Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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2024 - 20252

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    Sociological analysis of parental attitudes towards youth educational choice
    (2024-01-01)
    Meruert K. Shnarbekova
    ;
    U. Mutalip
    The study of parental influence is contextualized within their significance in understanding youth aspirations in education. The experiences and attitudes of parents regarding higher education affect the youth choice. In the process of educational selection, young people are guided by their parents' advice and take into account the socio-economic opportunities of the family. The article explores the influence of parents on educational choice of youth. Data from interview conducted with the parents of high school graduates are presented. The sample size is 100 respondents. The results indicate a correlation between the parents' level of education, place of residence, family socio-economic status, and the educational choices of youth. Youth whose parents have higher level of education are oriented towards not only higher education but also postgraduate education. Youth from families with lower levels of education consider vocational training as well. Place of residence is also significant. In smaller towns, the choice of profession is highly influenced not only by parents but also by kinship. In larger cities, the circle of people involved in the professional choice narrows to the family level. The findings contribute to deeper understanding of role of parental influence in the educational choice process. The practical significance of this research is determined by the provision of data that can be used to improve counseling programs for better interaction between schools and parents, and to raise awareness of the importance of parental involvement in the youth's choice of higher education.
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    Theory and methodology in vocational education
    (2025-04-03)
    Nurziya B. Rakhmetova
    ;
    Saya Sakenova
    ;
    Mariya Derbissova
    ;
    Serik Kanapyanov
    ;
    K. Suleimenova
    Vocational schools focus on bridging the gap between theory and practice. The concepts of theory and practice are often discussed in debates about how to address them in the classroom, particularly as they pertain to vocational and technological learning. This research adds empirical evidence to the ongoing debate over vocational education philosophy and methodology. Starting from the heterogeneous phenomenology of the lived world, this study seeks to answer questions about the theoretical and practical experiences of supervisors, instructors, and students in vocational education concerning the teaching and learning process. Thematic analysis has been applied to the narratives of students, instructors, and supervisors gathered via qualitative interviews, with an emphasis on information pertaining to theory and practice. The findings point to both theoretical and practical experiences with a more interconnected perspective and a more typical dualistic one. A more nuanced and thorough comprehension of the concepts allows for their handling in a more integrated fashion.
    Цитирования (OpenAlex) 12