THE INTERNATIONAL EXPERIENCE OF PUBLIC ADMINISTRATION OF VOCATIONAL EDUCATION
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
This scientific article examines the international experience of public administration of professional education. Ukraine, focusing on international experience, strives to improve the state of vocational and technical education. To this end, it actively participates in cooperation with international governmental and non-governmental organizations within the framework of joint projects for the development of professional and technical education. As part of consultations with social partners and other stakeholders, many European countries have created economic and social councils, vocational and technical education councils, and employment councils. Some countries also have industrial or training councils at regional or local levels. It is noted that when studying the international experience of public administration of professional education, it should be noted that the countries of the European Union are united in their vector for the implementation of professional education based on the principles of the Bologna process, in compliance with the principles of the Copenhagen Convention. The governments of the USA, the countries of the European Union, and Canada prefer a dual form of professional training and professional retraining. In Germany, France, Great Britain, Italy, the Netherlands, Denmark, preference is given to the dual form of education. Vocational training teachers in these countries are divided into two categories: teachers of basic subjects and teachers of special subjects. When determining the professional qualifications of a teacher, preference is given not to the presence of a scienti fic degree and publications, but to professional experience and the level of professional qualifications. In addition, teaching staff must constantly improve the level of their professional knowledge, abilities and skills at work. It is also worth emphasizing the density of vocational and technical educational institutions and the specialization of specialist training depending on the features of the administrative-territorial division (land, province, municipality). In France, the management of vocational and technical educational institutions is based on the principle of decentralization. In Denmark, there are so-called "production schools", where vocational education students have the opportunity to obtain selective additional professional knowledge, skills and abilities according to the selected list, even as a special ist. The experience of the Netherlands, where the Central Register of Professional Courses operates, is interesting.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle