Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/461
Type of publication: Straipsnis / Article
Author(s): Antanaitienė, Aistė;Anužis, Aivaras
Title: Bendrojo ugdymo ir profesinio mokymo institucijų bendradarbiavimo modelis mokinių tikslingam profesiniam apsisprendimui užtikrinti
Other Title: Model of collaboration between the secondary education institutions and the vocational training institutions to ensure the purposeful professional self-determination
Is part of: Profesinis rengimas: tyrimai ir realijos, 2014, nr. 25, p. 62-73
Publishing data: Vytauto Didžiojo universitetas
Date: 2014
Keywords: Teorinis bendradarbiavimo modelis;Tikslingas profesinis apsisprendimas;Bendrojo ugdymo institucija;Profesinio mokymo institucija;Theoretical cooperation model;Vocational decision;General education institution;Vocational training institution
Abstract: Straipsnyje pristatomas teorinis bendrojo ugdymo ir profesinio mokymo institucijų bendradarbiavimo modelis mokinių tikslingam profesiniam apsisprendimui užtikrinti. Apibrėžiamos ugdymo institucijų bendradarbiavimo modelio dimensijos: institucijų bendradarbiavimo tikslai, institucijų atsakomybė, institucijų veikla ir formos, aplinka ir darbo rinka. Pagrindžiami bendrojo ugdymo ir profesinio mokymo institucijų bendradarbiavimo modelio elementai. Ugdymo institucijų bendradarbiavimo modelio elementai yra esminės bendradarbiavimo kultūrą palaikančios sąsajos, vedančios link pagrindinio tikslo – tikslingo mokinių apsisprendimo renkantis tinkamiausią, labiausiai atitinkančią subjektyviuosius ir objektyviuosius veiksnius, profesiją. Bendrojo ugdymo ir profesinio mokymo institucijų bendradarbiavimo prasmė įžvelgiama kaip pirminio pasirengimo įgyti profesiją etapas.
The developed module of cooperation between the secondary education institutions and the VET institutions outlines four interrelated dimensions. The objectives of cooperation reflect the commitment of the educational institutions to develop favourable conditions for teaching and learning as well as the subjective and objective factors that influence the purposeful self-determination of the students. The essence of the institutional responsibility is the social development of the maturity of the learner’s personality able to adequately evaluate oneself and the surrounding social environment, to meaningfully operate, to develop talents, skills and abilities on the basis of which the profession has been chosen. The activities of an institution are targeted at the need to perfect the career education system, the development of forms and activities to promote the students’ individual career-focused planning, diversity and development. The impact of the environment and the labour market in the model is related with the institutional partnership, which enables the students to link the career plans with the labour market situation, expectations, prognosis and the life-long learning process. These dimensions are the essential elements to supporting a culture of cooperation leading towards the ultimate goal - the purposeful self-determination of the students in choosing the most appropriate (the one that most corresponds to the subjective and objective factors) profession.
Internet: https://eltalpykla.vdu.lt/1/461
https://hdl.handle.net/20.500.12259/461
Appears in Collections:Profesinis rengimas: tyrimai ir realijos 2014, nr. 25

Files in This Item:
Show full item record
Export via OAI-PMH Interface in XML Formats
Export to Other Non-XML Formats


CORE Recommender

Page view(s)

42
checked on Jun 6, 2021

Download(s)

48
checked on Jun 6, 2021

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.