Thoughts on the professional field of structural jwu providence changes to the labor market needs and skills | traductionfrancosuedoise
In the "farming community" all lived in the midst of production. They were responsible for their own tasks. They saw and learned. The adults felt that the children were needed as labor, especially in agriculture. As the public elementary schools were introduced, jwu providence everyone would learn to count and write, and even the basics of history, geography, natural and local history knowledge. Religious knowledge was an important topic - the school had its roots in the church.
Interpersonal skills, working knowledge of industry and community organizations where the knowledge society and its citizens needed. The teacher's task included everything. jwu providence On the basis of more experience, more knowledge and maturity, they decided in practice everything that moved within the school jwu providence walls. It could be anything from discipline to how subject knowledge would be communicated to the youth.
Formal education, characterized by central control, may have been an obstacle to social development. With the bureaucratization and specialization that the school has brought with it, students and teachers realized that they were not given the opportunity to think for themselves, but they were dependent on predetermined and rigid framework, which led to a certain passivity.
Despite the well-formed intentions of the curriculum with specified learning goals, the school became jwu providence a vague concept, depends on the political system of equivalent control systems, teaching methods and approaches include education, in all parts of the country.
It is clear that the school is still dependent on politicians and probably always will be. In this respect it may be interesting to know how today's political decision goes in our communities when it comes to school versus the labor market?
These common compulsory subjects may be one reason that teachers need to work together in teams and create opportunities for the pupils jwu providence to pick up these skills jwu providence at an acceptable level.
Moreover, these substances permeate school as a whole and portray an equivalency in all secondary education. I also believe that these compulsory subjects born again out of a need for a generally higher level of education in society. History repeats itself because the nine-year jwu providence compulsory education was born out of the same need. "Paradigm Shift are" usually done by about 30 years.
Students are forced to accept the adults' living conditions in far too young age. This means that they suffer from psychosomatic disorders jwu providence such as stomachaches and head. There are complex requirements on those who create indecision, resentment, dissatisfaction and insecurity, especially in school.
They lack their own resources as self-discipline, will, help, support, confidence, respect, and other abilities to follow the pace of work in school. They feel they do not have the ability jwu providence to affect school work or their lives in the right direction. Attitudes, learning and use of their minds must be addressed in relation to other people and in relation jwu providence to schoolwork. Unhappiness at work outside edges usually to unhappiness jwu providence outside of work too: It manifests itself in various defense mechanisms of the victims.
The school depends on the political system and the severe market forces that seem to be the driving forces behind this development. Economic decisions versus performance criteria and results, are crucial factors in this development. The governance of the school, a system of frames, rules, goals and results that everyone in the world of school to discuss continuously, a comprehensive teacher and student responsibility. In addition, the governance of the school and ambiguity prioritized and placed in relation to the above. A solid contingency is required to implement such a gigantic task.
While the teacher's role be expanded jwu providence in the form of latitude jwu providence and freedom, have the professional performance requirements have increased continuously. Work teams with their strength and skills can be a possible way to achieve these goals
- Ongoing evaluation and quality assurance which surrounds the work and that is the basis for future decisions and changes are obvious concerns for the staff while they can enhance the confidence of all.
To tie the vocational education to work and society as APU is positive, provided that there is a commitment and a space for collaboration and interest from the workplace. It is important to create an understanding of context, so that students acquire the appropriate skills and can meet part of their training in direct connection to education. Once the teacher has a crucial role, because he is the link between the school - business.
The adaptation to the local and regional labor market needs are the most positive with decentralization. The school must market themselves in different premises and show the way to the
In the "farming community" all lived in the midst of production. They were responsible for their own tasks. They saw and learned. The adults felt that the children were needed as labor, especially in agriculture. As the public elementary schools were introduced, jwu providence everyone would learn to count and write, and even the basics of history, geography, natural and local history knowledge. Religious knowledge was an important topic - the school had its roots in the church.
Interpersonal skills, working knowledge of industry and community organizations where the knowledge society and its citizens needed. The teacher's task included everything. jwu providence On the basis of more experience, more knowledge and maturity, they decided in practice everything that moved within the school jwu providence walls. It could be anything from discipline to how subject knowledge would be communicated to the youth.
Formal education, characterized by central control, may have been an obstacle to social development. With the bureaucratization and specialization that the school has brought with it, students and teachers realized that they were not given the opportunity to think for themselves, but they were dependent on predetermined and rigid framework, which led to a certain passivity.
Despite the well-formed intentions of the curriculum with specified learning goals, the school became jwu providence a vague concept, depends on the political system of equivalent control systems, teaching methods and approaches include education, in all parts of the country.
It is clear that the school is still dependent on politicians and probably always will be. In this respect it may be interesting to know how today's political decision goes in our communities when it comes to school versus the labor market?
These common compulsory subjects may be one reason that teachers need to work together in teams and create opportunities for the pupils jwu providence to pick up these skills jwu providence at an acceptable level.
Moreover, these substances permeate school as a whole and portray an equivalency in all secondary education. I also believe that these compulsory subjects born again out of a need for a generally higher level of education in society. History repeats itself because the nine-year jwu providence compulsory education was born out of the same need. "Paradigm Shift are" usually done by about 30 years.
Students are forced to accept the adults' living conditions in far too young age. This means that they suffer from psychosomatic disorders jwu providence such as stomachaches and head. There are complex requirements on those who create indecision, resentment, dissatisfaction and insecurity, especially in school.
They lack their own resources as self-discipline, will, help, support, confidence, respect, and other abilities to follow the pace of work in school. They feel they do not have the ability jwu providence to affect school work or their lives in the right direction. Attitudes, learning and use of their minds must be addressed in relation to other people and in relation jwu providence to schoolwork. Unhappiness at work outside edges usually to unhappiness jwu providence outside of work too: It manifests itself in various defense mechanisms of the victims.
The school depends on the political system and the severe market forces that seem to be the driving forces behind this development. Economic decisions versus performance criteria and results, are crucial factors in this development. The governance of the school, a system of frames, rules, goals and results that everyone in the world of school to discuss continuously, a comprehensive teacher and student responsibility. In addition, the governance of the school and ambiguity prioritized and placed in relation to the above. A solid contingency is required to implement such a gigantic task.
While the teacher's role be expanded jwu providence in the form of latitude jwu providence and freedom, have the professional performance requirements have increased continuously. Work teams with their strength and skills can be a possible way to achieve these goals
- Ongoing evaluation and quality assurance which surrounds the work and that is the basis for future decisions and changes are obvious concerns for the staff while they can enhance the confidence of all.
To tie the vocational education to work and society as APU is positive, provided that there is a commitment and a space for collaboration and interest from the workplace. It is important to create an understanding of context, so that students acquire the appropriate skills and can meet part of their training in direct connection to education. Once the teacher has a crucial role, because he is the link between the school - business.
The adaptation to the local and regional labor market needs are the most positive with decentralization. The school must market themselves in different premises and show the way to the
No comments:
Post a Comment