Experience ◽  
Diverse Backgrounds ◽  
Conventional Classroom

Before one gets into a classroom to teach, he or she needs to have acquired some basic teaching skills. Teaching in a conventional classroom seem simple, although may sometimes be difficult. However, teaching children from diverse backgrounds can be challenging. No matter the number of years of experience a teacher may have, teaching immigrant children with limited language skills and in some cases weak foundation in formal education is a challenging task. This chapter critically examines immigrant children and their education, some of the challenges that hamper their learning, and some practical skills that teachers will need to effectively teach them. Teachers need to understand the complexity and diversity of children under their care, appreciate the circumstances in which immigrant children live, make the necessary efforts to retrain or acquire some additional skills to enable them to become competent to effectively support learning of the increasing immigrant children population that continue to flood their classrooms.

The Use of Indigenous People's Pedagogic Way of Learning for Preschool and School Teachers

2019 ◽  
pp. 60-76
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Social Justice ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Education System ◽  
John Rawls ◽  
Formal Education ◽  
Main Issue ◽  
School Teachers ◽  
Education Systems ◽  
Western Education

The main issue that bothers indigenous people is an unequal and unjust representation of their knowledge in relation to the formalized Western education system. Despite the affirmation of indigenous knowledge by the Declaration on the Rights of Indigenous Peoples, the Western formal education system defines what knowledge and teaching methods are authentic or not. The purpose of this chapter is to determine the value of the indigenous knowledge and their pedagogic methods for preschool and school teachers. The data collected has been critically analyzed through John Rawls' theory of social justice. There is an agreement between authors and teachers that indigenous people had education systems that sustained them for years. This chapter provides some recommendations on how these valuable methods of teaching can be incorporated into the mainstream education systems.

An Example of Entrepreneurship in Women's Education

2021 ◽  
pp. 21-44
Author(s):  
Selda Şan ◽  
Ali Yılmaz ◽  
Selen Subaşı ◽  
Saif Mohammed
Keyword(s):  
Literature Review ◽  
Vocational Education ◽  
Women's Education ◽  
Formal Education ◽  
13Th Century ◽  
Economic Stability ◽  
Education Systems ◽  
Entrepreneurial Characteristics ◽  
Education Of Women

The organization of Akhism (Ahilik) is an example of non-formal education, established on Anatolian soil in the 13th century. With its women's branch—Bajiyan-ı Rum/Bacılık/sisterhood—it aims to educate women professionally and helps women contribute to society. It is expected from women and men to be good and moral individuals, tradesmen, craftsmen, or traders. By doing their jobs well, they managed to achieve economic stability in society. Women were given the opportunity to have entrepreneurial characteristics in the community and to do their best in line with their own abilities. Akhism/Bacılık system affected the Turkish states and education systems established on Anatolian lands. The effect also continues today. In this chapter, which is a literature review, what the Akhism/Bajiyan-ı Rum system is, its place in the vocational education of women, and its effect on today were discussed.

scholarly journals Converging and Diverging Points of Indigenous Education and Formal Education Systems in Nepal: A Case of Tharu Community

2019 ◽  
Vol 4 (2) ◽  
pp. 111-122
Author(s):  
Dhruba Prasad Niure
Keyword(s):  
Formal Education ◽  
Indigenous Education ◽  
Group Discussion ◽  
Research Process ◽  
Educational Institutions ◽  
Educational Goals ◽  
Education Systems ◽  
Study Results ◽  
Indigenous Children ◽  
Teachers And Students

This study was carried out to explore the converging and diverging points of indigenous education and formal education systems of Nepal. The entire research process of the study was guided by the interpretive-constructivist paradigm followed by a case study design. Tharu teachers and students were chosen as a sample by using a purposive sampling method and then in-depth interviews, focus group discussion, and document analysis was used as the main methods of garnering intensive information regarding the similarities and differences of indigenous education and formal education systems primarily in reference to Tharu community. Study results reveal that both formal and indigenous education systems have their own educational goals, curriculum, teachers, and both of them impart particular knowledge and skills to the learners by using certain instructional techniques. Nevertheless, both education systems are not identical to each other in terms of learning environment, skills-focused, nature of learning, type of teachers, the medium of instruction, and assessment devices. As a result, Tharu children show poor academic performance within the formal education system as compared to non-indigenous children. Coherence between formal curricular contents and indigenous knowledge should be made to provide relevant and effective educational services to indigenous children within formal educational institutions for the purpose of improving their living standards in the future through quality education.

Self-Perception of Theoretical Knowledge and Practical Skills by Primary Health Care Physicians in Life-Threatening Emergencies

2018 ◽  
Vol 33 (5) ◽  
pp. 508-518 ◽  
Author(s):  
José Antonio Cernuda Martínez ◽  
Rafael Castro Delgado ◽  
Elena Ferrero Fernández ◽  
Pedro Arcos González
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Geographical Area ◽  
General Level ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Self Perception ◽  
Primary Health ◽  
Life Threatening ◽  
Primary Health Care Physicians

AbstractObjectivesThe goal of this study was to find out the training received in Urgent and Emergency Medicine (UEM) by the Primary Health Care (PHC) physicians of Asturias (Spain), as well as their perception of their own theoretical knowledge and practical skills in a series of procedures employed in life-threatening emergencies (LTEs), and also to analyze the differences according to the geographical area of their work.MethodsThis was a cross-sectional survey of PHC physicians using an ad hoc survey of a sample of 213 physicians in Asturias regarding their self-perception of theoretical knowledge and practical skills in techniques used in LTEs by areas of work (rural, suburban, and urban). The interview was conducted by mail from April through May 2017. The data processing has used absolute and relative frequencies, as well as central tendency parameters and dispersion parameters. The estimates for the entire population have been made using confidence intervals for the mean of 95%. In the comparison of parameters, the differences between parameters with a probability of error less than five percent (P<.05) have been considered significant. For the comparison of means between the different techniques in the different areas of work, ANOVA was used.ResultsWith respect to the training of physicians, in general, for managing emergencies, both at the regional level and by areas of work (rural, suburban, and urban), none of the sets analyzed attained five points. By areas of work, it was the suburban region where there was a greater average general level of knowledge. There were significant differences in the average theoretical knowledge and the average practical skills in the procedures studied according to the different areas of work. The greater number of significant differences was between the urban and suburban regions and within the urban area.Conclusions:It’s necessary to ensure an adequate homogeneity of the levels of theoretical knowledge and practical skills of PHC physicians in order to guarantee the equity of provision of health care in emergencies in different geographical areas.Cernuda MartínezJA, Castro DelgadoR, Ferrero FernándezE, Arcos GonzálezP. Self-perception of theoretical knowledges and practical skills by primary health care physicians in life-threatening emergencies. Prehosp Disaster Med. 2018;33(5):508–518.

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