Teaching and Training Values in Vocational Education. Retrospective View

2015 ◽  
Vol 1 (1) ◽  
pp. 73-80
Author(s):  
Carmen-Sonia Duse ◽  
Dan-Maniu Duse
Keyword(s):  
Vocational Education ◽  
Teaching And Learning ◽  
Da Vinci ◽  
Leonardo Da Vinci ◽  
The European Union ◽  
Learning Framework ◽  
Retrospective View ◽  
European Values ◽  
The Common ◽  
And Training

AbstractThe Leonardo da Vinci project entitled EViVE - European Values Vocational Education-LLP-LDV / PAR / 2013 / RO / 032), took place between September 2013 and July 2015. In this a project, professors from the Educational Sciences Department of the Lucian Blaga University of Sibiu along with partners from Germany, France, Great Britain, Bulgaria and Turkey were involved. The project stages started with the detection of existing values in vocational education in each country. These values were compared afterwards with the values promoted by the European Union as a standard and in case they did not coincident, the common values in accordance with European values were transmitted. In order to ensure the teaching and learning framework of these values, there had to be accomplished a common curriculum, in which specific national features were inserted, exemplifying how these values can and must be taught. The taught lesson showed the importance of awareness of the teachers in teaching these values during the didactic process, as well as the importance that students, through means of education, have to internalize these values, in order to become fully trained Citizens of the United Europe.

A Common Framework for the Training of Psychologists in Europe

2002 ◽  
Vol 7 (3) ◽  
pp. 180-191 ◽  
Author(s):  
Ingrid Lunt
Keyword(s):  
General Structure ◽  
Education And Training ◽  
Leonardo Da Vinci ◽  
European Countries ◽  
The European Union ◽  
National Education ◽  
Conference Presentations ◽  
Common Framework ◽  
The Common ◽  
And Training

This paper presents the common framework for the training of psychologists in Europe, developed by a team of 15 members from 12 European countries partially funded by the European Union under its Leonardo da Vinci program. The team worked for over 2 years (1999-2001) through a series of transnational meetings and workshops, using consultation networks both in individual countries and across Europe, conference presentations, and an analysis of existing national education and training routes for psychologists in various European countries. The resulting framework provides a general structure for education and training which meets the requirements of the majority of participating countries.

Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Theresa Chinyere Ogbuanya ◽  
Taiwo Olabanji Shodipe
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Workplace Learning ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Quality Teaching ◽  
Content Type ◽  
Technical Vocational Education ◽  
And Training

Purpose With critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development. Design/methodology/approach The study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers. Findings The result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management. Originality/value This study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.

scholarly journals COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES

2021 ◽  
Vol 30 (30 (1)) ◽  
pp. 397-405
Author(s):  
Ágnes Stomp ◽  
Marianna Móré
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
The European Union ◽  
Credit System ◽  
Member States ◽  
Training Systems ◽  
Training Programmes ◽  
And Training

Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.

scholarly journals Partial evaluation of questionnaires monitoring the need of knowledge in forest workers from selected EU countries

2013 ◽  
Vol 59 (No. 9) ◽  
pp. 370-375
Author(s):  
A. Skoupý ◽  
J. Vanbelle ◽  
J. Zöscher ◽  
T. Lampe ◽  
F. Esser ◽  
...  
Keyword(s):  
Da Vinci ◽  
Partial Evaluation ◽  
Leonardo Da Vinci ◽  
Subjective Perception ◽  
Theoretical Knowledge ◽  
The European Union ◽  
Research Project ◽  
Forest Worker ◽  
The Individual ◽  
International Research Project

The paper informs about partial results gathered and processed in the framework of the international research project “Learn for Work”, Leonardo da Vinci programme. The goal of the research project was to acquire information about the subjective perception of importance and subsequent use of theoretical knowledge in practical use in the forest worker occupation. The research, monitoring the practical need of theoretical knowledge of workers in the forest, was realized in selected six countries of the European Union – Belgium, Austria, France, Finland, Germany and Czech Republic. Another objective of this research was to find out whether there are significant differences in opinions concerning the need of theoretical knowledge in respondents from the individual countries. Partial results presented in the paper relate to the measure of practical need and use of theoretical knowledge in physics for the occupation of forest worker. The acquired data are interpreted and discussed in the context of analogical research studies implemented abroad as well as in the Czech environment.  

From Illusion to Reality: A Brief History of Robotic Surgery

2018 ◽  
Vol 25 (3) ◽  
pp. 291-296 ◽  
Author(s):  
Marco Vito Marino ◽  
Galyna Shabat ◽  
Gaspare Gulotta ◽  
Andrzej Lech Komorowski
Keyword(s):  
Robotic Surgery ◽  
Da Vinci ◽  
Historical Review ◽  
Leonardo Da Vinci ◽  
Greek Mythology ◽  
Surgical Robots ◽  
History Of ◽  
Critical Phases ◽  
And Training ◽  
Current Popularity

Purpose. Robotic surgery is currently employed for many surgical procedures, yielding interesting results. Methods. We performed an historical review of robots and robotic surgery evaluating some critical phases of its evolution, analyzing its impact on our life and the steps completed that gave the robotics its current popularity. Results. The origins of robotics can be traced back to Greek mythology. Different aspects of robotics have been explored by some of the greatest inventors like Leonardo da Vinci, Pierre Jaquet-Droz, and Wolfgang Von-Kempelen. Advances in many fields of science made possible the development of advanced surgical robots. Over 3000 da Vinci robotic platforms are installed worldwide, and more than 200 000 robotic procedures are performed every year. Conclusion. Despite some potential adverse events, robotic technology seems safe and feasible. It is strictly linked to our life, leading surgeons to a new concept of surgery and training.

Competence-based vocational education and training (VET)

2017 ◽  
Vol 41 (1) ◽  
pp. 28-38 ◽  
Author(s):  
Christoph Bohne ◽  
Friedhelm Eicker ◽  
Gesine Haseloff
Keyword(s):  
Vocational Education ◽  
Digital Media ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Learning Networks ◽  
Innovative Teaching ◽  
Content Type ◽  
Learning Projects ◽  
And Training

Purpose The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET). Design/methodology/approach VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach. Findings The focus of the planned concept lies on shaping competence-based teaching and learning. This can be realised with innovative teaching and learning networks. Digital media can support this. The planned concept will be justified. The systematic planning of an exemplary learning project will be discussed. Practical implications This paper lays the ground to evaluate the relevance and range of shaping competence-based and networked teaching and learning. Originality/value The concept was (co-)developed by the University of Rostock. It was tested in first learning projects. These experiences are taken into account. The aim is to emphasise that the intended approach is a justified educational strategy in colleges, companies and other places of learning dealing with VET.

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