The Problem Field of Professional (Vocational) Education: Innovations and Ways to Improve

Zhuravlova, Yuliya; Kichuk, Nadiya; Zhuravska, Nina; Yakovenko, Olena; Zhytnyk, Viktor; Yashchuk, Serhii

doi:10.25115/eea.v39i5.5274

Cited by 4 publications

(5 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On the other hand, teacher, as first line manager, will be responsible full in learning process activities [14]. The teacher designs or plans, the teacher organizes the class, the teacher supervises, and controls the course to create an "interesting" (fun, creative, innovative, and productive) learning atmosphere, right on target and achieving the expected goals and targets [10]. Furthermore, on aspects of entrepreneurial competence mastered by students, namely, brain, behavior, skill, spiritual, financial literacy, and mental health, in this case, is abbreviated as best frame.…”

Section: Model Entrepreneurship-based Learning Management (Menara Ber...mentioning

confidence: 99%

See 1 more Smart Citation

Development of entrepreneurship education based on the menara berkah model in Indonesian vocational high schools

Sari,

Harto,

Muhyadi

2024

EduLearn

View full text Add to dashboard Cite

Soft skills-based learning is very important to equip vocational high school students, one of which is entrepreneurship. This research aims to develop entrepreneurship learning through the menara berkah model. This research aims to develop entrepreneurship learning through the Menara Berkah model. This research is a type of development research including pre-development stage of the model, model development, and validation or model testing stage. The research sample amounted to 25 people from two vocational high schools in Palembang and Yogyakarta. While data collection techniques using mixed methods and data analysis using statistical tests. Based on the construct of the model content assessment results obtained an average of 4.45, this score indicates that all aspects are components that are feasible to be used as material or content of entrepreneurship-based learning management models in the catering expertise competency. The Menara Berkah model is proven to be effective and applicable, with an average achievement of 4.76%, this indicates that this model can be used and can make it easier, especially in entrepreneurship-based learning. The results also show six competencies that must be possessed by students, namely: technical skills, decision making, organizational skills, marketing and financial management, risk taking, creativity, and innovation.

show abstract

Section: Model Entrepreneurship-based Learning Management (Menara Ber...mentioning

confidence: 99%

“…As a result, it impacts the weak in preparing students to become entrepreneurs [9]. Another thing that needs to be improved in vocational schools is their slow response to the dynamics of economic development demands [10]. Apart from that, there is not yet optimal alignment with the world of work and there is no guarantee that students will get a decent job.…”

mentioning

confidence: 99%

Development of entrepreneurship education based on the menara berkah model in Indonesian vocational high schools

Sari,

Harto,

Muhyadi

2024

EduLearn

View full text Add to dashboard Cite

show abstract

“…• construction of the content of courses of disciplines, taking into account the orientation towards self-knowledge, self-development, introspection, resolution of internal conflicts, construction of positive life and professional plans (Jarvis, 1983;Prokhorova & Vaganova, 2019;Fawns et al, 2021;Koff, 2021;Zhuravlova et al, 2021).…”

Section: Table 1 Criteria and Indicators Of Social And Professional S...mentioning

confidence: 99%

Pedagogical Support of Socio-Professional Self-Determination of Students

Podliesna¹,

Bazela²,

Bilash³

et al. 2022

JCT

View full text Add to dashboard Cite

Recently, the prevailing trend is that graduates do not work in their profession; the purpose of the article is to study ways to improve the effectiveness of social and professional self-determination of students. The authors conducted an empirical study of the causes of this phenomenon and identified the main ones (the choice was made for the student by his parents; in the process of studying, the student became disillusioned with the chosen profession; the chosen profession does not bring the necessary earnings; did not find a job in the speciality). The article noted that the percentage of work in the profession depends on how long ago the specialist graduated from the university. The authors identified what causes could be eliminated in the process of teaching students. Having analyzed the existing pedagogical methods for students' more confident social and professional self-determination, the authors proposed the conceptual foundations of pedagogical support for students' social and professional self-determination. These recommendations will make it possible to correct students' social and professional self-determination in their speciality. The authors proposed an algorithm that allows to visually and transparently determine the student's attitude to the chosen speciality and ways to persuade the student to look for a job and work in the profession and the necessary tools for this. The proposed dual approach to adjusting the socio-professional self-determination of students will allow them to identify the problem at an early stage, track it and fix it with adjustment. Research has shown that there are several main reasons why a student does not work in a profession. All these reasons, in our opinion, are subject to correction in the learning process. The main feature of success is the desire of the university to identify such students at an early stage, a developed adjustment mechanism and constant control and monitoring. A further promising direction of research is the development of questionnaires that can identify this problem and a mechanism for attracting artificial intelligence that can guide each student individually and signal when the university's intervention is necessary.

show abstract

“…In Ukraine this issue is observed from different perspectives by Bessarab et al (2021), Kichuk (2019), Prokopenko et al (2020), Tserklevych et al (2021), Zhuravlova et al (2021) etc.…”

Section: Introductionmentioning

confidence: 99%

Application of the Integration Model in the System of Inclusive Education

Järvis¹,

Ivanenko²,

Antonenko³

et al. 2022

JCT

View full text Add to dashboard Cite

The introduction of inclusive education is an important factor in the development of society. The teacher plays special role in this context, the motivational readiness of teachers to work in an inclusive environment is important. The analysis of educational programmes showed that graduates of pedagogical majors are subject to equally high requirements for their psychological readiness to work with children with special educational needs. However, the educational components aimed at the formation of psychological readiness for the studied quality are not fully represented. Therefore, the aim of the study was to experimentally compare the motivational and value aspects of the psychological readiness of future teachers majoring in Special Education and Educational, Pedagogical Sciences to work in an inclusive educational environment. The research involved the method of T.I. Ilyina “Study of Educational Motivation in High School”, the Inclusive Education Questionnaire, V.V. Boyko’s Communicative Tolerance Test were used. Statistical analysis of the data was performed using the Mann-Whitney U-test, Fisher’s φ-test. As a result it was determined that students majoring in Special Education have a higher level of psychological readiness to work in an inclusive educational environment than students majoring in Educational, Pedagogical Sciences. To sum up, it is necessary to strengthen educational programmes for teacher training with the components of inclusive education, as well as to include inclusive-oriented topics in the general professional subjects. We consider the study of cognitive and activity aspects of psychological readiness of future teachers to work in the inclusive education as a prospect for further research.

show abstract

The Problem Field of Professional (Vocational) Education: Innovations and Ways to Improve

Cited by 4 publications

References 9 publications

Development of entrepreneurship education based on the menara berkah model in Indonesian vocational high schools

Development of entrepreneurship education based on the menara berkah model in Indonesian vocational high schools

Pedagogical Support of Socio-Professional Self-Determination of Students

Application of the Integration Model in the System of Inclusive Education

Contact Info

Product

Resources

About