Aim of the study was to identify the factors that motivate teachers' learning in their work environment Participatory photography method is the kind of method where the participants of the research reply to the questions of the researcher by taking photographs. Later, the photographs are defined, explained and analyzed, while sharing the insights with the researcher. Every participant of the research was contacted prior to the research by telephone or e-mail. They were asked to take photographs of the factors that motivate them to study in their workplace; the time of the interview was arranged also. Some participants of the research invited the researchers to their schools because they wanted to take the pictures right before the interview. Others came to the interview with pictures they have already taken. 10 music teachers, who work at their institution for not less than three years, were chosen for the research. After the teachers submitted their photographs, they were asked a few main questions: Why did you take a photograph of this particular phenomenon? Why does it motivate you to learn in your work environment?How do you learn? Why do you learn in your workplace? Every research participant was personally introduced to the goal of the research and got their questions answered. Participation was voluntary. To endure the confidentiality of the participants, they were not asked to provide any personal or other kind of information that would help to identify them. The research was limited by the fact that the teachers represented different institutions and worked with students of different age, that is why only common tendencies were distinguished, no comparison or evaluation was performed. Findings: three groups of factors that encourage learning in a workplace were identified: evaluation (taking part in projects, competitions, received awards); functional (information technology use, workplace, tools (course books, traditional and untraditional instruments); structural (colleagues, students, going to concerts, trips, taking part in master classes). Conclusion: Teachers do not link "workplace", only with their work in class. Going to concerts, taking part in seminars, projects, student preparation for competitions, trips were also mentioned as learning factors. Teachers' learning in their workplace is encouraged by their desire to improve in their professional work, confidence in themselves and their opportunities, desire to feel good in their work environment.
The paper compares the institutional development of skills formation in Lithuania and Ukraine by focusing on the implications of the post-communist transition and Europeanization and exploring the role of policy transfer. The research follows the theoretical approach of historical institutionalism and skills formation ecosystems. Despite similar critical junctures typical for the institutional development of skills formation in Lithuania and Ukraine within this timeframe, the existing differences of these development pathways can be explained by the different policy choices and different impacts of the institutional legacy. The main implication of integration with the EU for skills formation in Lithuania and Ukraine is related with enabling holistic and strategic institutional development of skills formation institutions. The paper concludes that policy transfer was one of the key driving forces and capacity-building sources in the development of skills formation institutions in both countries.
Vocational education is important for training competent specialists considering recent changes in the work processes and their related re-design due to the development of circular economy in the different sectors, especially in the industry. At the same time, the issue of the framework for the VET (vocational education and training) curricula for welders of different levels prepared to perform on a sustainable level remains extremely challenging. The aim of the article is to identify the ways to adjust the VET curricula to include the application of the principles of circular economy in the work process of welding. The article considers the main approaches to determining the components of the work process for welding and the specialists needed to perform it efficiently and sustainably. To achieve our goal, we used two different approaches, meaning the Daughnut model of social and planetary boundaries to establish the goal for the changes in the VET curricula, and the Work and Learning Station Analysis (WLSA) to create a roadmap of changes to the VET curricula. A structured seminar for target groups was organized, during which a survey of experienced workers, as well as teachers and trainers, was conducted. The survey included 8 areas of research, covering both the organization of the work process and the training curricula for welders and the necessary changes to it. A detailed analysis of the welding work process, as well as the necessary procedures for its implementation, allowed us to determine the basic skills and abilities that welders must have. This made it possible to determine the basic competencies that should be acquired by specialists in the process of vocational training. Six areas of competence were identified and the objectives of the curriculum for each of them were set. The analysis of the best practices of designing the welding wok process was carried out, the basic skills which are used by the welders are defined. It is established that the proper design of the work process requires the welders to perform efficiently and sustainably. It is determined that the use of the principles of the circular economy requires a significant adjustment to the VET curriculum for welders. The key factor in the successful implementation of the necessary changes was the legislative support.
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