”Men nu fick man planera om och i den planeringen fick jag vara med!” Verksamhetsförlagt lärande i yrkeslärarutbildningen när undervisningen går över till distans

The article explores the effects of the transition to distance education due to the Covid19 pandemic on vocational teacher students’ workplace-based learning in a vocational teacher programme. Two practices are explored, that is, the instruction practices by prospective teachers and supervision. The theory of practice architecture is used to explain how the two practices interplay with one another in the common project of learning to become a vocational teacher. A web survey is utilised to gain both the students’ and the supervisors’ experiences. The main findings are 1) re-definition of pupil participation and activity as a touching base for supervision, and 2) expanded notion of supervision grounded in a more equal and complementary relationship between the student and the teacher supervisor. A call for an updated in-service supervision training as part of the vocational teacher programme and to strengthen vocational teacher education as a whole is put forth.

Implementation of the learning process: Efforts to improve the quality of vocational education graduates

The quality of education is determined by a good management process, including the evaluation process of vocational education graduates. Furthermore, the purpose of this study is to evaluate the implementation of the learning process in vocational education programs, which includes an implementation of the teaching and learning process, the implementation of industrial training, lecturer skills in industrial supervision training, and encouraging entrepreneurship by lecturers to students. This study used a mixed-method design, and questionnaires and depth-interview questions collected data. The sample size is 218 graduates successfully collected using the total sampling technique. Data analysis used quantitative descriptive statistics (SPSS 23.0) and qualitative descriptive. Qualitative data support the quantitative results through interviews with five research informants. The results showed that graduates agreed that the teaching and learning process, the implementation of industrial training, lecturer skills in industrial supervision training, encouraging entrepreneurship by lecturers to students had gone well. In conclusion, the implementation of the vocational education program has been following the program's objectives. However, the results of the study showed that there are still weaknesses in the guidance from lecturers to students in the practice of opening a business and updating developments in related industries. Based on the results of this study, recommendations are made to focus on improving the process of implementing vocational education programs.

About features of labor activity of the personnel in correctional shelters for female minors in Tsarist Russia

The article indicates that since the second half of the XIX century in Russia there are special educational and correctional institutions for juvenile delinquents, vagabonds, begging children and juvenile delinquents. The law «On Correctional shelters and Colonies for Minors» (1866) did not disclose staffing issues about the number of staff, their educational training. The purpose of the functioning of the shelters was defined by law as the moral correction of minors. The formation of the profession of educator for educational and correctional institutions in Russia has historically been difficult: from understanding its necessity, rejecting training institutions, to recognizing it as an independent work activity. In the pre-revolutionary period in Russia, the requirements for this profession were formed: a candidate for the position of a teacher must have a pedagogical education (special training was also planned), have positive moral qualities, and have a penchant for this profession (love working with children). Many years of experience in the work of educational and correctional institutions facilitated to the differentiation of personnel by positions and the consolidation of functional duties. If initially educators performed the functions of supervision, training and education, then gradually the latter became the main one in their activities. In terms of discussions, the question was raised about the specifics of the work of a teacher in educational and correctional shelters for girls on the example of the work of teachers in the only specialized for girls Bolshevsky (Yakovlevsky) educational and correctional shelter.

Doctoral Studies as part of an Innovative Training Network (ITN): Early Stage Researcher (ESR) experiences

Background: The Marie-Skłodowska-Curie Actions’ (MSCA) Innovative Training Network (ITN) is a doctoral training programme jointly implemented by academic institutions and industries from countries across Europe and beyond. To our knowledge no study has examined the experience of students participating in MSCA-ITNs. This study aims to evaluate and report MSCA-ITN Early Stage Researcher (ESR) experiences. Methods: The Innovative Training Network - Evaluation Questionnaire (ITN-EQ) was developed to assess supervision, training, collaborations and experiences of ESRs and forwarded to two tinnitus-related ITNs and seven ITNs of other disciplines. Results: Key advantages identified included better career prospects, multidisciplinary research opportunities/collaborations, international exposure, personal/professional development, plus generous salaries and research budgets. However, lack of a common EU framework resulted in the experience being largely dependent on the host institution, country and supervisor. Moreover, managing the dual requirements of ITNs and host institutions while completing a three-year PhD seemed challenging for most ESRs. ESR involvement in workshop and training school planning was desirable. More than 80% of ESRs rated the overall ITN experience favourably and 98.3% would recommend the same to prospective PhD students. Conclusions: This report could provide valuable insights in planning and management of future ITNs and could assist prospective students in their decision of joining an ITN for their PhD.

Recognition, Mutual Respect, and Support

It is increasingly recognized internationally that community health workers need to be experts in mediating between health facilities and the health needs of their particular communities, requiring interpersonal skills to balance the ethical, medical or physiological health issues, and the community dynamics. For this relational expertise to flourish, a culture of recognition, mutual respect, and support is essential between the community health workers, other health professionals, and the community. A relational pedagogy for training and supervision is outlined to address some key ethical values: mutual respect and recognition; shared decision-making and solidarity; relational agency and empowerment; fairness and inclusion; and shared advocacy. We argue that explicitly putting these values foremost in supervision, training and practice will equip community health workers with appropriate strategies to develop and sustain their unique and valued expertise.

The Malaysian Northern Stars (supervision, training, and reflective system) project: a multi-facet ecosystem of producing local talents

AimsThe MRCPsych (Membership of the Royal College of Psychiatrists, United Kingdom) parallel training pathway has been introduced in Malaysia to produce competent psychiatrists to deliver evidence-based psychiatric care. Certain training centres faced specific challenges during the process of implementation, including the lacking of supervisors with experience in the MRCPsych examination, over-reliance on self-study and existing continuous medical education (CME), logistic difficulty in accessing specific training courses, the sustainability of local training, and loss of manpower due to frequent mobilisation of trainees. This article is aimed to illustrate the Northern STARS (Supervision, Training, and Reflective System) project, i.e. a project implemented as a solution for those challenges and an effort to develop a sustainable model of training for the local talents in Perlis, a northern state in Malaysia.MethodThe Northern STARS initiatives included: setting up a library with more MRCPsych-related materials; introducing trainees to virtual MRCPsych support groups; organizing both physical and virtual training locally, collaborating with local and international experts for consultation and teaching, and the introduction of protected study time. Virtual platforms were used innovatively to minimise cost. Ongoing data were collected for programme evaluation and quality improvement. Trainees were actively involved in the process to facilitate the development of leadership and administrative skills.ResultA total of seven courses covering both skill and theory training had been organised: Ultra-brief Psychological Intervention Workshop, Dialectic Behavioural Therapy workshop, Personality Disorder Workshop, Critical Appraisal Workshop, MRCPsych Lecture Series, Addiction Psychiatry Lecture, and Basic Revision Course on Electroconvulsive Therapy. An estimated amount of twenty thousand Malaysian Ringgit had been generated and channelled into the community mental health centre, accounting for the indirect cost of a subscription to ZoomTM and the intangible cost of labour effort. Overall feedback revealed a high level of satisfaction together with some specific suggestions on areas of improvement, including the timing of course and coverage of the curriculum. To date, six medical officers are pursuing this pathway with three of them passing one paper and another two pursuing the final part.ConclusionThe Northern STARS project is an ecosystem of training solutions while generating income and producing more local talents to expand this project further. More long-term evaluation from the perspective of human resource and health economics can be considered to understand the efficiency of the current initiative.