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Educational paths in Romania: choosing general or vocational education

References [1] Arum, R., and Shavit, Y. (1995). Vocational education and the transition of men and women from school to work, Sociology of Education , 68, 187-204. [2] Atkinson, E. J., & Therneau, T. M. (2000). An introduction to recursive partitioning using the RPART routines. Rochester: Mayo Foundation. [3] Bishop, J., & Mane, F. (2004). The impacts of career-technical education on high school labor market success, Economics of Education Review , 23, 381-402 [4] Breiman L., Friedman J. H., Olshen R. A., and Stone, C. J. (1984

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Fixed-Term Jobs after Vocational Education and Training in Switzerland: Stepping Stone or Impediment?

Auftrag des Staatssekretariats fur Bildung, Forschung und Innovation SBFI. Zurich: SMM. Salvisberg, Alexander, and Stefan Sacchi. 2014. Labour Market Prospects of Swiss Career Entrants after Completion of Vocational Education and Training. European Societies 16(2): 255-274. Scherer, Stefani. 2004. Stepping-Stones or Traps? The Consequences of Labour Market Entry Positions on Future Careers in West Germany, Great Britain and Italy. Work, Employment and Society 18: 369-394. Sengenberger, Werner. 1979. Zur Dynamik der

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Return to Vocational Education

. [9] Stephen L. Yelon, Learning System Design, McGraw- Hill, USA 1974. [10] Stojana E., Przygotowanie modułowego programu szkolenia zawodowego w systemie MES [Preparing a modular vocational education in the MES system] , Pedagogika pracy nr 35, Warszawa 1999. [11] Symela K., Poradnik metodyczny dla autorów modułowych programów szkolenia Zawodowego [Methodological guide for the authors of modular curricula] , MGiP, Warszawa 2004. [12] Symela K., Kształcenie i szkolenie modułowe dla runku pracy [Modular education and training for the job market

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Technical and Vocational Education and Training Curricula at the Lower Secondary Level in Jamaica: A Preliminary Exploration of Education for Sustainable Development Content

Education, 31(1), 46-68. del Mar, V. (2011). Introducing UNESCOís technical vocational education and training (TVET) denition and strategy. http://www.uis.unesco.org/StatisticalCapacityBuilding/Workshop%20Documents/Education%20workshop%20dox/2011_Vina%20del%20Mar/English%20documents/10TVET_UNESCO_OREALC_EN.pdf Fullan, M. (2007). The new meaning of educational change (4th ed.). New York and London: Teachers College Press. Hsieh, H., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health

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Innovative Approaches to Vocational Education Teachers′ Training Within the Educational Space of European Countries

Abstract

The article examines the main approaches to content, forms and methods of training future teachers of vocational education in Europe. It has been found that the structure and content according to national traditions and European standards have led to success of European vocational education. It has been proved that training is practiceoriented, has a solid fundamental basis and is interdisciplinary, effectively contributes to the forming of a professional outlook. We have identified common trends in training teachers of vocational education: flexible training programs based on a broad concept of competence and establishment of closer links between education institutions and research laboratories; greater attention to quality control through a large diversity in the education content; increasing autonomy of education institutions that widens their perspectives, obligatory research and innovation projects within training of future vocational education teachers, diversity of forms and methods of professional training that develops creative innovative thinking, the importance of using ICTs in the training. All these aspects prove innovative nature of European education and great opportunities for training future vocational education teachers′ readiness for creative professional activity.

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Preparedness Formation of the Future Vocational Education Teachers to Occupational Adaptation under Conditions of Globalization Processes

Abstract

The problem of the preparedness formation of future teachers of vocational training to the professional adaptation under conditions of globalization processes in society is considered. The analysis of scientific and educational literature devoted to the study of occupational adaptation and preparedness formation of specialists to it is carried out. Different approaches to the interpretation of the term “adaptation” of the various sciences positions as in in our country and foreign scientific literature are analyzed. It is determined that the professional adaptation is the process of joining a young vocational education teacher in a new social environment in the system of interpersonal relations of particular staff, during which it is taking place the standards of thinking and behavior production in terms of values system and behavioral norms of the staff; readiness for occupational adaptation as one of the essential parameters of professional and social maturity of a person is the particular bound, which characterizes the internal readiness of a man to the qualitative changes.

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Inter-Learner Communication and Collaborative Learning as Quality Criteria of Distance Vocational Education and Training

. The International Review of Research in Open and Distributed Learning, 6 (1). 17. Jacobs, L., & DeWet, C. (2013). Evaluation of the Vocational Education Orientation Programme (VEOP) at a University in South Africa. The International Review of Research in Open and Distributed Learning, 14 (4), 68-89. 18. Jung, Ι. (2012). Asian learners’ perception of quality in distance education and gender differences. The International Review in Open and Distributed Learning, 13 (2), 1-25. 19. Kear, K., Rosewell, J., & Keith, W. (2012). Social networking and

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A more efficient match between firms’ demand, VET supply and human capital capacities through bottom-up, participative governance

rural policy, Edinburgh: Scottish Office Central Research Unit. CEDEFOP, 2009a: Annual Report 2008, Luxembourg: Office for Official Publications of the European Communities. CEDEFOP, 2009b: Continuity, consolidation and change. Towards a European Era of vocational education and training, Luxembourg: Office for Official Publications of the European Communities. Council of Europe, 2002: Council Resolution on the 19th December 2002 regarding the promotion of enhanced European cooperation in VET (2003/C 13

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Creating talent pools through coopetition: a case study on vocational training programs in Romania

innovation. Research Policy , 40 (5), 650–663. https://doi.org/10.1016/j.respol.2011.01.009 Gross, M. A. ;, & Guerrero, L. K. (2000). Managing conflict appropriately and effectively: An application of . International Journal of Conflict Management (Vol. 11). Retrieved from https://search-proquest-com.am.e-nformation.ro/central/docview/199036514/fulltextPDF/95AD72924AA942B4PQ/1?accountid=136549 Ivan, M., & Albu, R. G. (2014). a New Model of Vocational Education and Training in Brasov County. Bulletin of the Transilvania University of Brasov. Economic

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Education for Jobs – Preparation for the Labor Market

. EUROSTAT: European Social Statistics. In: Continuing Vocational Training Survey (CVTS2), Luxemburg, 2002. FIELD, S. - KUCZERA, M. et al.: Learning for Jobs. Synthetic report of the OECD. In: Reviews of Vocational Education and Training. OECD, 2010. FORRESTER, K. et al.: Workplace learning, Avebury. Aldershot, 1995. KEEP, E.: Missing, Presumed Skilled: Training Policy in the UK, In: SIEMENSKI, R. - ZELDIN, D.: Adult learner: Education and Training. London: Open University and Routledge, 1993. KEZDI, G.: Not

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