A Modular Training Project for Vocational Education and Improvement in Turkey

2009 ◽  
Vol 23 (2) ◽  
pp. 127-132 ◽  
Author(s):  
Rıdvan Arslan ◽  
Yücel Tekin ◽  
Murat Yazıcı ◽  
Abdil Kuş ◽  
Z.Gökay Kaynak
Keyword(s):  
Developing Countries ◽  
Vocational Education ◽  
Lifelong Learning ◽  
Vocational Training ◽  
Employment Status ◽  
Training Methods ◽  
Current Field ◽  
Training Project ◽  
Vital Importance ◽  
Modular Training

Various vocational training methods, most of which overlap with lifelong learning programmes, are being used to address the problem of unemployment – an issue of vital importance, especially for developing countries. This article examines the introduction of a modular certification project in Turkey supported by EU training funds. The objective of the project is to enable people who are unemployed to find work and people in employment to improve their professional skills and competences, and therefore their opportunities. The researchers observed the employment status and development of the 245 people who received a certificate. They found that 89% either had found work in a sector consistent with their training, thanks to their participation in the project, or had to taken up a different position in their current field of employment.

scholarly journals Attitudes towards Vocational Education and Training in the Context of United Arab Emirates: A Proposed Framework

2015 ◽  
Vol 11 (1) ◽  
pp. 31 ◽  
Author(s):  
Saif Khamis Ahmed Alnaqbi
Keyword(s):  
Developing Countries ◽  
Vocational Education ◽  
United Arab Emirates ◽  
Social Perception ◽  
Vocational Training ◽  
Cognitive Theory ◽  
Technical Education ◽  
Developed Countries ◽  
Vocational Education And Training ◽  
The Impact

<p>The main goal of this study is to investigate the effect of parents and students’ attitude towards the intention to enter the vocational education in the UAE through examining the impact of different factors of attitude such as individual, organization, social, and demographic. Due to the inconsistent results, a new research has established for further investigation through introducing new variables that may better explain the nature of that relationships. In the literature, many theories have suggested that link between variables such as The Theory of Reasoned Action (TRA), Theory of Planned Behavior (TPB) and Social Cognitive Theory (SCT). The scope of the study is limited to the students who involved and non-involved in vocational education and along with their parents in the UAE. The importance of this study has many sides in both theoretical and managerial contribution. Theoretically, however, the variables of this study before studied separately in different counties especially in developed countries, but not studied in developing countries such as the UAE. In addition, this study will investigate the integrated variables in one of the developing countries, which fill the gaps in the existing body of knowledge. Therefore, the effects of attitude of students and parents on students’ intention to VET program will be study. The target of sample will be the students in grade 12 from the vocational and technical schools and institutions in the UAE and also another students who are not in the VET program which were from grade eight, the grade which before the grade that accept student to enter VET program. After all the relevant interviews are complete, the answers for all of the questions will then be analyzed. The process of analyzing will has three major stages. Firstly, to obtain the correct knowledge and realize the profound meanings from the answers given, the investigators have to re-read the answers a few times. Second stage will be categorizing the answers into different groups. In the third stage, analyzing the answers according to these groups and defines them in a qualitative manner; this is to ascertain the main themes and applied meanings behind the answers given.<br />Statistical Package for the Social Sciences 18.0 software (SPSS) was used in order to test the quantitative questions of this research. The data will analyze in four ways: Descriptive statistics, independent, samples (t) test, one-Way ANOVA test and scheffe’ test. <br />In case of finding the results, the parents’ questionnaire will distribute the three domains: Vocational education importance, Vocational education future and Social perception of vocational education. Whereas the students’ questionnaire will distribute the four domains: vocational education attitudes, social perception of vocational education, vocational education future and vocational education importance. <br />Furthermore, this study will help UAE government to plan, implement, enhance the vocation education within students to motivate them and develops their skills to find jobs for sustainable future. The increasing amount of technical education and vocational training resembles to a lowering capacity by business owners in the private industries, reflecting the negative effects of the basic operating sector of the production of technical education and vocational training. The significance of the study is prevail in being one of the first studies dealing with the connection between the schools of technical education and vocational training schools and the private sector (as a business) market.</p>

From accounting to report: Digitalization of college and related issues

2020 ◽  
pp. 16-25
Author(s):  
D. N. Butorin
Keyword(s):  
Information Systems ◽  
Vocational Education ◽  
Professional Education ◽  
Vocational Training ◽  
Oil And Gas ◽  
Information Service ◽  
Accounting System ◽  
Educational Organization ◽  
Job Tasks ◽  
Digital Services

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.

Imperatives of Cognitive and Affective Skills for Innovative Problem Solving: A Fresh Perspective

2014 ◽  
Vol 5 (2) ◽  
pp. 662-671
Author(s):  
Dr. Mohan Babu. G. N. ◽  
Sushravya. G. M.
Keyword(s):  
Developing Countries ◽  
Problem Solving ◽  
Design Methodology ◽  
Human Values ◽  
Training Methods ◽  
Educational Models ◽  
Innovative Design ◽  
Fresh Perspective ◽  
Affective Skills ◽  
And Training

Most educational models that prescribe teaching and training methods to groom school children into innovators fail to take a deeper view of engineering design methodology. Yet others tend to ignore the importance of human values which must be an integral part of any innovative design process.  In this paper, We would first disaggregate design capabilities into its constituent capabilities, namely, exploring, creating and converging capabilities, which we need to master to produce better products and services, and then show how the cognitive and affective skills proposed by Benjamin Bloom, and Anderson and Krathwohl in their educational models can directly and significantly contribute to these constituent capabilities. With an improved understanding of the eco-system needed for better design solutions, we suggest that the present education systems, especially in developing countries, be critically reviewed and reoriented from the perspective of producing quality innovative designers, regardless of the problem area.  

Студенттерге колдонмо-жасалга өнөр аркылуу эстетикалык тарбия берүүнүн мааниси

2019 ◽  
pp. 69-71
Author(s):  
Н. А. Ирсалиева
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Arts And Crafts ◽  
Creative Work ◽  
Professional Skills ◽  
Applied Art ◽  
New Knowledge ◽  
Labor Training ◽  
New Ideas

Аннотация: Макалада студенттердин эстетикалык маданияттын калыптандыруу, кесиптик билим берүүнүн сапатын көтөрүү, маселелерин көрсөтүү менен жаңы билимдерди пайдалануу, кесиптик баалуулуктарды үзгүлтүксүз өстүрүп – өнүгүүнүн негизги жолдору, бүгүнкү күндүн талабына жооп бере турган билимдери каралды. Ошодой эле элдердик чеберлердин эмгектерин таанып, өздөштүрүп, кооздукту жаратууда, эмгек тарбиясын улантууда өнөр чыгармаларынын мааниси өтө чоң экендиги көрсөтүлгөн. Колдонмо-жасалга өнөр аркылуу, адам баласы кандайдыр бир, тиги же бул нерсени ойлонуп жасоодо, кайсыл бир деңгээлде жаратылыштын табигый кубулуштарынан үлгү алгандыгын байкоого болот. Анткени табияттын кубулуштарын үлгү катары пайдалануу менен адам баласы табыхый сулуулукка умтулуу жөнүндө ой толгоолор болду. Түйүндүү сөздөр: Жасалга колдонмо өнөр, эстетикалык тарбия, кесиптик билим берүү, элдик чеберлер, эмгекке окутуу, жаңы идеяларды ойлоп табуу. Аннотация: В статье рассматриваются вопросы формирования эстетической культуры студентов на основе качественного профессионального образования, которые можно сформироваться при помощи новых знаний, профессиональных навыков, отвечающих требованиям сегодняшнего дня. А также нужно научить студентов необходимым знаниям декоративно-прикладного искусства, творчеству мастеров, видеть и создать красоту, творческому мышлению и труду. При помощи декоративно-прикладного искусства человек, создавая различные предметы, опирается на формы, созданные природой, в какой-то мере или степени подражает ей. Поскольку подражая природе, человек творит по закону красоты, он стремится и старается делать вещи красивыми и привлекательными, несущими в себе эстетические качества, наряду с полезностью и удобством этих вещей. Ключевые слова: декоративно-прикладное искусство, эстетическое воспитание, профессиональное обучение, народные мастерство, трудовое обучение. Annotation: The article deals with the formation of aesthetic culture of students on the basis of high-guality vocational education that can be given with the help of new knowledge of professional skills that meet the reguirements of todae. And also the knowledge of the decorative and applied art of the creative work of masters is neceftsmanship and work. People creating different objects based on froms created nature, and to some extent or degree emulates it. Because of the nature of men does to mimicking the Act.. He seeks and tries to do things nice and appealing aesthetic gualities in themselves carriers along with utility, ease of these things. Keywords: arts and crafts, aesthetic ebucation, vocational training, folk craftsmanship, labor training, create new ideas

scholarly journals Personal and social training as a part of class teachers’ lifelong learning

2018 ◽  
Vol 8 (2) ◽  
pp. 24-39 ◽  
Author(s):  
Zuzana Geršicová ◽  
Silvia Barnová
Keyword(s):  
Social Development ◽  
Lifelong Learning ◽  
Personal Development ◽  
Family Background ◽  
Further Education ◽  
Training Methods ◽  
Pedagogical Training ◽  
Before And After ◽  
Post Test ◽  
The Impact

Abstract Introduction: The presented paper deals with the issues of the work of class teachers and their further education in the field of personal and social training. The main goal of the research was to find out about changes in personal and social development after the realization of social-pedagogical training. Methods: On the level of personal development, the authors were interested in the field of values and attitudes. On the level of social development, they focused on the changes in communication and opinion scales. The changes in the above fields were measured by means of a pre-test and a post-test which were administered before and after the realization of the training. Results: In the participants of the realized research, the research team, to a certain extent, succeeded in reducing prejudice and beliefs and the participants learnt about the necessity of considering students’ individual abilities and specific environmental influences on their behavior and manifestations at school. On the level of opinions, there was a shift towards a stronger belief in the significance of the impact of the environment and the family background on students’ behaviour and their personality traits. Discussion: The presented data are the results of a pilot probe and have brought initial insights related to the presented issues for the purposes of a longer and deeper research, which is in the phase of its realization. Limitations: As the project was realized with ten groups of teachers showing a deep interest in participating in it, it is not our ambition to generalize the obtained results; nevertheless, we find them interesting and inspiring. Conclusions: Along with knowledge from pedagogy and psychology, class teachers need a huge amount of creativity, ideas, techniques and methods, which can promote the development of students’ value orientation. The authors can see a clear perspective for teachers’ lifelong learning here

scholarly journals COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES

2021 ◽  
Vol 30 (30 (1)) ◽  
pp. 397-405
Author(s):  
Ágnes Stomp ◽  
Marianna Móré
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
The European Union ◽  
Credit System ◽  
Member States ◽  
Training Systems ◽  
Training Programmes ◽  
And Training

Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.

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