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The paper looks at the characteristics of vocational training students’ socio-economic status, and also analyzes the changes in the qualifications and professions of VET students’ parents between 1973, 1993, and 2010 – for during these years national surveys took place, which give us an opportunity to review the reproduction of skilled workers across generations. Between 1973 and 1993, in parallel with society overall, there was a huge change in the qualifications gained by VET students’ parents – while there was no major change between 1993 and 2010. In the last 17 years, VET students came via the same social stratification, while the qualifications of persons in society overall (here, in the 35–49 age group) improved remarkably, i.e. matriculation and graduation saw massive increases. So we can say that the influence of parents’ socio-economic status on the career choices of VET students was significant in 1973, slighter in 1993, and negligible in 2010.
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In my study, I shall examine which actors play a role in the formation of professions and how the existence of the market influences ongoing processes within the idea and practice of professionalization. I emphasize the changing nature of a so-called “profession”, highlighting three features: 1) the decreasing power of the state, 2) the growing knowledge of the consumer, and 3) the changing role of professional organizations. The process of professionalization depends on the power relations among the actors involved. The professions are also being shaped by market-oriented, management principles - so the market (demand, and consumer preferences) is strongly influencing how things proceed.
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This study makes a review of past and present planning of vocational training and workforces. The study outlines the basic principles of educational planning and gives a brief description of Tinbergen’s theory of education planning. Then the study will look at the development of design-related practice within education in Hungary; first, the study presents the 50’s, where education planning was „labor approach”-based; then, in the late 60’s, a „socio-economic approach” was resorted to in such planning. The writing in this context commemorates the recently deceased János Tímár, who established educational planning in Hungary. The paper goes on to show that economic progress has radically transformed the structure of employment, that there has been the development of a post-industrial society - where the majority of people are working in the service industries, and where services have been decentralized and are volatile... Now, therefore, education planning is, in essence, impossible. Finally, the paper briefly describes the new government’s vocational training and higher education policy, noting that the policy has not been backed up by labor force projections or any overall strategic plan.
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The article connects with the planned new vocational system in Hungary and summarizes people’s experiences of dual education occurring in Germany and Switzerland during the last year. Vocational education in both countries has been successful, though they aren’t without their problems. Firms in Germany, especially in the ‘new states’, are not offering enough training places - as some of them aren’t interested in them or they simply can’t afford it. Both in Germany and in Switzerland, another difficulty is the lack of learning competences of some students. To help solve this problem, new learning places are planned to be established, being run by an organisation of employers. These could represent a third leg for dual education in the future.
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In this study we shall examine two aspects of vocational training problems. Firstly, a map analysis is presented in relation to the secondary education system in various areas of the country, where we present the distribution of students among secondary program types (vocational school, secondary vocational school and secondary general school) at a sub-regional level; secondly, with the help of interviews, we explore structural problems of that maintainers are experiencing And are endeavouring to deal with, including ones pertaining to catchment areas and changes in structures of training. Vocational training institutions interpret the training structure in different ways - and we classify such on the basis of used strategies. In addition, we shall look at some specific problems had by vocational school teachers and students.
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Field practice has always held an important place in the education of social workers, especially today,if we look at the modern social trends and problems with which they will, as a professional workers,meet during the professional career. Contemporary concept of dual education allows to students to, at the same time, connect and apply acquired theoretical knowledge and through that they can learn and develop their practical skills continuosly. If we look at the standards which are provided in education for social workers in Serbia, very important thing is that practical training has to comply with plan and program for every year of study, individually. Beside that, students could make a choice where they will work their field practice, in which institution or organization, and it is an example of good practice. This is helpful on the one hand for students and on the other hand for institutions. Through the activities in the context of field practice, students can perceive procedures of professional process, but they can also develop possibilities for critical thinking, reflective approach and learn proffesional behavior. This approach increases the possibilities for the realization of the concept of lifelong learning.Field practice is done in appropriate reference institutions, public autorithies, and also in nongovermental organisations. Some of these organisations are national, and some of them are international. A large number of options makes whole education more interesting how in content, also and methodological.One more important segment which contribute to improving practical learning is also training of mentors who are responsible for students in their organisations. Through this we can provide higher level of quality working with students, especially becuse professional workers in this role have the opportunity to convey their practical knowledge and skills. It is important for students becuse it is a way to empower them for further progress. Bearing in mind these tasks, it’s important that mentors are proffesionals with experience. In that case they could be available for students and their questions, and at the same time mentorship doesn’t interfere with working process.
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Students’ self-learning activates the cognitive interest in science and creates active creative individuals capable of making autonomous decisions in unusual situations and being responsible for this. The production of posters, models and the presentation of project proposals develop and build upon the creative abilities of learners. The purpose of this communication is to show some possibilities for developing students’ creative abilities in chemistry and environmental education through the project method.
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This article presents the author’s opinion about some main roles of the university teacher (role of head, leader and manager of the teaching process) as well as the power that those roles give him. An attempt is made for summarizing a profile of the university teacher as a manager and a leader in the context of the working conditions, activities she/he accomplishes, competencies and qualities she/he needs to possess.
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The material considers the significance of the aesthetic experience and the aesthetic understanding in the process of discovering nature. Some examples are described, which reveal the influence of the emotions, feelings and experiences in the process of acquiring knowledge and developing scientific concepts. As a result of the suggested options, as well as according to the characteristics of the children’s development, a generalization is made that the aesthetic perception and understanding is an invariable aspect of the process of discovering nature and developing scientific concepts.
More...Марга Георгиева & Сава Гроздев. (2015). Морфодинамиката за развитието на ноосферния интелект, София: Марга Георгиева. 323 стр. ISBN 9786199052204
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The article is devoted to 135th anniversary of Naval Academy “N. Y. Vaptsarov”, Varna. The pedagogical outlook and gift of captain reserve officer associate professor doctor engineer Tsvetan Iliev Papazov, lecturer in Theoretical Mechanic are being presented in the article. The pedagogical methods and charismatic personality of captain Tsvetan Papazov, his erudition and inventor’s talent are given special attention. The article compares and harmonizes the scientific methods of captain Tsvetan Papazov and the artistic abilities of Nikola Vaptsarov to give the machine a Soul, a Soul to the ships, a Soul to the new machines. As a result of the research a proposal to the International Maritime Organization in London is being made of establishing an International Vaptsarov Maritime Prize.
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The article presents and discusses the main perspectives and contexts in which the concepts competence, personal and organizational competence are considered and defined. The evolution of the concept competence is traced in chronological order, in parallel with the development and growing popularity of the competence approach in education, vocational training, management and human resource management. Five main approaches for the development of professional competence models are discussed – behavioral, empirical, cognitive, holistic and dynamic. The benefits of the competence approach implementation and competence model development for the purposes of the educational system, labour market strategic management and human resources management and development are pointed out.
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The purpose of this study is to determine whether psychological needs and life satisfactions of students in the departments of music education and conservatory vary significantly and to what extend these two are related. This study was carried out in relational survey, one of the general survey models. Study group consists of 191 students, 98 of whom are girls and 93 are boys. The average age of the students is 21.68 (Ss: 2.27). Data for the study were collected using Psychological Needs Scale and identity information survey. As a results of the study, it was observed that the life satisfaction of the students didn’t change significantly as regards the faculty dependent (p>.05). While a significant difference was observed in need for success which is one of the sub-aspects of their psychological needs (p<.05); the relation was not significant in terms of autonomy and dominance (p>.05). As a result, Students’ need for success in the department of state conservatory was seen to be higher than that in that in the faculty of education. There appeared a significantly positive relation between students’ life satisfactions and autonomy and dominance whereas there didn’t appear any significant relation between life satisfaction and need for relation.
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Some of the basic hypotheses about the prime numbers are considered, which determine their important properties for Mathematics.
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On the science or the chemistry education, it is one from the most important problems for both the science teachers and the students to design the linkage between ones information and other information as well. The aim of this study is hypothetically to model the linkage between the qualitative analysis and the quantitative analysis with the chemical calculations. For this aim, it is preferred the precipitation reactions of first group cations (Ag1+, Pb2+,Hg22+ ) with HCl solution that is the group reagent in the qualitative analysis of inorganic samples in this study. On these precipitation reactions, it is offered the three sub model for teaching how to calculate the quantity of precipitate if the quantities of one or two reactants are given for the quantitative analysis. These sub models are consecutively called First Model, Second Model and Third Model. First Model: The aim of First Model is to teach how to calculate the mass of precipitate when the molarity and the volume of the solution of only one reactant is given in the problems. Second Model: The aim of Second Model is to teach how to calculate the mass of precipitate if two reactants react completely when the molarities and the volumes of the solution of them are given in the problems. Third Model: The aim of Third Model is to teach how to calculate the mass of precipitate if one of two reactants reacts completely and other remains unreacted when the molarities and the volumes of their solutions are given in the problems. The solutions of problems have been done by two different methods that are known as by the using formula and by the conversion factor. It can be said that the models are hypothetically suitable to investigate the relations between the qualitative analysis and the quantitative analysis with the chemical calculation in this context the reactions of first group cations with HCl that is the group reagent of them. The precipitation reactions are directly the linkage with gravimetric analysis and Mohr, Fajans and Volhard methods in this context of volumetric analysis as well. Keywords: analytical chemistry education, qualitative analysis, quantitative analysis, quantitative precipitation, stoichiometry, chemical calculation, limiting reagent
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This paper presents a syllabus developed for Geography and Economics Studies in 8th grade of the first high school educational stage in the complementary course (section C according to the curriculum framework for profile education with an intensive foreign language course, “Economic Development” profile and a school syllabus for 2017/2018 school year).
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