Concept of Preparing in-Demand Staff for the Priority Social and Economic Development Areas in Further Education; International Journal of Engineering Pedagogy (iJEP); Vol. 11, No. 1
| Parent link: | International Journal of Engineering Pedagogy (iJEP) Vol. 11, No. 1.— 2021.— [P. 95-105] |
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| Outros Autores: | , |
| Resumo: | Title screen The article sets out the theoretical foundations and presents the practical results of introducing the concept of staff training demanded Priority Social and Economic Development Areas in the higher education system. In substantiating the concept, the authors single out its mechanisms, organizational and pedagogical conditions founding the organizational and pedagogical model of in-demand staff training in the system of higher and supplementary vocational education. It has been established that such organizational and pedagogical conditions include: the creation of educational and production clusters; intensification of student educational activities; an individual approach to each student; involving students in activities close to real professional activities. The article presents the results of testing the proposed model. |
| Idioma: | inglês |
| Publicado em: |
2021
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| Acesso em linha: | https://doi.org/10.3991/ijep.v11i1.15013 |
| Formato: | Recurso Electrónico Capítulo de Livro |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=664791 |
| Resumo: | Title screen The article sets out the theoretical foundations and presents the practical results of introducing the concept of staff training demanded Priority Social and Economic Development Areas in the higher education system. In substantiating the concept, the authors single out its mechanisms, organizational and pedagogical conditions founding the organizational and pedagogical model of in-demand staff training in the system of higher and supplementary vocational education. It has been established that such organizational and pedagogical conditions include: the creation of educational and production clusters; intensification of student educational activities; an individual approach to each student; involving students in activities close to real professional activities. The article presents the results of testing the proposed model. |
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| DOI: | 10.3991/ijep.v11i1.15013 |