Digit\u0101l\u0101 transform\u0101cija profesion\u0101laj\u0101 izgl\u012bt\u012bb\u0101 un apm\u0101c\u012bb\u0101 (PIA) maina veidu, k\u0101 m\u0113s sagatavojam n\u0101kamos profesion\u0101\u013cus. \u0160\u012b p\u0101rveide ir ne tikai jaunu tehnolo\u0123iju integr\u0113\u0161ana klas\u0113, bet ar\u012b nodro\u0161in\u0101t, lai att\u012bst\u012bt\u0101s prasmes atbilstu darba dev\u0113ju main\u012bgaj\u0101m pras\u012bb\u0101m. M\u016bsdienu strauji main\u012bgaj\u0101 digit\u0101laj\u0101 vid\u0113 profesion\u0101l\u0101s izgl\u012bt\u012bbas loma k\u013c\u016bst arvien svar\u012bg\u0101ka, lai mazin\u0101tu plaisu starp izgl\u012bt\u012bbas pied\u0101v\u0101jumu un darba tirgus vajadz\u012bb\u0101m.<\/p>\n\n\n\n
Galu gal\u0101 darba dev\u0113ji ir galvenie profesion\u0101l\u0101s izgl\u012bt\u012bbas klienti, un vi\u0146u vajadz\u012bb\u0101m ir j\u0101b\u016bt izgl\u012bt\u012bbas reformas priek\u0161pl\u0101n\u0101. Tom\u0113r \u0161\u012bs vajadz\u012bbas ne vienm\u0113r ir skaidras, it \u012bpa\u0161i, ja \u0146em v\u0113r\u0101 kompetences, kas nepiecie\u0161amas darbam digit\u0101laj\u0101 vid\u0113. Digit\u0101l\u0101s att\u012bst\u012bbas l\u012bmenis da\u017e\u0101d\u0101s nozar\u0113s un pat vienas nozares uz\u0146\u0113mumu starp\u0101 iev\u0113rojami at\u0161\u0137iras. T\u0101 rezult\u0101t\u0101 darba dev\u0113jiem nepiecie\u0161am\u0101s prasmes var iev\u0113rojami at\u0161\u0137irties, radot sare\u017e\u0123\u012btu ainavu, kur\u0101 profesion\u0101lajai izgl\u012bt\u012bbai ir j\u0101virz\u0101s, lai t\u0101 b\u016btu aktu\u0101la. (Pulkinens, 2023.)<\/p>\n\n\n\n
Viens no noz\u012bm\u012bg\u0101kajiem izaicin\u0101jumiem, ko uzsver darba dev\u0113ji, ir nepiecie\u0161am\u012bba p\u0113c darbiniekiem, kuri var ne tikai darboties, bet ar\u012b saprast un sav\u0101 darb\u0101 integr\u0113t jaunas tehnolo\u0123ijas, piem\u0113ram, m\u0101ksl\u012bg\u0101 intelekta un mehatronikas sist\u0113mas. \u0160is piepras\u012bjums uzsver kritisk\u0101s dom\u0101\u0161anas un anal\u012btisko prasmju noz\u012bmi, kas k\u013c\u016bst tikpat svar\u012bgas k\u0101 tehnisk\u0101s zin\u0101\u0161anas. Tom\u0113r Eiropas pieredzes anal\u012bze kvalific\u0113tu darbinieku apm\u0101c\u012bb\u0101 liecina, ka viet\u0113j\u0101s profesion\u0101l\u0101s iest\u0101des bie\u017ei vien atpaliek, nodro\u0161inot nepiecie\u0161amos digit\u0101los r\u012bkus un izgl\u012bt\u012bbu, lai apmierin\u0101tu \u0161\u012bs pras\u012bbas. (Kova\u013c\u010duks et al., 2022.)<\/p>\n\n\n\n
Turkl\u0101t profesion\u0101l\u0101s izgl\u012bt\u012bbas digit\u0101l\u0101 p\u0101rveide tiek uzskat\u012bta par kritisku atbildi uz glob\u0101laj\u0101m inform\u0101cijas probl\u0113m\u0101m, kas p\u0101rveido nozares vis\u0101 pasaul\u0113. \u0160\u012b transform\u0101cija ietver vair\u0101k nek\u0101 tikai tehnolo\u0123iskus uzlabojumus; tas prasa fundament\u0101las izmai\u0146as izgl\u012bt\u012bb\u0101 un prasmju att\u012bst\u012b\u0161an\u0101 (Anisimova & Efremova, 2022). Piem\u0113ram, profesion\u0101laj\u0101 izgl\u012bt\u012bb\u0101 j\u0101koncentr\u0113jas uz audz\u0113k\u0146u nodro\u0161in\u0101\u0161anu ar sp\u0113ju sekot l\u012bdzi nozares tendenc\u0113m un tehnolo\u0123iju sasniegumiem, at\u0161\u0137irt b\u016btisku inform\u0101ciju un efekt\u012bvi izmantot to sav\u0101 profesion\u0101laj\u0101 darb\u012bb\u0101 (Paananen et al., 2023).<\/p>\n\n\n\n
Darba dev\u0113ji ar\u012b uzsver, ka ir nepiecie\u0161ami profesion\u0101li absolventi, kuri sp\u0113j vad\u012bt p\u0101rmai\u0146as un piel\u0101goties jaunai darba videi. \u0160\u012b piel\u0101go\u0161an\u0101s sp\u0113ja ir \u013coti svar\u012bga, jo darba vietas k\u013c\u016bst dinamisk\u0101kas un atkar\u012bgas no tehnolo\u0123ij\u0101m. Turkl\u0101t profesion\u0101lajai izgl\u012bt\u012bbai ir j\u0101ieaudzina skol\u0113nos sp\u0113ja vad\u012bt savu labkl\u0101j\u012bbu un notur\u012bbu nep\u0101rtrauktu tehnolo\u0123iju p\u0101rmai\u0146u apst\u0101k\u013cos. (Paananen et al., 2023.)<\/p>\n\n\n\n
Lai risin\u0101tu \u0161os izaicin\u0101jumus, profesion\u0101lajai izgl\u012bt\u012bbai ir j\u0101att\u012bst\u0101s. Pieaug vajadz\u012bba p\u0113c izgl\u012bt\u012bbas satura, kas vairo pa\u0161apzi\u0146u, iek\u0161\u0113jo uz\u0146\u0113m\u0113jdarb\u012bbu, pa\u0161virz\u012bbu un dz\u012bves vad\u012b\u0161anas prasmes, jo \u012bpa\u0161i, papla\u0161inoties oblig\u0101t\u0101s izgl\u012bt\u012bbas ieg\u016b\u0161anai un arvien vair\u0101k skol\u0113nu iest\u0101jas profesion\u0101laj\u0101 apm\u0101c\u012bb\u0101 bez \u0161\u012bm pamatprasm\u0113m. Turkl\u0101t digit\u0101laj\u0101m pamatprasm\u0113m, piem\u0113ram, l\u012bdzdal\u012bbai tie\u0161saist\u0113, att\u0101lin\u0101tam darbam un digit\u0101lajai sadarb\u012bbai, j\u0101b\u016bt visu profesion\u0101lo programmu neat\u0146emam\u0101m sast\u0101vda\u013c\u0101m. (Paananen et al., 2023.)<\/p>\n\n\n\n
Nosl\u0113gum\u0101 j\u0101saka, ka profesion\u0101l\u0101s izgl\u012bt\u012bbas digit\u0101l\u0101 p\u0101rveide nav tikai izgl\u012bt\u012bbas, bet ar\u012b ekonomiska nepiecie\u0161am\u012bba. Turpinot main\u012bties darba b\u016bt\u012bbai, ir j\u0101main\u0101s ar\u012b apm\u0101c\u012bbai, kas tam sagatavo darbiniekus. Cie\u0161\u0101k piel\u0101gojoties darba dev\u0113ju vajadz\u012bb\u0101m un paredzot nozares n\u0101kotnes tendences, profesion\u0101l\u0101 izgl\u012bt\u012bba var nodro\u0161in\u0101t, ka t\u0101s absolventi ir ne tikai digit\u0101l\u0101s ekonomikas dal\u012bbnieki, bet ar\u012b l\u012bderi taj\u0101.<\/p>\n\n\n\n
Atsauces:<\/em><\/p>\n\n\n\n Anisimova, AN un Efremova, YI (2022). Profesion\u0101l\u0101s izgl\u012bt\u012bbas digit\u0101l\u0101 transform\u0101cija: m\u016bsdienu sabiedr\u012bbas izaicin\u0101jumi. In Digital Technologies in the New Socio-Economic Reality (773.-781. lpp.). Springer International Publishing.<\/em><\/p>\n\n\n\n Kova\u013c\u010duks, VI, Maslich, SV, Movchan, LG, Soroka, VV, Lytvynova, SH un Kuzminska, OH (2022, marts). Profesion\u0101lo skolu digit\u0101l\u0101 transform\u0101cija: probl\u0113mu anal\u012bze. CTE Workshop Proceedings (9. s\u0113j., 107.\u2013123. lpp.).<\/em><\/p>\n\n\n\n Paananen, H., Taivassalo, M., Raitanen, T., & Nieminen, AP (2023). Digitaalinen osaaminen ammatillisessa koulutuksessa \u2013 opas osaamisen sanoittamiseen. (Digit\u0101l\u0101 kompetence profesion\u0101laj\u0101 izgl\u012bt\u012bb\u0101 \u2013 ce\u013cvedis kompeten\u010du formul\u0113\u0161anai). Somijas Nacion\u0101l\u0101 izgl\u012bt\u012bbas a\u0123ent\u016bra, ce\u013cve\u017ei un rokasgr\u0101matas 2023:1.<\/em><\/p>\n\n\n\n Pulkkinen, P. (2023). Ammatillisen koulutuksen digitalisaatio ty\u00f6nantajan\u00e4k\u00f6kulmasta: kirjallisuuskartoitus. (Profesion\u0101l\u0101s izgl\u012bt\u012bbas digitaliz\u0101cija no darba dev\u0113ja viedok\u013ca: literat\u016bras apskats). Ma\u0123istra darbs izgl\u012bt\u012bbas tehnolo\u0123ij\u0101, Inform\u0101cijas tehnolo\u0123iju fakult\u0101te. Jiveskiles Universit\u0101te.<\/em><\/p>\n\n\n\n <\/p>","protected":false},"excerpt":{"rendered":" Digit\u0101l\u0101 p\u0101rveide profesion\u0101laj\u0101 izgl\u012bt\u012bb\u0101 un apm\u0101c\u012bb\u0101 (PIA) maina veidu, k\u0101 m\u0113s sagatavojam n\u0101kamos profesion\u0101\u013cus. \u0160\u012b p\u0101rveide ir ne tikai jaunu tehnolo\u0123iju integr\u0113\u0161ana klas\u0113, bet ar\u012b nodro\u0161in\u0101t, lai att\u012bst\u012bt\u0101s prasmes atbilstu darba dev\u0113ju main\u012bgaj\u0101m pras\u012bb\u0101m. M\u016bsdienu strauji main\u012bgaj\u0101 digit\u0101laj\u0101 vid\u0113 profesion\u0101l\u0101s izgl\u012bt\u012bbas loma k\u013c\u016bst\u2026<\/p>","protected":false},"author":4,"featured_media":2192,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":"","footnotes":""},"categories":[4],"tags":[],"class_list":["post-2191","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-activities"],"taxonomy_info":{"category":[{"value":4,"label":"Activities"}]},"featured_image_src_large":["https:\/\/c-disk.eu\/wp-content\/uploads\/2024\/09\/DALL\u00b7E-02-16.37.54.webp",1024,1024,false],"author_info":{"display_name":"Nikolay Tsolev","author_link":"https:\/\/c-disk.eu\/lv\/author\/ntsolev\/"},"comment_info":12,"category_info":[{"term_id":4,"name":"Activities","slug":"activities","term_group":0,"term_taxonomy_id":4,"taxonomy":"category","description":"","parent":0,"count":4,"filter":"raw","cat_ID":4,"category_count":4,"category_description":"","cat_name":"Activities","category_nicename":"activities","category_parent":0}],"tag_info":false,"_links":{"self":[{"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/posts\/2191","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/comments?post=2191"}],"version-history":[{"count":2,"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/posts\/2191\/revisions"}],"predecessor-version":[{"id":2194,"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/posts\/2191\/revisions\/2194"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/media\/2192"}],"wp:attachment":[{"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/media?parent=2191"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/categories?post=2191"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/c-disk.eu\/lv\/wp-json\/wp\/v2\/tags?post=2191"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}