ABOUT SOME FEATURES OF EDUCATION AND SEQUENTIAL STEPS IN EXAMINITIONS FOR THE DRIVING LICENCE

2021 ◽  
pp. 60-63
Author(s):  
Н.М. Кузнецова
Keyword(s):  
Vocational Training ◽  
Training Programs ◽  
Age Group ◽  
Driving Licence ◽  
Young Drivers ◽  
Traffic Rules

В статье представлены динамика аварийности вследствие нарушения правил дорожного движения водителями в возрастной группе 16-19 лет, включая относительные показатели, а также краткий анализ программ профессиональной подготовки водителей транспортных средств в контексте выделения особенностей обучения несовершеннолетних кандидатов, рассмотрен зарубежный опыт подготовки несовершеннолетних водителей на примере Норвегии. The article presents the dynamics of accidents due to violations of traffic rules by drivers in the age group of 16-19 years old, including the relative indicators, presents a brief analysis of vocational training programs for drivers of vehicles in context of the features of training young drivers, including Norway experience.

Sustainability of Microfinance Institutions in India

2018 ◽  
pp. 257-274
Author(s):  
Kabita Kumari Sahu
Keyword(s):  
Achievement Motivation ◽  
Training Programs ◽  
Secondary Data ◽  
Primary Data ◽  
Age Group ◽  
Microfinance Institutions ◽  
Economic Activities ◽  
Market Linkage ◽  
Medium Level ◽  
And Training

The objective of the chapter is to analyze the performance and constraints of selected occupation-related SHGs in India and examine the sustainability of SHGs providing microfinance on the basis of secondary data and primary data from Kendrapara district of Odisha, India. It is observed that majority of the SHG members are in young age group with low level of literacy, small and medium level of land holding, medium level of dependency ratio, forming experience, family encouragement, deferred gratification, risk willingness achievement motivation, and economic activities. The major variables that have contributed for enhancing the performance of SHGs are family encouragement, risk willingness, achievement motivation, extension participation, extension contact, and training programs. In order to enhance further motivation and build confidence, proper market linkage and training programs need to be established. Further, to ensure sustainable development of SHGs in future, federation of SHGs can be thought of by the implementing agency.

Knowledge, Skills, and Competency

2010 ◽  
pp. 93-106
Author(s):  
Gilbert Paquette
Keyword(s):  
Knowledge Management ◽  
Teacher Training ◽  
Vocational Training ◽  
Training Programs ◽  
Professional Associations ◽  
The Internet ◽  
Governmental Agencies ◽  
School Programs ◽  
Management Perspective ◽  
Competency Based

A search on the Internet shows the renewed importance given to competency-based approaches in Education and Administration. Ministries of education, school boards, and teacher training institutes use competency profiles to define school programs or required qualities from the teachers, especially in the use of technologies in education. Consulting companies present their expertise by enumerating competencies, marketing their services in this way. Other companies offer services or computerized tools to help their prospective customers define or manage the competence of their staff, looked upon as the main asset of an organization in a knowledge management perspective. Governmental agencies or professional associations use competency-based approaches to define conditions to the exercise of a profession and to orient their vocational training programs.

Minding the Gap: Effects of an Attention Maintenance Training Program on Driver Calibration

2020 ◽  
pp. 001872082096529
Author(s):  
James Unverricht ◽  
Yusuke Yamani ◽  
Jing Chen ◽  
William J. Horrey
Keyword(s):  
Training Program ◽  
Cognitive Skills ◽  
Driving Simulator ◽  
Training Programs ◽  
Driving Safety ◽  
Driver Training ◽  
Actual Performance ◽  
Young Drivers ◽  
Maintenance Behaviors ◽  
Target Skills

Objective The present study examines the effect of an existing driver training program, FOrward Concentration and Attention Learning (FOCAL) on young drivers’ calibration, drivers’ ability to estimate the length of their in-vehicle glances while driving, using two different measures, normalized difference scores and Brier Scores. Background Young drivers are poor at maintaining attention to the forward roadway while driving a vehicle. Additionally, drivers may overestimate their attention maintenance abilities. Driver training programs such as FOCAL may train target skills such as attention maintenance but also might serve as a promising way to reduce errors in drivers’ calibration of their self-perceived attention maintenance behaviors in comparison to their actual performance. Method Thirty-six participants completed either FOCAL or a Placebo training program, immediately followed by driving simulator evaluations of their attention maintenance performance. In the evaluation drive, participants navigated four driving simulator scenarios during which their eyes were tracked. In each scenario, participants performed a map task on a tablet simulating an in-vehicle infotainment system. Results FOCAL-trained drivers maintained their attention to the forward roadway more and reported better calibration using the normalized difference measure than Placebo-trained drivers. However, the Brier scores did not distinguish the two groups on their calibration. Conclusion The study implies that FOCAL has the potential to improve not only attention maintenance skills but also calibration of the skills for young drivers. Application Driver training programs may be designed to train not only targeted higher cognitive skills but also driver calibration—both critical for driving safety in young drivers.

scholarly journals Mutual Benefit: How Vocational Training Programs Utilize Employer Engagement and Refugee Strengths to Facilitate Integration

2019 ◽  
Vol 8 (5) ◽  
pp. 145
Author(s):  
Audrey Lumley-Sapanski ◽  
Nancy Joyce Callahan
Keyword(s):  
Best Practices ◽  
Training Program ◽  
Vocational Training ◽  
Training Programs ◽  
Mutual Benefit ◽  
Bhutanese Refugees ◽  
Employer Engagement ◽  
Origin Group ◽  
Positive Indicators ◽  
Stable Employment

Successful integration of newly arriving refugees requires the engagement of the receiving community and active facilitation of integration through provision of employment, access to housing, and protection of basic rights. Understanding how local entities effectively facilitate integration is important for policymakers and scholars interested in identifying best practices and replicating outcomes. This study examines the integration outcomes of refugees who participated in a vocational hospitality training program in Chicago, Illinois between 2008 and 2012. In particular, we explore the integration experiences—using employment, housing, and homeownership—of Bhutanese origin refugees who represented the largest country of origin group in the hospitality course. We find that the Bhutanese refugees who participated in the course had high rates of homeownership, stable employment, higher wages and experienced socioeconomic upward mobility—positive indicators of integration. In our analysis, we identify three reasons the program is successful in facilitating integration: a practice of selective enrollment, active employer engagement, and informed industry selection. Importantly, our findings suggest a positive benefit for employers in addition to refugee employees.

Responding to the Needs of Prisoners with Learning Difficulties in Australia

2019 ◽  
Vol 4 (1) ◽  
pp. 113-121
Author(s):  
Jason Skues ◽  
Jeffrey Pfeifer ◽  
Alfie Oliva ◽  
Lisa Wise
Keyword(s):  
Vocational Training ◽  
Training Programs ◽  
Learning Difficulties ◽  
Psychological Outcomes ◽  
Learning Needs ◽  
The People ◽  
Diverse Learning ◽  
Practical Implications ◽  
Specific Learning

Offenders who are convicted of a crime in Australia are encouraged to participate in educational and vocational training programs during their time in prison. However, one of the significant challenges encountered by not only prisoners who enroll in educational and vocational training programs, but also for the staff who teach into these programs, are prisoners who experience learning difficulties. Prison teachers and other staff are ordinarily unaware of which offenders experience such difficulties. Given that unidentified learning difficulties are associated with poor educational, employment and psychological outcomes, it is critical that prisoners who experience specific learning difficulties are identified, and that educational and vocational training programs offered in prisons cater for the diverse learning needs of all prisoners. This review highlights issues with the identification of learning difficulties and proposes methods of supporting prisoners who experience learning difficulties and the people tasked with managing them. Such a review offers an important contribution to the literature on educational and vocational training programs in prisons as well as practical implications for prisoners, teachers and administrators.

scholarly journals Vocational training programs and youth labor market outcomes: Evidence from Nepal

2019 ◽  
Vol 136 ◽  
pp. 71-110 ◽  
Author(s):  
Shubha Chakravarty ◽  
Mattias Lundberg ◽  
Plamen Nikolov ◽  
Juliane Zenker
Keyword(s):  
Labor Market ◽  
Vocational Training ◽  
Training Programs ◽  
Labor Market Outcomes ◽  
Market Outcomes ◽  
Youth Labor Market
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