Federal Public Administration Implementation in Vocational Education

Levina, Elena Y.; Yunusova, Aislu B.; Fayzullina, Albina R.; Rassadin, Sergey V.; Lotfullin, Marat R.; Nuriyeva, Elvira N.; Vlasova, Vera K.

doi:10.5539/res.v7n4p98

Cited by 10 publications

(5 citation statements)

References 2 publications

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“…Defining VET as a concept within the education system poses a number of difficulties (McGrath and Lugg, 2012;Eichhorst et al, 2015;Kaburise, 2015;Levina et al, 2015;TVET Pedia, 2015). It is worth noting at this stage that, general and academic education focuses on building analytical skills, knowledge and critical thinking, while VET develops craftsmanship, practical experiences and problem-solving skills.…”

Section: Vocational Education Trainingmentioning

confidence: 99%

Vocational education training and graduate employability in South Africa: an interlinkage in need of exploration

Nzonzo

2017

IJSSOC

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This paper provides a conceptual analysis of how vocational education training (VET) impacts on graduate employability in South Africa. The evolution of attitudes towards developing labour market structures has grown tremendously since 1994. Furthermore, the main focus in the workplace has shifted away from the primary sectors of agriculture and mining towards knowledge-based sectors. This paradigm shift has led to the adoption of demand driven policies by the government that have sought to stimulate employment through training and development. From the analysis two main distinct themes of VET and graduate employability are identified. The first theme highlights how the labour market shapes the different constructs of VET. The second theme identifies the essential graduate attributes that are deemed to be essential for enhancing graduate employability. Specific and concrete recommendations are proposed on how effectively implemented VET enhances graduate employability.

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Section: Vocational Education Trainingmentioning

confidence: 99%

Vocational education training and graduate employability in South Africa: an interlinkage in need of exploration

Nzonzo

2017

IJSSOC

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“…Interactivity provides conditions for operative control of educational achievements, access to various sources of educational information, organization of individual school students' work, development of their informative independence and creativity by means of info-communicative technologies, possibilities of the use of new pedagogical tools for the solution of educational tasks (thereby expanding the circle of solved tasks), transition possibilities to essentially new models of studied processes and objects with possibilities of their operative analysis, research and experiments with them etc. (Chernobay 2009;Levina, et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

History and Social Sciences Teacher’s Professional Activity in the Context of IT-Development of Education

Fayzullina¹,

Saglam²

2015

JSD

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The urgency of a studied problem is caused by requirements of a federal state educational standard of the general education assuming a new approach to the development of a lesson in the conditions of the modern information-educational environment. In this regard it is necessary for a teacher to seize appropriate technology of preparation of a lesson. The article is aimed at the analysis of didactic characteristics and possibilities of the information-educational environment by means of which it is possible to build effectively the educational process in new conditions. The leading approach to the research of this problem was system-activity approach, which allows realizing the principles of designing a lesson in the information-educational environment, being an important tool of the analysis of planned educational results. The article disclosed the role, presented the content and revealed the features of professional activity of the teacher in the conditions of informatization of education and also emphasized their influence on the achievement of planned educational results. The materials of the article can be useful to teachers of history and social science while designing a lesson in the information-educational environment, at definition and analysis of planned educational results, selection of types of the educational activity corresponding to planned educational results and selection of tutorials for realization of these types of educational activity.

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“…Besides, there are changing requirements for specialists of pedagogical specialties, in particular educational psychologists. A modern educational psychologist must be prepared for solving theoretical and practical professional problems, be able to create, apply and adjust the system of professional activity (Valeeva & Karimova, 2014;Levina et al, 2015). Because of the complexity and responsibility of the professional work of educational psychologist there are increasing demands on them as professionals.…”

Section: Actualizing the Problemmentioning

confidence: 99%

Study of Educational Psychologists’ Emotional Competence Development

Valeeva¹,

Khakimova²

2015

RES

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The article presents the essential characteristics of the concept "emotional competence" as a component of the educational psychologist's professional competence. The article explains the importance of the emotional abilities (empathy, reflection, self-regulation and control feelings and emotions of other people) in the personal structure of the educational psychologist. Specificity of educational psychologist's professional activity is that he must confront his professional challenges and manage his emotional state. The foreign analogue of the concept "emotional competence" is "emotional intelligence". Based on the analysis of conjugate concepts of "emotional ability", "emotional intelligence" there is provided a definition of "emotional competence". The article reveals various scientific approaches to this concept, highlighting their structural components. As part of emotional competence there are four basic components and their functions: self-regulation (impulse control and management of emotions, expression of emotions, blocking negative emotional states); regulation of relationships (social skills, ability to build relationships with others); reflection (self-awareness, rational understanding of emotions, and identifying one's own motivation); empathy (emotional and cognitive decentering). The article presents the results of ascertaining and controlling stages of research in experimental and control groups. The qualitative interpretation of the results obtained with the use of statistical methods of data processing is given.

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Federal Public Administration Implementation in Vocational Education

Cited by 10 publications

References 2 publications

Vocational education training and graduate employability in South Africa: an interlinkage in need of exploration

Vocational education training and graduate employability in South Africa: an interlinkage in need of exploration

History and Social Sciences Teacher’s Professional Activity in the Context of IT-Development of Education

Study of Educational Psychologists’ Emotional Competence Development

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