"Das Arbeitspapier, welches im Rahmen des Sfb 186 erstellt wurde, analysiert Berufwechselprozesse. Das Arbeitspapier skizziert anhand von Verlaufsdatenanalysen Prozesse des intragenerationalen Berufswechsels in einem Vergleich zwischen den letzten Jahren der DDR und den ersten Jahren des Transformationsprozesses. Eine methodische Besonderheit des Papiers ist, wie meist im Sfb 186, eine konsequent längsschnittorientierte Ausrichtung. Anders als in früheren Ansätzen der Mobilitätsforschung sind dabei alle beruflichen Bewegungen in ihrem zeitlichen Kontext Gegenstand der Analysen und nicht nur einzelne, isoliert betrachtete Bewegungen."
Vorgelegt werden Ergebnisse standardisierter Interviews zu folgenden Fragenkomplexen: (1) soziale Herkunft; (2) soziale Position in der Familie; (3) soziale Position im Betrieb; (4) gesellschaftliche Mitarbeit und Einschätzung der FDJ; (5) Freizeitgruppen, Freizeitwünsche und Freizeitinteressen; (6) Verwendung und Einfluß von Massenmedien; (7) politische Interessen und Meinungen. Zur Bewertung der Ergebnisse werden Vergleichsdaten aus früheren Untersuchungen herangezogen. Der Verfasser konstatiert bei langhaarigen Jugendlichen eine vergleichsweise größere Wertlabilität und politische Passivität. Er befürwortet den Einsatz "normaler Methoden" der Leitung und Erziehung. (ICE)
This article explores some different ways of providing vocational qualifications, specifically for young people who do not go directly to university from school. The examples of Germany and Australia are discussed and show that historical, political, economic and social factors influence the preferred modes of training and their relative perceived status. Advantages and disadvantages are outlined for each mode of provision. Various remedies to address the disadvantages identified for the different modes are explored.
Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a com mon critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is pro posed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.
Die Autorin untersucht in ihrer Diplomarbeit das Freizeit- und Medienkonsumverhalten von BerufsschülerInnen, die sich in einer dualen beruflichen Ausbildung befinden. Ausgehend von den theoretischen Ansätzen der Subkultur und der Lebensstilforschung geht sie der Frage nach, inwieweit sich BerufsschülerInnen aufgrund ihrer sozialstrukturellen Eigenschaften (z.B. soziale Herkunft, Alter, Geschlecht, schulische Vorbildung, Staatsangehörigkeit) und der Bedingungen der Berufsausbildung (z.B. finanzielle Ressourcen, zeitliche Gebundenheit, Restriktionen am Arbeitsplatz) von anderen Jugendlichen derselben Altersgruppe unterscheiden. Zu Grunde gelegt werden Befragungsergebnisse und statistisches Datenmaterial, das im Rahmen des Forschungsprojekts "Lebensbedingungen, Werthaltungen und Verhaltensweisen von Auszubildenden" an der Universität Nürnberg im Sommersemester 1999 erhoben worden ist. Das Ziel der Studie besteht vor allem darin, mittels einer Faktoren- und Clusteranalyse verschiedene Typen unter den BerufsschülerInnen hinsichtlich des Freizeitverhaltens und des Musik- und Filmgeschmacks zu identifizieren. Die Autorin arbeitet folgende Lebensstile heraus: die RockerInnen; die weiblichen Mainstreamtypen; die ausgeglichenen Aktiven; die actionorientierten SportlerInnen; die jungen Wilden; die Grufties; die FernsehfreundInnen. Abschließend wird untersucht, ob sich die Typen im Hinblick auf Suchtverhalten und Einstellungen zu Gewalt, Ausländerfeindlichkeit und Antisemitismus signifikant voneinander unterscheiden. (ICI)
This article examines achievement motivation in connection with the political knowledge of upper secondary level pupils at German vocational grammar schools. The influence of achievement motivation in civic courses has been scarcely researched so far. In the expectancy-value model, expectations of success are important determinants of action in relation to academic achievements. Pupils' expectations of success or failure in civics courses have a behaviour-regulating function. They influence pupils' behaviour when learning about politics. In the crosssectional survey of 470 pupils, results show lasting effects from an approach motivation ("hope of success") and an avoidance motivation ("fear of failure") studied. The data of this study confirmed the influence of achievement motivation in civics courses on the school-related political knowledge. While cultural capital makes no significant difference in the extent of the motivational constructs, a migrant background showed moderate but inconsistent effects and gender had clear negative effects for the girls. In this study, it was shown that based on the theoretical foundation described, the theory of domain-specific competency can be combined with the achievement motivation in Civics.
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.
Most British school students now work part-time but part-time working remains a contested issue, especially in relation to its impact on school performance. This article suggests that the debate needs to be widened and that much of the discussion appears to consider school students' part-time work as if it were the only source of out-of-school activity that might compete with school work. It aims to contribute to a wider picture by examining the relationship between students' part-time employment, their educational commitments, social life and family roles and how this varies in respect of gender, ethnicity, social class and location. The findings suggest part-time work is not in itself inimical to educational engagement or to involvement in social and other activities. The article puts forward the idea of the 'active student' who not only works part-time but also participates in a range of other activities.
Context: This article aims to determine the entrepreneurial skills of Vocational Secondary School students after the implementation of a new curriculum that promotes entrepreneurship courses in Indonesia. The authors believe that after taking such courses, students will be able to generate entrepreneurial skills. This study also explores the effect of demographic characteristics on students' entrepreneurship skills level, especially with respect to gender, school, and family. Approach: This study used a quantitative approach, with data collected through a questionnaire with five variables, that is, leadership, reflective communication, risk-taking, creatively innovative, and future orientation. Data were collected from 463 students who had taken entrepreneurship subjects that were chosen randomly. Data were analyzed using linear regression. Findings: 52.22% of our respondents had a moderate score for entrepreneurial skills, this is not in accordance with the expected learning outcomes, there are students who have entrepreneurial skills at a high level. With respect to creative innovation, in particular, a majority (53.15%) had a low score and 4.1% had a very low score. Moreover, family had a significant and positive effect on all dependent variables (leadership scores, reflective communication scores, risk-taking scores, creatively innovative scores, future orientation scores, and overall entrepreneurial skills scores). School demographic characteristics had a significant positive effect on the value of future orientation. These results indicate that private schools tend to strengthen the level of reflective communicative scores. Conclusion: The entrepreneurial skills of most vocational students are middling. This indicates that entrepreneurship subjects at Vocational Secondary schools have not been able to achieve their expected learning outcomes or help students develop entrepreneurial skills at a high level. Thus, further research is needed to determine the causes behind the problem. Schools are expected to be able to establish harmonious relationships by involving families to support the improvement of an informal learning environment that supports the mastery of entrepreneurial skills of vocational students.
Balanced Scorecard is a very important tool for management and evaluation of the long-term organization strategy, which simultaneously observes the improvements at the efficient function, exploiting the most of the organization's potentials and diffusing the progress to all the employees. The implementation of Balanced Scorecard took place at the 5th Laboratory Centre (LC) of East Attica during the school year 2016-17, after the goals had been set and the measurement indicators had been defined by the school's administration stuff (School Head, Deputy School Head, Teachers responsible for LC Sectors, Teachers responsible for Direction Laboratories, Teachers Board). The results indicated that the vision, the objectives and the overall strategy of the organization had been clarified and communicated to all customers. The administrative control of the progress of the procedures was more effective and the daily actions were connected with the objectives of the organization. Also it is important that all employees aligned with the organization's long-term strategy, and, furthermore, redesigning the model was possible. In the long term the appropriate background for the ongoing development of the organization and its effectiveness improvement in a constantly changing environment was created.
Principles and plan of proposed law.--Wisconsin's experience.--This movement is democratic.--Comparison of Commercial club's bill with that of the state teacher's association.--Draft of bill. ; Mode of access: Internet.
Publikacja powstała w ramach projektu PO KL "PWP: PRZYSZŁOŚĆ EDUKACJI ZAWODOWEJ - lokalne partnerstwo na rzecz zwiększenia adaptacyjności nauczycieli zawodowych", realizowanego na zlecenie Wojewódzkiego Urzędu Pracy w Białymstoku. Publikacja prezentuje modernizację szkolnictwa zawodowego w modelach angażujących kapitał edukacyjny otoczenia szkoły oraz aspiracje rozwojowe kadry dydaktycznej, które należy traktować jako wyzwanie o charakterze strategicznym dla regionu i które powinno być podjęte równolegle i wspólnie przez organizacje pracodawców będących głównymi beneficjentami systemu kształcenia zawodowego.
Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa. (DIPF/Orig.)
