INVESTIGATING LEARNER AUTONOMY OF EFL AND ESP STUDENTS AT THE TERTIARY LEVEL: CROSS-SECTIONAL STUDY

Learner autonomy is a concept developed to reiterate the need for life-long learning that goes beyond the prescribed curriculum and institutional settings. In addition, learner-centered approach shifts the burden of responsibility from teachers to learners, as learners are now obliged to take charge of their learning. In that respect, students at the tertiary level of education are expected to know how to learn, inclusive of what to learn and where to learn. In other words, they should be trained to organize their own learning, control and monitor their progress, and evaluate the results, whereas the current educational settings should be given the task to contribute to the development of learner autonomy that paves the way for life-long education. The participants in the research are EFL students from the department of English Language and Literature at Faculty of Philosophy, University of Priština in Kosovska Mitrovica, and ESP students from the Academy of Technical and Pre-School Vocational Studies Niš, Department Vranje. A Learner Autonomy Questionnaire developed by Zhang and Li (2004) was administered to measure students’ learner autonomy level. The aim of the paper is not only to outline the significance of taking control of one’s learning, but also to use certain tools in the EFL classroom that contribute to the process of building learner autonomy, as its pedagogical implication, including language learning strategies, project-based tasks, reflective journals, etc.

Implementasi Theory of Planned Behavior terhadap Entrepreneurial Intention: Efek Moderasi Entrepreneurship Education dan Gender

The aim of this study is to analyze the effect of entrepreneurship education on the entrepreneurial intention of college students in Surabaya. Purposive sampling was used towards 220 college students. The criteria of the samples were students who already took entrepreneurship subject for bachelor degree and entrepreneurship practicum for vocational studies. This study used Mann-Whitney U-Test through SPSS and partial least squares through SmartPLS. This study finds: 1) attitude, subjective norm and perceived behavioral control have a positive significant impact towards entrepreneurial intention, 2) entrepreneurship education has a positive significant impact towards entrepreneurial intention,3) entrepreneurship education failed to moderate any of the theory of planned behavior variables effect toward entrepreneurial intention, 4) gender failed to moderate the relationship between entrepreneurship education and entrepreneurial intention, 5) there was no difference on the level of entrepreneurial intention between male and female college students, 6) there was no difference on the level of entrepreneurial intention between bachelor degree and vocational studies students.

The role of Applied Higher Education in achieving the SDGs: The Example from the Faculty of Vocational Studies at Universitas Airlangga

Abstractthe whole world has been made aware of the importance of sustaining human life on this earth. The economic improvement felt in the last decade is the result of increasing industrialization around the world. This has a fairly serious impact in terms of natural damage and social life. Fundamental changes are urgently needed to break the chain of socio-environmental damage that threatens the survival of future generations. These fundamental changes can be started from changes in the concept of education. Education is still considered the key to development both in terms of human resources and innovation. Applied education can be a door in the teaching of new abilities and skills based on the SDGs. This study aims to describe the role of applied or vocational education in achieving SGDs. The Faculty of Vocational Studies at Universitas Airlangga can be an example of how applied higher education institutions have the potential to achieve the SDGs goals. Based on the results of our study, it appears that the role of applied educational institutions has the potential to achieve the SDGs targets. The results of this study have a significant impact on future policy directions and institutional development. Keywords: SDGs, higher education institution, sustainable development, thematic analysis.

DAYA TERIMA KONSUMEN TERHADAP HIDANGAN UTAMA DI KANTIN SEHATI SEKOLAH VOKASI IPB

ABSTRACTThe main purpose of this study is to examine the consumer's acceptability to the main dish in the Sehati Canteen College of Vocational Studies IPB University, by comparing the consumer's acceptability between chicken katsu and chicken teriyaki dishes served. Main course (main course) is a staple dish of a complete menu arrangement served at lunch anddinner,the portion size is larger than the appetizer (appetizer). The main course or main course of Japan consists of a bowl of rice(gohan), a bowl of miso soup(miso shiru),pickled vegetables(tsukemono) and fish or meat. Similar to in Indonesia, rice is a staple food of the Japanese people. The most popular Japanese main course among teenagers today is Chicken katsu and Chicken teriyaki. Chicken katsu is a famous dish from sakura country with the basic ingredients of chicken meat wrapped in flour so that the texture is crispy outside and soft inside. Chicken teriyaki is one of the typical Japanese food made from chicken breast in fillets and then diced or elongated, cooked with teriyaki sauce. Preparation to make the main course in the Sehati Canteen College of Vocational Studies IPB University consists of preparation of tools and preparation of ingredients. The main dish processing procedure is divided into staple food processing, animal side dishes and vegetable dishes. The preparation stage is done to make chicken katsu,chicken is reported before processing while at the preparatory stage of making chicken teriyaki,chicken, rice, and salad are reported in a ripe state. The main dish favorite test was conducted organoleptic test with panelists who came from healthy canteen consumers. Based on the results of the favorite test and the results of the output of statistical analysis obtained that the panelists prefer chicken katsu dishes in terms of appearance, color, taste, texture and shape compared to chicken teriyaki.

RAHASIA DAGANG SEBAGAI SALAH SATU PERLINDUNGAN HAK KEKAYAAN INTELEKTUAL DARI HASIL PENELITIAN HIBAH SEKOLAH VOKASI IPB TAHUN 2020

ABSTRACTThe Research results as the result of thoughts from researchers or lecturers need to be protected from harmful fraudulent actions. Protection of the research results also provides motivation for researchers or lecturers to continue working. One form of protection provided is the protection of Intellectual Property Rights (IPR). Various forms of IPR can be utilized as long as it meets the criteria of the IPR field. The purpose of this study was to determine the form of protection of trade secrets for the Research Results. In addition, to find out the efforts that need to be made to fulfill trade secret requirements. This research is normative legal research with a qualitative approach. The Research results of The College of Vocational Studies IPB University’s lecturer who research grants in 2020 that can be given protection as trade secrets. The Research results can be protected as trade secrets if they meet the criteria that the research results are confidential information in the field of technology and/or business, have economic value and are kept confidential by researchers or lecturers. To maintain the confidentiality of the research results, efforts were made such as providing a password, writing the word "Secret", storing documents in a safe place, making a confidentiality agreement and inserting a confidentiality clause in the license agreement.

Burnout syndrome in Spanish medical students

Background Burnout syndrome is a frequent syndrome related to people that feel a deterioration in their daily activities due to highly demandant psychological requirements in their workplaces. Within last decades, this syndrome has been studied across medical professionals, concluding that stress levels that physicians suffer is high enough to make them develop burnout syndrome. In the case of medical students, there are some recent studies, although with small samples. For this reason, given that this phenomenon may produce a huge impact in medical students’ development, the aim of this study is to analyze the influential factors that may contribute to its occurrence. Methods The necessary information was gathered through a web-based questionnaire, divided in two parts. The first part of the survey included questions related to personal aspects of the students. Burnout related questions (second part) were divided in three subscales to evaluate exhaustion, cynicism, and academic efficacy levels. Results Family support for studying medicine is associated with lower burnout levels in all three scales of the Maslach Burnout Inventory. The number of years spent in the degree show the opposite trend: the more years in the degree, the higher score in all burnout scales. Conclusions Burnout syndrome is a problem among medical students in Spain that increases with the number of years studying medicine. It should be also noticed that family support and vocational studies are independent factors related to lower levels of burnout.

The Repair Shop as a Sign of the Cultural Resurgence of Craft and Manual Work

Given the low standing of vocational studies in English education and other systems around the world at the present time, it is refreshing to note the resurgence of interest in craft and manual work. The currently popular BBC programme, The Repair Shop, is a celebration of this renewed interest and offers an especially graphic representation of the virtues and values of craft and handwork. It is suggested that such example of cultural practice can help towards the enhancement of vocational education and training in schools and colleges, and assist in bridging of the divisions between academic and vocational studies at all levels of education systems.

Tracking Students by “Ability” or Study Orientation in England, Finland, and France

The way in which students are grouped or tracked for their learning in secondary school education (ages 11–18) can significantly impact on student experiences of learning and their self-confidence and trajectories as learners. Different tracking practices include tracking by attainment (e.g., different classes for low, middle and high attaining students), tracking by type of educational establishment (e.g., vocational vs. academic high schools), and tracking by curriculum differentiation (e.g., curricula oriented toward academic or vocational studies). There are considerable differences in the conceptualization and the organization of secondary school education in England, Finland, and France, yet tracking practices have been identified in each of these three European countries. Tracking by attainment practices is prevalent in English secondary schools, and there is also evidence of tracks emerging through, for example, choice of optional subjects or languages in Finnish and French schools. Tracking by educational establishment often operates in conjunction with tracking by curriculum differentiation as students in these three countries tend to be oriented toward either general academic or (pre-)vocational subjects for their upper secondary studies. Student movement between different tracks remains marginal. Movement between attainment tracks is often constrained by school organizational practices such as timetabling and pedagogic and curricular differentiation, which makes it challenging, for example, for students to move to a higher track. Research on tracking is of universal interest because of its prevalence and the mounting evidence of the inequity of tracking practices that raises important questions about the purpose of education and the role of secondary schools in potentially exacerbating social inequalities.

Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension

The ability to read in a second language (L2) for academic purposes is essential for higher education students. Dutch colleges increasingly use materials in English or teach in English. This can be challenging for L2 readers, especially students entering higher education from vocational studies, who may have less experience with L2 academic reading. Teaching L2 reading programmes containing explicit instruction of reading strategies may benefit higher education students in L2 academic reading, particularly since reading strategies learned in the first language (L1) may not transfer to the L2. In this 7-week L2 reading strategy intervention, 801 first-year polytechnic students learned to use seven reading strategies that were effective according to a meta-analysis of L2 reading strategy studies. Data regarding students reading skills were collected over one academic year, from three treatment waves, using a regression discontinuity design. Three tests of equal difficulty were given to participants. In each wave students completed reading tests several weeks before the intervention, at the beginning and directly after the intervention. Results show that in all three waves the improvement in reading comprehension scores between the second and third measurement (due to the experimental course) significantly exceeded the increase between the first two measurement occasions. Although the intervention was shown to be effective, the effects were to some extent mediated by the previous education level. This study supports the explicit instruction of strategies in L2 reading for students in higher education and welcomes more research into L2 reading strategy interventions for students from vocational backgrounds.

CONTINUOUS PROFESSIONAL TRAINING OF AUDITORS: ESSENCE, LEGISLATIVE REGULATION AND IMPLEMENTATION PROCEDURE

The strategy of development of the Auditor’s Chamber of Ukraine until 2023 one of the tasks and priorities of its activities is to ensure the high level of qualification and independence of auditors of the countries, as well as the creation of a system of continuous occupational training of auditors on the basis of International Education Standards for Professional Accountants, so this study is relevant and important. The purpose of the article is to investigate the essence of legislative regulation and procedure for continuous vocational training of auditors. The research methodology was based on general scientific methods: systematic, logical, historical, analysis, induction, deduction, as well as the use of methods of classification and grouping; the graphical method was used to increase the accuracy of the obtained results. It was found that in Ukraine at the legislative level are defined forms, types, scope, duration, conditions and procedures for monitoring the auditors of continuous vocational studies. It is determined that the main forms of continuous apprentice training of auditors are full-time, part-time, distance and their combinations. It is defined that the types of continuing occupational training of auditors are educational, short-term and other measures, and each of these types is followed by specific activities with their duration. Investigated subjects that can conduct continuous vocational training of auditors and educational activities under the Law of Ukraine “On Auditing Financial Statements and Auditing Activities” and the Directive “On Approval of the Procedure for Continuous Professional Training of Auditors”. Consolidated documents confirming the eligibility of entities (legal entities, audit firms and professional organizations of auditors and/or accountants) that can conduct continuing occupational training for auditors and educational activities. The conditions under which the compliance of such subjects to the requirements for educational activities is confirmed or a reasoned decision on their non-compliance with the approved requirements is provided. Generalized information that should contain the program of the educational event; mandatory data to be displayed in the document of confirmation of continuing vocational studies; subjects who have the right to verify compliance with the requirements of continuous occupational training of auditors; the minimum amount, duration of continuing apprentice training of auditors. In addition, the responsibility of auditors in the form of statutory penalties for non-compliance with the requirements for their continuing vocational training is noted.