Suchergebnisse

This study aims to reveal information about the implementation , to overcome obstacles , and the effectiveness of online learning at Senior High Schools (SMA / SMK) in West Kalimantan during Physical Distancing Covid-19 Year 202 0 . I nformation obtained s urvei purposively in nine SMA / SMK (including six elementary schools and four secondary school) in K abupaten Bengkayang, Ketapang, Hedgehog, Melawi, and Sintang West Kalimantan. Respondent teachers were 137 people.The questions that were given to respondents in detail were about the effectiveness of online learning, the media , the resources used, the obstacles faced, and the efforts to overcome these obstacles. The results of descriptive analysis of the teacher's response revealed that the "vast majority" of school (elementary, middle, high school / vocational school) has been carrying out learning online " by effectively" . Teachers plan lessons to combine online and conventional models. Also the facilities used by the teacher generally use cellphones , with the main resources being e-books, journals, videos, and question and answer materials . Learning takes advantage of the application " learning house " , " google for education " , and " own class " . The constraints general are facing is the limited "internet access" and " teacher-student-parent " who has not adaptive learning systems online. To improve e fekti v itas learning teachers make learning fun, attention to needs-style-and the student experience, as well as the evaluation of the continuous. Based on these findings, it is hoped that the government, schools, teachers, students, and parents will prioritize the provision of online learning facilities to be more successful.

This research examined the honesty as part of character building in academic documents of English subject in Vocational high school. Using content analysis, the researcher analyzed the honesty throughout the documents. The data was words, phrases, clauses, sentences, and the pharaprashing of them. The data was taken from Vocational High School's documents used by English teachers of vocational school. The finding showed that honesty appears explicitly and implicitly. All the aspects of character building of honesty were stipulated in syllabus provided by the government. The indicators of honesty that appear in the lesson plan, learning material, and assessment of English language subject in vocational high school are integrity, academic honesty, and sportsmanship. Those indicators are addressed implicitly in the documents represented by sub indicators such as the prohibition to cheat in doing the assignment and so forth. However, there was no consistency across the documents because honesty indicators appeared quite low in assessment tools prepared by English teachers. This condition indicated that students of Vocational High School get the character building of honesty through English language subject because it was stipulated, and addressed in academic documents. This study proposed a possibility for teachers to improvise their assessment tools by inserting honesty indicators.

This research examined the honesty as part of character building in academic documents of English subject in Vocational high school. Using content analysis, the researcher analyzed the honesty throughout the documents. The data was words, phrases, clauses, sentences, and the pharaprashing of them. The data was taken from Vocational High School's documents used by English teachers of vocational school. The finding showed that honesty appears explicitly and implicitly. All the aspects of character building of honesty were stipulated in syllabus provided by the government. The indicators of honesty that appear in the lesson plan, learning material, and assessment of English language subject in vocational high school are integrity, academic honesty, and sportsmanship. Those indicators are addressed implicitly in the documents represented by sub indicators such as the prohibition to cheat in doing the assignment and so forth. However, there was no consistency across the documents because honesty indicators appeared quite low in assessment tools prepared by English teachers. This condition indicated that students of Vocational High School get the character building of honesty through English language subject because it was stipulated, and addressed in academic documents. This study proposed a possibility for teachers to improvise their assessment tools by inserting honesty indicators.

A classic problem in social sciences asks how schools are complicit in reproducing class divisions. This paper seeks to explore how Vocational Secondary schools in urban China today are instead producing new class divisions in China's new economic order. Based on a year of ethnographic fieldwork in two vocational schools in Nanjing and using a Weberian approach to class distinction and class formation, it suggests that the education system is both dividing the young urban population into new social and economic categories and enabling new social groups to form. (China J/GIGA)

The study explores and analyzes the outcomes of the very first accreditation initiative in Serbian higher education primarily based on the body of knowledge found in literature on policy implementation and organizational change. The chosen topic owes its high relevance to the fact that it deals with one of the crucial moments in Serbian higher education, largely triggered by the prevailing European tendency towards achieving comparable HE systems through the development of national and international quality assurance mechanisms. The scope of research is limited only to postsecondary vocational schools, which have been given the status of vocational HE institutions after the first cycle of accreditation. Main research problems are all centered around critical factors and variables that affect successful policy implementation, i.e. organizational culture, institutional leadership, clarity and consistency of standards, normative dimensions etc. Semistructured interviews were utilized as the primary source of information, but were supported by some relevant documents and reports related to the accreditation process. Illustration of statistical data is also included in the study, providing some extremely interesting findings in terms of quantifiable outcomes and opening some intriguing questions related to the evident disproportion in the number of accredited public and private institutions. One of the main aims of the study was to touch upon the possible implications for the building and development of quality culture in Serbian higher education, while drawing invaluable lessons for the upcoming accreditation of faculties and universities. Some valuable observations and possible conclusions refer mainly to the need for achieving a higher degree of transparency in the process and some further refinement of accreditation standards, paying thus due consideration to institutional differences in terms of size, age, field of study, mode of financing etc. The phase of policy formation should perhaps be understood more as a negotiating process between all the different stakeholders in Serbia higher education. Nevertheless, this pioneer accreditation initiative in Serbia can be seen as a much needed step toward integration into the wider European education area and a great leap forward in terms of national HE system development. Key words: accreditation, evaluation, higher education, postsecondary vocational schools, policy implementation, organizational change

Context: This article focus on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade. Methods: The data consists of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction. Findings: Findings shows how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now. Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.

Entrepreneurship Learning is expected to be one of the answers for education in Vocational Schools to overcome the problem of the number of unemployed graduates. The lack of entrepreneurs in Indonesia opens up great opportunities for vocational graduates to become entrepreneurs. In line with this, the Directorate of Vocational Education Development (PSMK) pays special attention to strengthening entrepreneurship learning at Vocational Schools by creating a School of Entrepreneurship program. The CIPP (Context Input Product Process) evaluation model is implemented to analyze the level of success of the School of Entrepreneurship program implementation in Vocational Schools that receive this assistance program. The purpose of this study is to analyze the implementation of the School of Entrepreneurship program from the evaluation aspects of context, input, process, and product. The results of the evaluation analysis show that the School of Entrepreneurship program based on the context aspect has a formal foundation, which is Government Regulation No.15 of 2018 (Article 9 B), the input aspect has human resources of students and teachers who have entrepreneurial backgrounds and have good infrastructure, aspect of process of activities is carried out in accordance with a manual that has been determined by the Directorate of Vocational Education Development (PSMK) and is well implemented, product aspects consist of : (1) The formation of the School of Entrepreneurship team; (2) Socialization of the School of Entrepreneurship program in the school environment; (3) Exhibition activities of products of School of Entrepreneurship program; (4) Fostering entrepreneurial activities; (5) Increase in student competence in digital marketing; (6) The creation of independent student entrepreneurial activities; and (7) Evaluation of the continuation of School of Entrepreneurship program.

Formulation of the problem. In modern conditions of high-tech economic development, the question of training directly for production arises. This issue, in particular, is addressed by the vocational school, which assumes the main functions in the training system. The big role in it belongs to the teacher who is engaged in formation of the personality of the manufacturer not only as a production unit, but also as a factor of formation of competitiveness, actually, the future worker, and himself personally as the expert in the market of education. Analysis of recent research and publications. The issue of using the skills of a teacher in the system of production activities has always been the focus of researchers in the field of education. Recently, much attention has been paid to this, as Soft Skills of the modern teacher give him the appropriate advantages in the educational market. In particular, it is worth paying attention to the research carried out by V.V. Sidorenko, H.-D. Kubler, I.S. Kalenyuk, V.G. Muromets, L.L. Familyarskaya and others. The purpose of this study is to trace and elucidate the relationship of Soft Skills teacher of a vocational school with its competitiveness in the education market and to train competitive future professionals in the labor market. Materials and methods. The implementation of this study is based on the following principles: conceptuality, which allows to obtain integrated results; debatability, which allows the admission of different views on this issue; historicity, which makes it possible to determine the views of scientists and practitioners on this issue in different historical periods. Research results.The article attempts to consider the question of how in modern conditions of development of the educational market the role and importance of the teacher as the main product force in the system of training of the future specialist is grown. Pedagogical vocational school in market conditions creates a special product - an educational service, which is implemented by the educational institution in conditions of serious competition. In addition to his purely professional competencies, the teacher must have a number of skills and abilities. They are often characterized by the broad term Soft Skills - "soft skills" and "flexible skills". Soft Skills allow you to be successful regardless of the specifics of the activity and the direction in which the person works, in particular the teacher of the vocational school. As a rule, they are referred to as so-called social skills: the ability to persuade, approach people, lead, interpersonal communication, negotiation, teamwork, personal development, time management, erudition, creativity and other qualities. The paradox in this case is that the above skills are difficult to call those that lie outside the professional competencies of the teacher. However, it is these qualities that give the teacher become his competitive advantages in the educational market. In addition, such advantages of individual teachers create advantages for the educational institution, which receives advantages in the market. The educational institution should be interested in its production (teaching) staff to be the most professionally trained (Hard Skills) and endowed with qualities beyond the professional qualities that become a factor of competitiveness in the educational market (Soft Skills). In this combination, the effect of synergy is achieved both at the personal level and at the level of the educational institution. Conclusions. Soft Skills teacher of a vocational school gives him the opportunity to gain benefits in the educational process and in the educational market, provided their skillful use. Also, Soft Skills educator play a major role in organizing the learning process of future professionals, influencing their formation as members of society. Teachers who have the appropriate qualities in the total result affect the creation of an appropriate image of the institution and its competitiveness in the education market.