Model of Methodology for Organizing Project-based Biology Training in Non-core Institutions of Secondary Vocational Education

Biological knowledge is one of the fundamental components of a common human culture, because without knowledge of biology it is unthinkable to develop an ecological way of thinking, to ensure the perception of the scientific principles of interaction of the Man-Nature system. The formation of a healthy lifestyle, the preservation of ecosystems, and the development of mankind are based on knowledge of biology. The purpose of the article is to develop and use a model of a methodology for organizing project-based education in biology in non-core institutions of secondary vocational education. The interrelation of theoretical knowledge and practical skills is a prerequisite for increasing the level of training of future specialists in any industry. In connection with the introduction of new FSES SPE into the work of educational institutions, secondary schools are required to improve the organization of the educational process and teaching materials. The involvement of students in the implementation of various projects leads to the development and development of project competence, and its level is determined by the number and quality of developed projects. The author concludes that the formation of competencies among students at secondary schools through project activities takes place.

Pengaruh Kompetensi Asisten Laboratorium, Fasilitas Praktik, Jobsheet Praktik dan Pemahaman Teori terhadap Kompetensi Mahasiswa Pendidikan Vokasional

Education is an important thing at this time, especially in college. One form of education is practical activities carried out to improve student experience and understanding. Things that affect student competence are the competence of laboratory assistants, practical facilities, practical worksheets and theoretical understanding. This study was conducted to determine the magnitude of the influence of the competence of laboratory assistant practical facilities, practical jobsheets and theoretical understanding on the competence of students of Electrical Engineering Vocational Education, University of Sultan Ageng Tirtayasa. This study is an ex-post facto research using quantitative research methods whose data were obtained using questionnaires and tests distributed to students of Electrical Engineering Vocational Education at Sultan Ageng Tirtayasa University who did practicum and then processed using the SPSS 25.0 application with simple linear regression analysis techniques and also regression double. The results of the study showed that there was a significant effect of the laboratory assistant competency variable, while the practical facilities variable, practical worksheet and theoretical understanding did not have a significant influence on the student competency variable. Keywords: Practice, Laboratory Assistant, Facilities, Jobsheet, Theory Understanding

Technical Education, Vocational Training and Industrialisation in Sub-Saharan Africa(SSA)

This study contributes to a deeper understanding and perspective on the current debate on structural transformation in Sub-Saharan Africa (SSA) by investigating the effect of technical vocational education and training on industrial performance between 1980 - 2018. The panel data used for this study were obtained from World Development Indicators (WDI), International Labour Organization (ILO), United Nations Educational, Social and Cultural Organization (UNESCO) and Fraser Institute databases. The empirical results derived from the Instrumental Variable (IV) Two-Stage Least Squares (2-SLS) econometric approach highlighted the important role of Technical Vocational Education and Training (TVET) as key determinants of industrial performance in SSA. The study found strong and robust relationship between TVET and measures of industrialisation. General secondary education, on the other hand, had a negative effect on industrialisation in SSA. The paper recommends therefore that there is the need for a complete overhaul and revision of the educational system in SSA with more emphasis on TVET in order to meet the required labour demand for industrial needs in the foreseable future.

Family background and classroom belonging among adolescent students in Finland

We study whether a family’s economic situation and parental educational level are associated with classroom belonging among students in comprehensive secondary, upper secondary general and upper secondary vocational education in Finland. We also study whether there are educational-level differences in this possible association. We use survey data from the Finnish School Health Promotion study from 2017 (N = 114,528). We conduct random effect linear probability models with schools as the second-level grouping variable. The results show that family’s low economic situation predicts a higher probability of lack of sense of classroom belonging in Finland, despite the country having one of the world’s most equal educational systems and comparably low economic inequality. Neither mother’s nor father’s educational level has any association. A family’s low economic situation seems to predict the lack of a sense of belonging most strongly in comprehensive secondary education and most weakly in upper secondary vocational education. Our results slightly support the proposed significance of context-specific hierarchies in determining the association between economic resources and sense of belonging. A family having a poor economic situation is not reflected in the sense of classroom belonging as strongly in schools where students have a low average economic situation compared to those where students have a high average economic situation. We suggest measures, in addition to alleviating economic inequalities, to support the sense of school belonging, especially for low-income students.

Reform and Practice of the Core Curriculum of Civil Engineering and Architecture Based on the “1+X” System

The “1+X” system has a great impact on the development of vocational education. Based on this system, it is imperative to carry out the reform and practice of the core curriculum of Civil Engineering and Architecture. Several vocational colleges have made attempts in the reform and practice of the curriculum, but the effect is not ideal. Under the influence of various factors, such as the lack of experience, there are also several problems in the reform and practice of the curriculum. Among them, the most apparent problems are as follows: the curriculum reform is not synchronized with the development of teaching materials, the pertinence of practical teaching is lacking, and the guidance provided for professional certificate examinations is not well-established. This paper specifically analyzes the problems existing in the reform and practice of the core curriculum of Civil Engineering and Architecture under the “1+X” system, and then puts forward effective strategies for these problems.

Pedagogical Technologies for Competent Training of Teachers in Ukrainian Professional Education

In recent decades, technological advances have revolutionized all areas of society, including the teaching resources and methodologies used in education. The relevance of pedagogical technologies in vocational education cannot be overemphasized, since technologies are constantly changing in today's environment, thus creating new challenges for modern education in globalization. The research aims are to establish patterns for promoting the implementation of pedagogical technologies in educational institutions for providing quality competent training of specialists in professional education. Research methods: comparative analysis; survey; systematization, generalization. As a result of the survey was established that pedagogical technologies positively influence the provision of competent training of specialists in Ukrainian professional education (89.7%), a smaller number of students (7.5%) were not sure about the quality of competent training of specialists in Ukrainian professional education with modern pedagogical technologies. It was determined that the students of educational institutions are most familiar with such pedagogical technologies as mobile learning (100%), e-learning (98%), independent learning (90%), virtual classroom (85%), and massive open online courses (MOOC) (71%). The study found that teachers need to improve digital competency from technologies such as Gamification and Next Generation Digital Learning Environment (NGDLE). Based on statistical data, it was found that the need for competent specialists in vocational education in the labor market is increasing every year, while those willing to study at vocational education institutions are decreasing every year. According to the negative trends, it has been determined that vocational education institutions should improve the educational process to increase the number of future competent specialists for the labor market.

STUDENTS’ UNDERSTANDING LEVEL OF ONLINE TEACHING IN THE TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) SECTOR

Although online education is not a recently emerged concept, the popularity of the concept has been boosted with the pandemic COVID-19, where the students have to depend totally on online education and they have been framed in it forcefully irrespective of the fact whether online education suits all type of education, especially for the sectors where the practicality is given the priority such as in the Technical and Vocational Education and Training (TVET) sector. Therefore, there arises a need to investigate the understanding level of the students. The objectives of this research are to identify the students’ understanding level of online teaching and to evaluate the relationship between the understanding level of students and online teaching methods. The population of the study was all the students in the TVET sector in Sri Lanka and the sample was 294 students from 6 university colleges. Structured questionnaires were distributed among the sample for data collection. Descriptive analysis and correlation analysis were employed in the data analysis. The results discovered that a majority of students understand the online theoretical lecture delivery but they lack infrastructure facilities to engage in the academic activities. There is a low level of understanding of practical lessons. Moreover, the results visualize a moderate positive relationship between the students’ understanding level and online teaching methods. The researchers suggested that online teaching can be used for theory lectures in critical situations such as disasters but for the practical sessions, the student should physically be present to the field. Efficient strategies relevant to each type of professional qualification provided by the institutes should be implemented.

Social and structural changes in Russia: problems and prospects

This article is devoted to a review and general analysis of the main social trends in modern Russian society. In particular, the authors analyze statistical data on the most pressing problems of modern society, in parallel, attention is paid to assessing social trends in a number of the most painful issues, such as: vocational education and employment of the population, stratification of society, labor migration, demographic composition of society, demographic dynamics, processes, social consent and civic engagement of the population.

On the Effect of Employer Offered Leave of Work on Participation in Continuing Vocational Education and Training – Investigating the Intention-Behavior Relation

The availability of time is a deciding factor for participation of adults in continuing vocational education and training (CVET). In view of the importance of time for participation, the present study investigates the impact of employer offered leave of work on employees’ participation behavior in CVET. Leave of work provides a specific timeframe for CVET by enabling the use of working time as learning time. The rationale of the intention-behavior relation as theorized by the theory of planned behavior provides the theoretical framework for the study. The theory allows the integration of individual and contextual factors (e.g., the work environment) in explaining individual behavior and the underpinning decision-making process. The theory conceptualizes time as an element of behavioral control that is required to act on an intention. Behavioral control is theorized to moderate the intention-behavior relation. Two modes of behavioral control are distinguished. We use employer offered leave of work as a proxy for actual behavioral control and the degree of perceived behavioral control regarding the availability of temporal resources to participate in CVET to investigate the theorized moderating role of behavior control on the intention-behavior relation. To test the hypotheses, two waves of panel data from the German National Educational Panel Study (NEPS) are used. Aiming at causal inferences, hybrid logit models are employed. We find that a participation intention is a significant predictor of CVET participation. However, the results provide no evidence regarding the theorized moderating role of actual behavioral control in terms of an employer offered leave of work on the intention-behavior relation. Furthermore, the results provide evidence that the degree of perceived behavioral control regarding the availability of temporal resources to participate in CVET does neither moderate the intention-behavior relation nor is a proxy for actual behavioral control. Finally, we discuss possible future developments of the theory of planned behavior by integrating action-theoretical assumptions from the value-expectancy theory.