Vocational Education in Higher Secondary Schools
The competent and trained manpower would be contributing significantly to the industrial development of the nation by establishing small industries. Rapid changes in technology, expansion of market, industrial policies of the Government, coming in of more multinationals due to liberalization have revolutionized the aspect of Vocational Education at present the object of vocational education can be achieved by adequate school management. When we talk about objectives of vocational education, we mean to prepare students for self-employment and develop them as skilled manpower. Vocationalisation of Secondary Education is important from the point of view of the economic development of the developing country like ours. Such an education will inculcate the habit of hard work and dignity of labor among the students. This programme will help to solve the problem of unemployment and prepare the way for self-employment. The Present paper is the outcomes of the study of vocational education in higher secondary schools of Bhopal division Bhopal Division comprises of Bhopal, Raisen, Vidhisha, Sehore and Rajgarh districts. Vocational Courses were introduced for the first time in 1988. According to the figures of 1996- 1997 Vocational Courses introduced in thirty-one schools of Bhopal division. For study ten schools where vocational courses are running, selected by investigators randomly. Data collected with the help of various tools like questionnaire and interview schedules. Results of the study reveal that there is a need to strengthen vocational education in the region. DOI: 10.5901/mjss.2015.v6n5p455
Acceptability of Solution-Focused Counseling Manual for the Improvement of Vocational Secondary School Students’ Emotional Intelligence
Improving emotional intelligence of students is one of the main objectives of vocational secondary schools. One of counseling models that can be effective and efficient in improving the emotional intelligence is a solution-focused counseling. However, counselors have trouble because there is not any solution-focused counseling manual infor improving emotional intelligence of vocational secondary school students. Therefore, it is necessary to develop a solution-focused counseling manual for improving emotional intelligence of vocational secondary school students in Malang. This research is intended to produce a solutionfocused counseling manual that is both theoretically and practically acceptable to improve students' emotional intelligence of vocational secondary schools in Malang. The study design is a research and development. Product test subject consists of subject matter experts and target subjects. Subject matter experts comprise of experts of guidance and counseling, educational technology, and educational psychology, while the target subjects consist of counselors and vocational secondary school students in Malang. Data were collected by questionnaire and interview techniques. Data were analyszed by quantitative and qualitative analysis techniques. The results showed that the solution-focused counseling manual being developed is acceptable both theoretically and practically to improve emotional intelligence of vocational secondary students in Malang.
Synthesis of Research on Classroom Management.
E ffective classroom management consists of teacher behaviors that produce high levels of stu dent involvement in classroom activi ties, minimal amounts of student behaviors that interfere with the teacher's or other students' work, and efficient use of instructional time. These criteria have the advantage of being directly observable. Classroom management should be viewed as one major dimension of effective teaching, rather than syn onymous with it. Teachers also pro vide instruction, evaluate students, choose curriculum, promote self-ad justment, and influence student atti tudes. Hence, effective teaching en compasses varying degrees of different tasks, fiut the centrality of classroom management to the teacher's role, as well as its relationship with learning, make it worth our while to inquire further about teacher behaviors that produce well-managed classrooms. The "modern" era of research on classroom management began with Kounin's (1970) study of 49 firstand second-grade classrooms. Each class was videotaped for a full day. The behavior of selected children was coded for work involvement and deviancy every 12 seconds dur ing student recitation and seatwork. Teacher behaviors were scored on the following variables.