Catálogo de publicaciones - libros

The purpose of this article is to introduce business simulations or games for up-leveling vocational education of undergraduate and graduate students. The urgency of a business simulation, as an active form for enhancing pedagogical competence, is, namely, in the fact that it allows a participant to uncover his/her identity, to learn how to take a proactive stand, to test his/her own professional aptitude, and to upgrade his/her own expertise. A business simulation is aimed at the development of professionally significant aspects of a personality.

The attempts to use business simulations resulted in enhancing the independent cognitive activity and form the professional competence of students, provided that:

The use of business simulations in the educational process of a technical higher educational institution contributes to upgrading vocational education of undergraduate and graduate students.

This article describes the teaching aids and new technologies that will be used by teachers of the educational institutions in the Primary Vocational Education and Training system (PVET) with the view of improving the quality of education. Besides, it exposes the lessons giving by using the information and communication technologies, as well as the modern teaching and learning tools in arranging the education process and improving the quality of education.

Today the training of specialists for the system of technical and vocational education is a particularly pressing challenge because of the active production development and severisation of the requirements for graduates of educational institutions, which in turn requires an adequate reflection of these processes in education. One of the effective ways of upgrading technical training of Bachelor of Vocational Education is a dual education system, which ensures engaging of a future specialist in both the actual production and the teaching and learning process.

This article outlines approaches of further education in the field of engineering pedagogy/engineering didactics for the development of qualifications for the design of teaching and learning processes in engineering education. The quality of academic teaching is decisively determined by the qualifications and competencies of the teaching staff, which also include university pedagogical capabilities. However, the usual educational biographies of university teachers in the engineering sciences do not include educational or didactic studies. For the past 10 years, quality management systems at German universities have therefore increasingly focused their attention on the further pedagogical training programmes for this target group. Often, these further training offers overlook the fact that general didactic approaches do not correspond to the needs of academic teaching in the specific sciences. The article therefore deals with approaches to the engineering pedagogy qualifications of teaching staff in engineering education.

Exams and evaluations are components of an essential didactic method that confirm a definable performance. In professional education final exams and an official certificate of performance are important prerequisites for entry into the labour market. In order to comply with recent employers’ requirements, the exams should be competency-based. The article gives insights into the legal provisions for carrying out examinations and requirements towards examiners in the Central Asian countries of Kazakhstan, Kyrgyzstan and Tajikistan and allows a comparison with examples from Germany. Furthermore, the article provides practical cases of respective rules’ implementation and challenges for the examination systems in the named three countries.

The study intends to construct a valid academic achievement test for assessing students’ learning performance in electrical engineering for vocational and general education. Reviewing of experts, textbooks, and curriculum guides helped to determine educational objectives. In order to assess learning performance, a 76-item pilot test was generated. Cronbach’s alpha, principal component analysis (CPA), varimax rotation, discrimination validity, item difficulty, and item discrimination indices were exploited to measure validity and reliability. Results showed test levels accounting for 64% of total variance. Cronbach’s alpha was high (0.96), and correlational analyses reported that the test scores are valid indicators of student learning performance. Furthermore, the test provides an acceptable difficulty value ranging from 0.30 to 0.78, while the test introduced a sufficient discrimination value that ranged from good to excellent items. Finally, the authors present the 60-item version of the academic achievement test in electrical engineering for vocational and general education.

Projects are often initiated in order to introduce innovation. However the project teams often miss controlling the projects’ quality. This article shows how an optimal quality management may contribute to the success of a project. Using the example of a number of TVET (Technical and Vocational Education and Training) development projects in Central Asia, it is shown that projects – partly using accompanying workshops as well – can be highly successful. The impact of quality management on both the quality of the projects as well as the workshops is presented here.

This article summarizes the experience of the Chemistry Department of the Technological University of Tajikistan on application of the students’ scientific efforts in upgrading the quality of instruction and professional competence of the future specialists in the food industry. Besides, the article describes the forms of the scientific researches of students (SRS).

Training of Masters of Vocational Education (VE) in the Central Asian region is at an early stage. In particular, Kyrgyzstan and Tajikistan started enrolling in the Master’s program of Vocational Education only in September 2016. The research activities in this field are very important and make the major component of the training of graduate students.

The curricular of the Master’s programs of the universities in Kyrgyzstan, Tajikistan, Kazakhstan, the Russian Federation and Germany have been analysed. Considering the findings received and the curriculum developed in the framework of the project “Vocational Education in Central Asia”, GIZ has synthesized a new training program for Master’s degree on Vocational Education. In this program, 25% of the total study load is aimed at forming of a purely scientific research competence of Masters of Vocational Education.

The training program for Masters of Vocational Education will be adapted and tested in the Kyrgyz State Technical University named after I. Razzakov and the Technological University of Tajikistan in the 2016/2017 and 2017/2018 academic years. It is noteworthy that graduate students will study according to the mutual exchange programs in KSTU named after I. Razzakov (KR) and in TUT (RT) in the framework of the interuniversity agreements.

Which opportunities for academic qualification are available to young researchers in the interdisciplinary and transdisciplinary field of research in Education Science and related Media Technology Research? Junior researchers in this particular field often face the problem of not being able to find suitable theoretical access to the pursued doctoral subject. In many research centers, one may also find the expectation of successfully processing externally funded projects as a priority, before the issue of one’s own personnel development can be sufficiently taken into account. As an approach to dealing with such challenges, the doctoral program “Education & Technology” has been developed. It allows further internationalizing and structuring of the doctoral training with the aim of improving the scientific quality, international scientific competitiveness, and the individual feasibility of doctoral projects in the respective domain of media and education in a generalizable way.