REFERANSLARIN LİSTESİ

1 European Education Area. Quality education and training for all. 

2 Council Recommendation of 24 November 2020 on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience (2020/C 417/01).

3 Osnabruck declaration 2020: on vocational education and training as an enabler of recovery and just transitions to digital and green economies.

4 Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training (2009/C 155/01).

5 Council Recommendation of 15 March 2018 on a European Framework for Quality and Effective Apprenticeships (2018/C 153/01).

6 T-Levels. The business case for industry placements. HM Government.

7 T-Levels. How to implement industry placements: a comprehensive guide for education providers covering learnings on how to set up and deliver the industry placement programme. HM Government.

8 T-Levels. Health and safety, insurance and safeguarding guidance. HM Government.

9 ILO (2014). Instrument for the Psychosocial Assessment of Child Workers (IPAC): Background and references. International Programme on the Elimination of Child Labour (IPEC).

10 Peterson, C. (2008). What is positive psychology, and what is it not? Psychology Today.

11 Guglielmi, D. and Fraccaroli, F. (2016). Stress a Scuola. 12 Interventi per insegnanti e dirigenti. Il Mulino. 

12 Malchaire, J. (2004). “The SOBANE risk management strategy and the Déparis method for the participatory screening of the risks” International Archives of Occupational and Environmental Health.

13 Delaunois, M.; Malchaire., J.; Piette, A. (2002). Classification des méthodes d'évaluation du stress en entreprise. Université catholique de Louvain. 

14 Multidimensional Organisational Health Questionnaire.

15 SUVAPRO

16 Hurrell, J. J., Jr., Nelson, D. L., & Simmons, B. L. (1998). Measuring job stressors and strains: Where we have been, where we are, and where we need to go. Journal of Occupational Health Psychology. 

17 Bakker, A. and Demerouti, E. (2007). The Job Demands‐Resources model: state of the art. Journal of Managerial Psychology.

18 Prevuehr.com. Power of Control: The Positive Correlation Between Autonomy & Work Engagement. Based on Bakker, A. and Demerouti, E. (2007). The Job Demands‐Resources model: state of the art. Journal of Managerial Psychology.

19 Woodhead, M. (2004). Psychosocial impacts of child work: A framework for research, intervention and monitoring. International Journal of Children’s Rights.

20 Cedefop (2015). European guidelines for validating non-formal and informal learning. Luxembourg: Publications Office. Cedefop reference series.

21 Recommendation Of The European Parliament And Of The Council Of 18 June 2009 on the establishment of a European Credit System for Vocational Education and Training (ECVET)(2009/C 155/02)

22 Council Recommendation Of 20 December 2012 on the validation of non-formal and informal learning (2012/C 398/01)

23 T-Levels. Engaging students and parents/ guardians: a guide for education providers on how to engage with students and their parents/guardians about industry placements. HM Government.

24 Kandiko Howson, C. B., & Mawer, M. (2013). Student Expectations and Perceptions of Higher Education. King's Learning Institute.

25 EU Commission Staff Working Document (2021). Putting into practice the European Framework for Quality and Effective Apprenticeships – implementation of the Council Recommendation by Member

26 CEDEFOP (2021). EFQEA implementation: a Cedefop analysis and main findings. How schemes in Cedefop’s European database on apprenticeship schemes compare with EFQEA criteria. Luxembourg: Publications Office.



En son değiştirme: Wednesday, 26 July 2023, 10:00 AM