Vocation - Science topic

Totally agree Antonio and it is because of this education system that although Switzerland is small in size, it is home to one of the world’s most competitive and innovative economies in the world, ranking second in Europe and fifth in the world according to the World Economic Forum’s 2019 Global Competitiveness Report.

It’s also the kind of place where an apprentice can one day become a President of the Swiss Confederation, a CEO of the largest Swiss banking institution in the world or a Director of one of the country’s biggest open-air music festivals.

Because it is cheaper and flexible, vocational education is a good alternative to traditional university programs.

It also stimulates lifelong learning. It does not matter whether you are entering the workforce or you are being retrained, employees can continuously develop their skill sets and acquire specialized training and knowledge at any point in their career.

In conclusion, vocational education in Switzerland is an attractive learning solution which helps produce new highly skilled, ready-to-work professionals – irrespective of whether they are young graduates or fully-fledged professionals that have sought to improve their current skills or retrain in a new field.

These terms refer to the same thing. Most people use either job stress or occupational stress. I have sometimes seen work stress and employee stress used to.

Thank you very much for your question? yes? We do it

Im confused on what does and expert panel does. I need to have one for my dissertation. Some one please help me.

In my opinion, these four skills are essential, but the most important is the ability to read because, in research, it is necessary to have the ability to read.

The creativity of the student as a carpenter, blacksmith, mechanic, architect or anything else is the most important to reach creativity.

What ones does to make a living

I think the topic has been covered well, but I'll add: There are various reason why I person might take a non-credit course. Perhaps he/she is interested in a certain topic and wants/needs knowledges in a particular academic area but he/she does not "need" this or that course to graduate, earn a certificate, etc. Perhaps he/she needs foundation knowledge or may wish to review certain information. In this case, he/she does not want to takes tests/exams, etc. And, in some circumstances, colleges/universities allow senior citizens to take course on a non-credit basis without paying. As mentioned above, while most people don't list "courses" on their resume/CV, a person could (in principle) take non-credit course X and list this on their resume/CV. (It's not a bad strategy. If search engines are looking for specific terms in a person's resume/CV, etc.) Or, a person may be applying to a graduate program in a new area: again, a person could mention this or that non-credit course in application materials. And so on.

Dear Prof Nicholas Mapletoft , there is indeed a scarcity of studies, here are some works that could be of interest to you:

Also check https://ec.europa.eu/energy/sites/ener/files/documents/batteries_europe_strategic_research_agenda_december_2020__1.pdf

Please look at the following below links which may help you in your issue:

Thanks

Hello Aymal,

My personal opinion is that there is no solution that relies solely on I.T., even allowing for new techniques such as machine learning, social media, A.I. and so on. It still requires the intervention of a trained human to embrace the intricacies of the labour market and the individual client. But you might like to look at Vigurs, K; Everitt, J. S. T.; The evidence base for careers websites. What works? The Careers and Enterprise Company, 2017 , as a starting point . Probably

you have already read it?

best regards

David

Agreed with dear Arbind K. Choudhary 

In Criatia there are three and four years vocational schools. You can go to university if you are successful in final highschool exam and you can make it only atfer 4 year highschool program.

E-learning is one of the most important and best applications of communication technology in the field of education, as it is mainly based on the tools provided by this technology, represented in the computer and the Internet, which were the reason for its spread and development. E-learning is defined as “the use of all multimedia, including the international information network. And its speed in the flow of information in various fields to facilitate the student’s understanding and understanding of the scientific material according to his abilities at any time he wants

Provide a little more on the background, demographics of subjects, etc. and purpose/intentions as well as intended target groups and target group sample size... things like that, and may be able to help a bit. Did something similar when I was Dean of all graduate studies, Dean of Social Sciences, and Director of the IRAS (research capability). Thanks.

@Jan H Jansen Engineering, Agriculture and Tourism Management

Thank you !

Thanks Amjed L. Jabbar! Let me share with all the community these open resources of 360º repositories.

I'm sure you know most of them. Enjoy it!!

Thanks for your greatness to share your opinion

Highly appreciated

The best plan is a plan (policy) that provides more options. Training in the broadest sense of the word, seems to be the best policy for youths. But training needs to be "credentialized" by a trust-worthy party. Better still if it's the crowd that does this instead of a invested-interest party. So "proof of work" has trumped "proof of stake" in education. Can-do is often what gets youth employed, not willingness to do. Because the later does not address the short term performance requirements of businesses

Maurice - I would recommend an 'overarching' question for AR. It allows the flexibility to expand. The 'plan' is complex and needs to be able to expand.

The attached chapter is generic in terms of AR principles.

seriously - no one has actually read her question. Surely it is on how to report it in plain language!!!! I'm struggling with this as well - its never actual spoken of plainly.

I hope these are useful.

Upon my knowkedge till now,this type of knowledge is now spread out the educational environment around the world, it concerns about how learning will be more enjoyable and there will be different represrntations for different subject matters, for example from my domain (teaching mathematics) I can say the software programs such as GSP give you a comprehensive view of different mathematical concepts.

It helps students to construct the concepts themselves , and make them figure out the mathematical relationships

VOCATIONAL SCHOOLS are generally targeting the economically disadvantaged segment of the population or those who do not see the traditional 4-years university degree program as viable option. Students targeted by these vocational school are mostly in need of financial assistance. By making financial resources available in a form of either straight loan or subsidized loans, these potential students will positively respond. This anticipated outcome is too obvious to be a research issue. The probability that there will be "negative" or "neutral" effect is antithetical to logic of human behavior, unless the condition of the loans are unreasonable, i.e. high interest, restrictive qualification, etc.

If you switch from 5 points to 3 points, you'll be losing information, so you would probably want to have a compelling reason. For example, if responses at both of your most extreme Likert scale responses are so rare, you might need to collapse them with the next number so you have enough in each cell. Another possibility is to treat your Likert item like a continuous variable and perform a t-test. While some have sensible concerns about treating Likert scales this way (especially for single items), a chi square is failing to use all your information (i.e., that the responses are ordered). Finally, since Likert scale items are at least ordinal, probably your best analysis would be a Mann–Whitney–Wilcoxon (U) or Kruskal–Wallis test. Best wishes with your study, Samson.. ~ Kevin

In academic institutions the learning in three domains have been considered as important i.e. Cognitive, psychomotor and affective domains. In higher learning domains cognitive abilities are more important and in professional courses all three are equally important

In vocational programs psychomotor domain is more important in comparison to Cognitive domain.

In any case in modern context more focus is now laid on skill sets for higher level learners and therefore the existing gaps are bound to reduce as the importance of cognitive and psychomotor domains importance are increasingly felt in academics as well as in vocational programs.

My personal views in any case.

I'd like to add what has been suggested by Ian. In developing curriculum which ideally will "produce" graduates that match to the needs of the market, you should invite experts or people who are already in the field for tapping their insights and experiences. So the curriculum, especially for vocational study programs, should focused more on practical issues than theoretical aspects.

Hello Sheryl,

I had a look and the majority of tools seemed to relate to learning disability, but this paper, at the end of the abstract, the authors state: "Our findings may serve as a resource for researchers who are working to develop valid tools to assess needs of families with children with disabilities, and such a tool can be instrumental in tuning the care processes to the individual needs of these families." Although it discusses children, perhaps there might be something relevant to your requirements:

Siebes, R., Ketelaar, M., Gorter, J. W., Alsem, M., & Jongmans, M. J. (2012). Needs of families with children who have a physical disability: a literature review. Critical Reviews™ in Physical and Rehabilitation Medicine, 24(1-2).

Very best wishes,

Mary

Dear colleague, thank you very much for this question! I am not personally working with South America. Yet, as one of the founders of the IRNVET network (and as a co-initiator of this ResearchGate project) I would like to draw the attention of my colleagues to your concerns and questions. I have in mind Michael Gessler who has just carried out an evaluation project in South America and Lazaro Moreno Herrera who is starting a new project. And they might have other colleagues in mind.

My voice in the discussion. Some years ago, I edited the book "Higher education in Nigeria: selected aspects":

Maybe it will help.

From the perspective of our University, very little. The focus remains on the traditional academic areas and within that focus comes areas such as Southern Studies. Excellent academic areas but many graduates struggle to find productive employment in their fields of study.

In my opinion a combination of vocational and academic i.e. Degree Apprenticeship which are beginning to become more popular within the UK.

Justification:

Employers want people who can hit the ground running and have the soft skills i.e. communication, team working, understand the working environment, etc.

Candidates seeking qualifications want value for money, its currently very expensive to gain a degree at University in the UK. Therefore a pure academic qualification without a gap year doesn't give them the soft skills employers want. So it will be more appealing to candidates to gain an academic qualification with a year in industry or degree apprenticeship or a degree but with Internships during the summer holidays.

That's a good question. I ferreted around a little and seem to have identified a few, though I can't speak to their quality.

The Children's Assessment of Participation and Enjoyment Questionnaire (CAPE; King, 2004) might suit, if you're studying children. Possibly the Leisure Activities Questionnaire (Rechter & Sverdlik, 2016) if you're studying adolescents, or else one of the scales developed by Ingrid Leversen and her colleagues (see attached, but I know she has at least one other). The Activities Participation at Midlife Scale (Stephan, Boiche, Canada, & Terraciano, 2014) if you're working with middle-aged folks. Or, finally, the Leisure Activities Measure (Earl, Gerrans, & Halim, 2015) if you're studying the elderly/retirees.

Hi Ulrich,

Perhaps my study (open access link below) might be of your interest. It links Nonaka's knowledge creation theory with organizational learning theory and utilizes sensemaking and sensegiving processes between individuals, groups and decision-makers to create "organizational knowledge"... It also takes the BA into discussion.

All the best,

Jacob

You may give students an authentic text and ask them to highlight all of the grammatical structures in the text for discussion afterwards.

Is there is a difference, Proque currently we live in a time with technology that until 20 years ago did not exist. Therefore, it should apply a different heuristica and more praxis.

If there is a latent construct underpinning the current true/false dichotomy then it may be possible. If the dichotomy is mutally exclusive (e.g., gender) then it is not. So let us assume that the latent construct you wish to measure may be scaleable and retain conceptual meaningfulness. For example, the construct vocational interest is useful. An item "Are you interested in X?" requires a dichotomous Yes/No response. If the item were worded, "to what extent are you interesed in X?" then latent factor may be reflected in a categorical scale ranging from low to high, because some people may have no interest, a little interest, a moderate interest, or a passionate interest.

Hi Marko, In France, to do this type of validation we use the psychometric method. This method is described in many books. One of our reference books is "Introduction aux théories des tests en psychologie et sciences de l'éducation" (Laveault et Grégoire, 2014 - http://www.deboecksuperieur.com/ouvrage/9782804170752-introduction-aux-theories-de-tests-en-psychologie-et-sciences-de-leducation ) But I don't know if you have the equivalent in English. Fabien

Thanks for your interest, Dibikar.

What is the situation in the jurisdiction that you know best?

Peter

yes, please let me know which article you wish and give me your e-mail mine is rogorma@luc.edu

Surender, thanks a lot for your help!

Is being a professional an achievement?  I don't think so.  The concept of a professional is much more personal than being recognized by a structure or job description.  Being a "professional" is much more about who you are as an individual and being self-actualized. 

Dear Helen, Although I have not taught on these topics, I recently chaired a China-Australia workshop on 'Circular Economy and Urban Systems' held at University of South Australia as part of UnMaking Waste 2015 Conference, and have written papers. My thinking is much influenced by Prof Walter Stahel (you can find him on ResearchGate), who originated the term CE also, I believe, cradle to cradle. Whilst many talk of CE solely in terms of recycling/reusing physical resources and materials, Prof Stahel takes a wider view that includes creating more jobs, substituting labour for energy, stock optimisation, decoupling resource consumption from wealth, and business models such as selling goods as services (PSS).  I believe that any course should include underlying philosophies such as the Japanese 'mottainai' (too precious to waste) and the Korean notion of a 'resource circulating society' may also be helpful. Pleased to discuss further and possibly collaborate, you can message me via ResearchGate or my UniSA email. Best regards, David

This is from the company I work for:

It may be relevant and the web page includes lots of information.

Note: This product is not from my department, and therefore I am not in the position to answer questions on it. But, the web page has links to questions/answers and people.

Vocational competence comprises cognitive, social-emotional, and practical skills that refer to an occupational field. According to the German apprenticeship model  ("dual system"), voctional comptence is acquired by on-the-job training and school-based education, a socialization process over three years which leads to  certified skill profile

Hi! You may take a look for these if appropriate for you.

Lars Lindholm

1. Training Therapists in Evidence-Based Practice: A Critical Review of Studies From a Systems-Contextual Perspective

Rinad S. Beidas and Philip C. Kendall

Clinical Psychology: Science and Practice

Volume 17, Issue 1, pages 1–30, March 2010

2.

Fostering implementation of health services research findings into

practice: a consolidated framework for advancing implementation

science

Laura J Damschroder, David C Aron, Rosalind E Keith, Susan R Kirsh, Jeffery A Alexander,  and Julie C Lowery

Implementation Science 2009, 4:50

3. Developing and Testing a Model to Predict Outcomes of Organizational Change

David H. Gustafson, François Sainfort, Mary Eichler, Laura Adams, Maureen Bisognano and Harold Steudel

Health Services Research

Volume 38, Issue 2, pages 751–776, April 2003

Look at Universal Design for Learning.  This model can be applied to voc ed...and maybe you are the one to do it!  Good luck.

Dear gary,

The "10 cases for each predictor" rule  was originally meant for linear regression analysis, according to my experience it works for logistic too. The method to estimate sample size in logistic regression analysis is given here:

Sample size considerations

Sample size calculation for logistic regression is a complex problem, but based on the work of Peduzzi et al. (1996) the following guideline for a minimum number of cases to include in your study can be suggested.

Let p be the smallest of the proportions of negative or positive cases in the population and k the number of covariates (the number of independent variables), then the minimum number of cases to include is:

N = 10 k / p

For example: you have 3 covariates to include in the model and the proportion of positive cases in the population is 0.20 (20%). The minimum number of cases required is

N = 10 x 3 / 0.20 = 150

If the resulting number is less than 100 you should increase it to 100 as suggested by Long (1997).

References

Long JS (1997) Regression Models for categorical and limited dependent variables. Thousand Oaks, CA: Sage Publications.

Pampel FC (2000) Logistic regression: A primer. Sage University Papers Series on Quantitative Applications in the Social Sciences, 07-132. Thousand Oaks, CA: Sage Publications.

Peduzzi P, Concato J, Kemper E, Holford TR, Feinstein AR (1996) A simulation study of the number of events per variable in logistic regression analysis. Journal of Clinical Epidemiology 49:1373-1379. [Abstract]

Hi David,

Thank you for your response, and I'm flattered that you took the time to write. I've been doing a bit of research on vocations and callings and I totally understand why you responded the way you did. Wrzesniweski et al. (1997) differentiates work orientations as follows: job/career/ calling (practically identical to how you broke it down). Not to mention others express the conceptual propinquity as Dik & Duffy (2009..I believe) do, who differentiate callings from vocations simply by a transcendental summons dimension (i.e., callings). Otherwise they, too, treat them the same. So all that to say: I understand where you are coming from, and I agree that the scholarly literature would take issue with my question as well.

My problem however is that I do not see vocation and calling as interchangeable in the slightest. To me it poses the same conceptual problem as interchanging craft with art, and though many do, I take issue with this. I guess to express the conceptual difference in the way that I see it is as follows: A carpenter is known around town for building fences, and no one does it better than him. This provides him with a sense of pleasure and enjoyment and one might say this is his calling. However, what is the "transcendental summons"? The summons is a directive from him (whether someone else asks him to do it he still directs his tools in such a way) and he molds and fashions the wooden structure to his liking. This relationship towards one's work is better defined as a vocation since he is particularly well suited for this task. This same carpenter then all of a sudden feels something inside and it is related to somewhere out there in the world. Eventually he sees what must be done to restore some sense of harmony. No one else can see this problem in the way that he can, and no can attend to the solutions in quite the same way either. Because he is so in tune with the object that calls on him, one day he acts as a healer to the sick, the next day he turns water into wine, and then finally he sacrifices himself to absolve his peers of all sin. In other words, the object of the calling remained the same and the individual was shaped and crafted to meet the various needs of the call.

In other words I see a vocation to be the concept of having a relationship towards work where the craft remains the same in changing the identity of the object (e..g, worker always does carpentry to build a fence); as opposed to a calling where the worker's behavior changed in the face of a constant ( aside: in truth not constant but rather a developing) object that calls (e.g., Martin Luther King Jr. gave talks at rallies, marched in protests, wrote letters, counseled families etc etc etc - he did what was needed to answer the call of social justice).

So I guess I'm interested in seeing who is working in academia because they are particularly good at understanding and contributing to academic interests, or who acquired the academic profession because that is what is required to serve the need of a transcendental call?