RESUMO A solução fundamental para o problema do entupimento do emissor é explorar o projeto ideal da estrutura do emissor e melhorar sua capacidade anti-entupimento. O objetivo da pesquisa foi selecionar a forma estrutural ideal do caminho de fluxo do emissor em sistemas de irrigação por gotejamento utilizando fontes de água de qualidade inferior, proporcionando suporte teórico para melhorar a capacidade anti-obstrução do próprio emissor e para o projeto de novos produtos de emissores. A seleção da estrutura do caminho do fluxo do emissor não tem sido conduzida com base na determinação do modelo de simulação apropriado com a condição complexa de qualidade da água. Para tanto, determinou-se o modelo de movimento interno do fluido adequado do emissor, e avaliou-se de forma abrangente o desempenho hidráulico e o desempenho anti-entupimento das cinco estruturas representativas da trajetória de fluxo no país e no exterior, e finalmente determinou-se a estrutura ótima da trajetória de fluxo do emissor. Os resultados da pesquisa indicaram que o modelo RNG k-ε foi o mais adequado para simular a área do fluxo no emissor por meio da análise abrangente da lacuna entre os valores simulados e os valores medidos, da precisão do cálculo e da eficiência computacional. A trajetória de fluxo fractal foi relativamente ótima para o desempenho hidráulico e para o desempenho anti-entupimento. Este estudo pode fornecer suporte teórico para melhorar a própria habilidade anti-obstrução do emissor e o projeto de novo produto de emissor. antientupimento. antientupimento anti entupimento. inferior antiobstrução obstrução emissores tanto determinouse determinou se avaliouse avaliou exterior kε k ε medidos computacional

ABSTRACT The fundamental solution to the problem of emitter clogging is to explore the optimal structure design of emitter and improve its anti-clogging ability. The research objective was to select the optimal structural form of the emitter flow path in drip irrigation systems using inferior water sources, which can provide theoretical support for improving the anti-clogging ability of the emitter itself and designing new emitter products. The selection of the flow path structure of the emitter has not been conducted on the basis of determining the appropriate simulation model with the condition of complex water quality. Therefore, the appropriate internal fluid movement model of the emitter was determined, the hydraulic performance and anti-clogging performance of the five nationally and internationally representative flow path structures were comprehensively evaluated, and finally the optimal structure of the emitter flow path was determined. The research results indicated that RNG k - ε model was the most suitable to simulate the flow field in the emitter by comprehensive analysis of the gap between simulated values and the measured values, the calculation accuracy and computational efficiency. The fractal flow path was relatively optimal for hydraulic performance and for anti-clogging performance. This study can provide theoretical support for improving the anti-clogging ability of the emitter itself and the design of the new emitter product. anticlogging anti sources products quality Therefore determined evaluated efficiency product

Abstract In 2017, Decree 1421 was issued in Colombia, according to which all schools in the country were to welcome students with disabilities and offer them quality opportunities for their entry, permanence and graduation. The Ministry of Education (MEN, 2017a) gave a deadline of five years for this policy to be implemented in the national territory, counted from its approval. The objective of this research is to characterize the pedagogical practices, knowledge and institutional conditions (pedagogical and administrative type) in which a sample of Colombian teachers work, six years after the decree was issued. For this purpose, a transectional non-experimental quantitative design was used and a scale was applied to 249 teachers of early childhood education, elementary school, junior high school and vocational middle school. Based on the findings obtained, it can be concluded that there is a positive change in the pedagogical practices and knowledge of those teachers who have training in inclusion and who work in private schools that receive students with these life trajectories. Even so, the institutional conditions of the teachers surveyed still do not respond to inclusive institutional projects. Since, at the time of writing this paper, we did not find other similar studies in the country, these results are discussed in the light of international research on the subject and in the framework of national policy, and allow extrapolating the challenges faced by the Colombian educational system in welcoming students with disabilities.

Resumen En 2017 se expidió en Colombia el decreto 1421, según el cual todas las escuelas del país debían acoger estudiantes con discapacidad y ofrecerles oportunidades de calidad para su ingreso, permanencia y egreso. El Ministerio de Educación dio un plazo de cinco años, contados a partir de su aprobación, para que esta política se implementara en todo el territorio nacional. El objetivo de esta investigación es caracterizar las prácticas pedagógicas, los conocimientos y las condiciones institucionales (de tipo pedagógico-administrativo), en las que labora una muestra de docentes colombianos, seis años después de expedido el decreto. Para ello, se utilizó un diseño cuantitativo no experimental transeccional y la aplicación de una escala a 249 maestros y maestras de distintos niveles educativos. Con base en los hallazgos obtenidos, puede concluirse que hay un cambio positivo en las prácticas pedagógicas y los conocimientos de aquellos docentes que cuentan con formación en inclusión y que laboran en colegios que acogen alumnado con estas trayectorias de vida. Aun así, las condiciones institucionales del profesorado encuestado todavía no responden a proyectos inclusivos. Estos resultados se discuten a la luz de los retos que enfrenta el sistema educativo colombiano en pro de atender alumnado con discapacidad.

Resumo: Introdução: A história do cuidado na enfermagem passou por quatro etapas: doméstica, vocacional, técnica e profissional, que foram fundamentais para seu desenvolvimento. No entanto, os atuais desafios sociossanitários destacam a necessidade de projetar novas etapas. Objetivo: Projetar o futuro do cuidado de enfermagem à luz da filosofia e da teoria dos cuidados transpessoais de Jean Watson. Metodologia: Foi realizada uma revisão sistemática e uma análise crítico-reflexiva sobre as projeções disciplinares da enfermagem. A revisão abrangeu artigos publicados até 2023 nas bases Web of Science, LILACS, SciELO e CINAHL. Foram encontrados 366 artigos, dos quais 8 atenderam aos critérios de elegibilidade. A análise crítico-reflexiva concentrou-se em descrever a evolução das etapas e propor uma etapa futura. Resultados: O cuidado humanizado é um processo complexo que exige habilidades específicas de comunicação, não apenas entre os profissionais de saúde, mas também com os usuários e seus familiares. Por sua vez, o cuidado humanizado está integrado em um ambiente clínico desafiador, devido à alta carga de trabalho, disponibilidade limitada de recursos e à necessidade de manter um nível competitivo na prática profissional. Propõe-se como quinta etapa o “cuidado disciplinar de enfermagem”. Conclusões: Esta nova etapa se concentraria no gerenciamento do cuidado e no cuidado humanizado por meio do aperfeiçoamento da pesquisa, da formação continuada, dos modelos e teorias e da autonomia profissional

Resumen: Introducción: La historia del cuidado de enfermería ha transitado cuatro etapas: doméstica, vocacional, técnica y profesional, que han sido fundamentales en su desarrollo. Sin embargo, los actuales desafíos sociosanitarios ponen de manifiesto la necesidad de proyectar nuevas etapas. Objetivo: Proyectar el futuro del cuidado de enfermería a la luz de la filosofía y teoría de los cuidados transpersonales de Jean Watson. Metodología: Se realizó una revisión sistemática y un análisis crítico-reflexivo sobre las proyecciones disciplinares de la enfermería. La revisión abarcó artículos publicados hasta 2023 en Web of Science, LILACS, SciELO y CINAHL. Se encontraron 366 artículos, de los cuales 8 cumplieron con los criterios de elegibilidad. El análisis crítico-reflexivo se centró en describir la evolución de las etapas y en proponer una etapa futura. Resultados: El cuidado humanizado es un proceso complejo que requiere de habilidades de comunicación específicas, no solo entre profesionales de la salud, sino también con los usuarios y sus familias. A su vez, el cuidado humanizado se integra a un entorno clínico desafiante, debido a la alta carga laboral, la disponibilidad limitada de recursos y la necesidad de mantener un nivel competitivo en la práctica profesional. Se propone como quinta etapa el “cuidado disciplinar de enfermería”. Conclusiones: Esta nueva etapa se centraría en la gestión del cuidado y en el cuidado humanizado mediante un perfeccionamiento de la investigación, la formación continua, los modelos y teorías, y la autonomía profesional

Abstract: Introduction: The history of nursing care has passed through four stages: domestic, vocational, technical and professional, which have been fundamental in its development. However, current socio-sanitary challenges demonstrate the need to plan new steps. Objective: Project the future of nursing care in the light of the philosophy and theory of transpersonal care by Jean Watson. Methodology: A systematic review and critical-reflexive analysis of nursing disciplinary projections was carried out. The review covers articles published until 2023 in Web of Science, LILACS, SciELO and CINAHL. There will be 366 articles, of which 8 met the eligibility criteria. The critical-reflexive analysis focuses on describing the evolution of the stages and proposing a future stage. Results: Humanized care is a complex process that requires specific communication skills, both between healthcare professionals and users and their families. In turn, humanized care is integrated into a challenging clinical environment, due to the high workload, limited availability of resources and the need to maintain a competitive level in professional practice. “Disciplinary nursing care” is proposed as a fifth stage. Conclusions: This new stage will focus on care management and humanized care through perfecting research, continued training, models and theories, and professional autonomy

RESUMEN El objetivo del trabajo es dar a conocer una aplicación móvil para el sistema operativo androide, con la oferta académica de las carreras pedagógicas del curso escolar 2024 que se estudian en la Universidad de Matanzas, que les sirve a los estudiantes de enseñanza media como orientación vocacional. Nos apoyamos en investigaciones realizadas por otros autores que sirvieron para fundamentar los aspectos tratados. Como métodos empíricos se emplearon las entrevistas, observaciones, encuestas y análisis documental. Como teóricos, el histórico y lógico, análisis y síntesis y enfoque de sistemas. Para constatar los resultados se seleccionó el método matemático: análisis porcentual.

ABSTRACT The objective of this work is to present a mobile application for the Android operating system, with the academic offer of the pedagogical careers of the 2024 school year studied at the University of Matanzas, which serves high school students as vocational orientation. We rely on research carried out by other authors that served to support the aspects dealt with. As empirical methods, interviews, observations, surveys and documentary analysis were used. As theoretical methods, the historical and logical, analysis and synthesis and systems approach were used. To verify the results, the mathematical method was selected: percentage analysis.

Resumen Este artículo se desprende de una tesis doctoral y pretende explorar cómo intervienen los factores sociales en la elección de la profesión docente de estudiantes universitarios ecuatorianos. Para este fin, se utilizó una metodología con un enfoque mixto secuencial explicativo. Inicialmente, se realizó una encuesta para conocer las características sociodemográficas de 362 estudiantes de primer año de Educación Básica de dos universidades públicas. En un segundo momento, basándose en los resultados de la encuesta, se seleccionaron seis estudiantes para abordar su elección profesional docente mediante una entrevista en profundidad. Los resultados muestran que la docencia es una opción de elección vocacional viable para este grupo y que la presencia de docentes en la familia, la biografía escolar y experiencias previas en educación actúan como factores desencadenantes de la elección docente en un contexto en el que, en algunos casos, existe disuasión social.

Resumo Este estudo é derivado de uma tese de doutorado e tem como objetivo explorar o papel dos fatores sociais na escolha da profissão docente entre os estudantes universitários equatorianos. Para o efeito, foi utilizada uma metodologia mista de abordagem explicativa sequencial mista. Inicialmente, foi realizada uma pesquisa para determinar as características sociodemográficas de 362 estudantes do primeiro ano da Licenciatura em ensino básico de duas universidades públicas. Em segundo lugar, com base nos resultados do pesquisa, foram selecionados 6 estudantes para abordar a sua opção profissional pela docência através de uma entrevista em profundidade. Os resultados mostram que a docência é uma escolha vocacional viável para este grupo e que a presença de professores na família, a biografia escolar e as experiências anteriores em educação funcionam como fatores desencadeantes da escolha docente, num contexto em que, em alguns casos, existe dissuasão social.

Abstract This study aims to understand how social factors intervene in the choice of the teaching profession of Ecuadorian university students. For this purpose, a methodology with a mixed sequential explanatory approach has been used. Initially, a quantitative study was conducted to explore the sociodemographic characteristics of 362 first-year Basic Education students at two public universities through a survey. In a second moment, based on the results of the quantitative study, 6 students were selected to address their teaching professional choice through an in-depth interview. The results show that teaching is a viable vocational choice option for this group and that the presence of teachers in the family, school biography and previous experiences in education act as triggering factors for teacher choice, in a context in which there is social deterrence by some families.

Resumo Objetivo. A liderança distribuída contribuiria para o desenvolvimento de competências profissionais necessárias à promoção de uma cultura de colaboração. O objetivo deste artigo foi analisar os padrões de liderança distribuída em escolas secundárias profissionais com uma trajetória sustentada de melhoria. Metodologia. Foi realizada uma pesquisa quantitativa não-experimental transacional. O Questionário Multifatorial de Liderança Distribuída (Maureira Cabrera & Garay, 2019) foi aplicado para analisar os padrões de liderança distribuída. A amostra foi composta por dez escolas de ensino técnico profissional secundário de diferentes áreas geográficas do Chile. Foram analisados diferentes padrões de liderança distribuída e sua relação com variáveis sociodemográficas. Para a análise dos dados, utilizou-se estatística descritiva e inferenciais, testes t para amostras independentes, concluindo com uma análise de regressão múltipla. Resultados. Todos os padrões de liderança distribuída são positivamente valorizados pelos gestores, professores e profissionais de apoio. O padrão formal foi o mais valorizado, seguido do padrão estratégico, do padrão de distribuição pragmática, do padrão cultural, do padrão de distribuição oportuna e do padrão incremental. As pessoas mais velhas, as que têm mais anos de experiência docente e de permanência na escola, bem como as que ocupam cargos de direção, têm uma avaliação mais positiva do padrão cultural de distribuição da liderança. Conclusões. A liderança distribuída é possível enquanto exista uma cultura que a apoie. As escolas com uma trajetória sustentada de melhoria têm um conceito de liderança que facilita uma participação mais democrática e a tomada de decisões em torno de um projeto comum.

Resumen Objetivo. El liderazgo distribuido contribuiría al desarrollo de competencias profesionales necesarias para fomentar una cultura de colaboración. Este artículo tuvo por objetivo analizar los patrones de liderazgo distribuido en centros de formación técnico profesional de educación secundaria con una trayectoria sostenida de mejoramiento. Metodología . Se realizó una investigación de carácter cuantitativo no experimental transversal. Para analizar los patrones de liderazgo distribuido se aplicó el Cuestionario multifactorial de liderazgo distribuido (Maureira Cabrera & Garay, 2019). La muestra estuvo conformada por diez centros secundarios de educación técnica profesional de diferentes zonas geográficas de Chile. Se analizaron distintos patrones de liderazgo distribuido y su relación con variables sociodemográficas. Para el análisis de los datos se utilizaron estadísticas a nivel descriptivo e inferencial, pruebas T para muestras independientes, concluyendo con un análisis de regresión múltiple. Resultados . Todos los patrones de liderazgo distribuido son valorados positivamente por personal directivo, docentes y profesionales de apoyo. El patrón formal fue el de más alta valoración, seguido del estratégico, el patrón de distribución pragmática, el patrón cultural, el patrón de distribución oportuna y el patrón incremental. Las personas de más edad, años de experiencia docente y permanencia en el establecimiento, así como quienes se desempeñan en cargos directivos tienen una valoración más positiva del patrón cultural de distribución del liderazgo. Conclusiones. El liderazgo distribuido es posible en la medida en que exista una cultura que lo sustente. Aquellos centros educativos con una trayectoria sostenida de mejoramiento cuentan con una concepción de liderazgo que facilita una participación y toma de decisiones más democráticas en torno a un proyecto común.

Abstract Purpose. Distributed leadership would contribute to the development of professional skills necessary to foster a culture of collaboration. The objective of this article was to analyze the patterns of distributed leadership in secondary vocational and training centers with a sustained improvement trajectory. Method. A non-experimental transactional quantitative investigation was carried out. To analyze distributed leadership patterns, the Distributed Leadership Multifactor Questionnaire was applied (Maureira Cabrera & Garay, 2019). The sample consisted of ten secondary vocational and training centers from different geographical areas of Chile. Different patterns of distributed leadership and their relationship with sociodemographic variables were analyzed. For data analysis we used descriptive and inferential statistics, t-tests for independent samples, concluding with a multiple regression analysis. Results. All distributed leadership patterns are valued positively by managers, teachers and support professionals. The formal pattern was the one with the highest value, followed by the strategic, the pragmatic distribution pattern, the cultural pattern, the timely distribution pattern, and the incremental pattern. Age, experience and permanence in the center, as well as those who work in managerial positions, have a more positive assessment of the cultural pattern of leadership distribution. Conclusions. Distributed leadership is possible to the extent that there is a culture that supports it. Those educational centers with a sustained path of improvement have a leadership concept that facilitates more democratic participation and decision-making around a common project.

Abstract Aim of the study: Understand whether the organizational model of the health unit in which the vocational training in general practice and family medicine takes place impacts on the satisfaction of intern doctors and evaluation scores. Methods: Cross-sectional observational study, analytical component. Population: doctors who finished their training in 2021/2022, in the North zone of Portugal. Satisfaction and informed consent questionnaires were sent by email and data on evaluation scores were obtained. Favorable opinion from the Ethics Committee. Results: One hundred sixty-eight responses were obtained (60%). When choosing the training location, expectations were statistically higher in those who chose USF B (p=0.031). Stated that they were completely/very satisfied 77.3% (54.6% UCSP, 74% USF A, 80% USF B); greater satisfaction was related to the opportunity to carry out consultations independently, reception, and the opportunity to present work. Teamwork was most appreciated at USF B 76.2%, 70.4% at USF A, and 36.4% at UCSP. Only 57.7% felt their work schedule was respected (72.8% at UCSP, 66.6% at USF A, and 54.6% at USF B). Continuous assessment scores were statistically higher at USF compared to UCSP (p=0.006); those for final assessment were statistically higher at USF B compared to UCSP (p=0.033). Discussion and Conclusion: The organizational model of the health unit had an impact on the satisfaction of intern doctors as well as on evaluation scores. It would be important to apply the study at a national level, include other variables, and carry out a longitudinal study, monitoring satisfaction throughout the internship.

Resumo Objetivos: Perceber se o modelo organizacional da unidade de saúde em que decorre o internato em medicina geral e familiar tem impacto na satisfação dos médicos internos e nas notas de avaliação. Métodos: Estudo observacional transversal, componente analítico. População: médicos que terminaram a sua formação em 2021/2022 na zona Norte de Portugal. Questionário de satisfação e consentimento informado enviados por correio eletrónico e obtidos dados sobre as notas de avaliação. Parecer favorável da Comissão de Ética. Resultados: Obtiveram-se 168 respostas (60%). Na escolha do local formativo, as expectativas eram estatisticamente mais elevadas em quem escolheu as USF B (p=0,031). Afirmaram estar totalmente/muito satisfeitos 77,3% (54,6% UCSP, 74% USF A, 80% USF B); maior satisfação foi relativamente à oportunidade de realizar consultas de forma autónoma, acolhimento e oportunidade de apresentar trabalhos. O trabalho em equipa foi mais apreciado em USF B 76,2%, 70,4% em USF A e 36,4% em UCSP. Apenas 57,7% sentiram o seu horário respeitado (72,8% em UCSP, 66,6% em USF A e 54,6% em USF B). As notas de avaliação contínua foram estatisticamente superiores nas USF em relação às UCSP (p=0,006); as de avaliação final foram estatisticamente superiores nas USF B em relação às UCSP (p=0,033). Discussão e Conclusão: O modelo organizacional da unidade de saúde teve impacto na satisfação dos médicos internos, bem como nas notas de avaliação. Seria importante aplicar o estudo a nível nacional, incluir outras variáveis e efetuar um estudo longitudinal, acompanhando a satisfação ao longo do internato.

Resumo O artigo tem como objetivo reconstruir o crescimento dos cursos de Direito a partir do cenário nacional em dois momentos de expansão da educação superior no Brasil. No primeiro, de 1964 a 1980, é enfatizado o papel das instituições privadas na expansão e a concepção dominante da graduação como profissionalizante. No segundo, de 1996 a 2019, são tematizados a legislação criada a partir da Constituição de 1988, incluída a mudança de concepção sobre o papel da formação universitária, e os processos de mercantilização e de financeirização da educação superior. Por fim, o texto trata do ensino a distância e da sua entrada nos cursos presenciais e discute o papel da Ordem dos Advogados do Brasil frente à expansão dos cursos de Direito. O trabalho contribui para a compreensão de um fenômeno bastante mencionado na literatura, porém ainda não analisado a partir de dados empíricos. Fundamentado pelas mudanças de legislação e de política pública e pelos dados do Anuário Estatísticos do Brasil e do Censo da Educação Superior, o texto mostra que os cursos de Direito acompanharam a expansão da educação superior no Brasil em ambos os períodos e que a principal particularidade do curso está em o MEC não ter autorizado abertura de cursos da área na modalidade a distância no período. primeiro 196 1980 profissionalizante segundo 199 2019 1988 universitária fim literatura empíricos Superior período 19 198 201 1 20 2

Abstract The article aims to reconstruct the growth of Law Schools from the national perspective in two periods of higher education expansion in Brazil. In the first period, from 1964 to 1980, the paper emphasizes the role of private institutions in the expansion and the dominant conception of undergraduate studies as being vocational. In the second period, from 1996 to 2019, it thematizes the legislation created after the 1988 Constitution, which includes the changing conception of university education, and the processes of commodification and financialization of higher education. Lastly, the paper deals with full and partial distance learning in undergraduate degrees and discusses the role of the Brazilian Bar Association in face of the expansion of the Law Schools. The article contributes to the comprehension of a phenomenon that is frequently mentioned by the literature but has not yet been analyzed from empirical data. Grounded on the changes of legislation and policy, and on the data from the Statistical Yearbook of Brazil and Higher Education Census, the paper shows that the growth of Law Schools followed the expansion of higher education in Brazil in both periods and that the area’s main particularity is that the Ministry of Education did not authorize the creation of schools with full distance learning for undergraduate Law degrees in the period. period 196 1980 vocational 199 2019 198 Constitution Lastly policy Census areas area s 19 201 1 20 2

Resumen: La Formación Profesional (FP) atraviesa un período de reconstrucción tras las altas tasas de fracaso y abandono escolar experimentadas en las últimas décadas. En medio de la crisis educativa que enfrenta la FP, este estudio investigó las raíces del desinterés y la desmotivación en este nivel, atribuidos en gran parte a la apatía y la falta de valores en la sociedad actual. Utilizando un enfoque cualitativo que incorpora historias de vida y observación, identificamos la discriminación hacia la FP y la percepción negativa como causas fundamentales. Este análisis exploró cómo la reintegración de valores en el aula podría ser la clave para revitalizar el interés de los estudiantes, puesto que resulta significativo que el alumnado de esta formación no posee una implicación directa en cuanto a los motivos que propician arraigo en su proyección académico-profesional. De esta forma, fue posible analizar la relevante indiferencia que se muestra por hallar respuestas a la realidad educativa vigente, en la que no se produce un desarrollo óptimo para su futuro inmediato. Se resaltó a modo de conclusión, la magnitud de la problemática y la necesidad apremiante de abordarla desde una perspectiva axiológica que posibilite la participación activa del alumnado.

Abstract: Vocational Training (VET) is going through a period of reconstruction after the high rates of school failure and dropout experienced in recent decades. In the midst of the educational crisis facing VET, this study investigates the roots of disinterest and demotivation at this level, largely attributed to apathy and lack of values in today's society. Using a qualitative approach that incorporates life stories and observation, we identify discrimination towards FP and negative perceptions of them as root causes. This analysis explores how the reintegration of values in the classroom could be the key to revitalizing the interest of students, since it is significant that the students of this training do not have a direct involvement in terms of the reasons that foster roots in their academic projection. -professional. In this way, it is possible to analyze the relevant indifference that they show in finding answers to the current educational reality, in which optimal development does not occur for their immediate future. In conclusion, the magnitude of the problem and the pressing need to address it from an axiological perspective is highlighted, which enables the active participation of students.

RESUMEN El estudio tiene como objetivo describir las particularidades que aseguran las relaciones estructurales y funcionales entre los componentes que integran la concepción pedagógica del trabajo educativo para el desarrollo de la formación vocacional en los estudiantes de preuniversitario. Este estudio se desarrolló en seis escuelas de esta enseñanza en el país, inmersas en el III Perfeccionamiento de la Educación, empleando una muestra intencionada y estratificada formada por directivos, profesores y estudiantes en cada una de ellas. Se utilizaron diferentes métodos y técnicas que permitieron el estudio y diseño de esta concepción para resolver las insuficiencias asociadas al desarrollo del trabajo educativo dirigido a la formación vocacional. La propuesta se estructura en: objetivo, componentes del trabajo educativo contextualizado, orientador, sistémico e integrador para el desarrollo de la formación vocacional hacia la profesión en interés del país; fundamentos, principios e ideas científicas o rectoras de la concepción; principales relaciones estructurales y funcionales entre los componentes, así como la metodología para su implementación. Los resultados de la concepción pedagógica tributan a la formación general integral del estudiante y al perfeccionamiento del trabajo educativo en la formación vocacional (FV) en la enseñanza preuniversitaria, hacia profesiones de interés del país.

ABSTRACT The study its objective is to describe the particularities that ensure the structural and functional relationships between the components that make up the pedagogical conception of educational work for the development of vocational training in pre-university students. This study was carried out in six schools of this education in the country, immersed in the III Improvement of Education, using an intentional and stratified sample made up of directors, teachers and students in each of them. Different methods and techniques were used that allowed the study and design of this conception to resolve the insufficiencies associated with the development of educational work aimed at vocational training. The proposal is structured into: objective, components of contextualized, guiding, systemic and integrative educational work for the development of vocational training towards the profession in the interest of the country; foundations, principles and scientific or guiding ideas of the conception; main structural and functional relationships between the components, as well as the methodology for their implementation. The results of the pedagogical conception contribute to the comprehensive general training of the student and the improvement of educational work in vocational training (VF) in pre-university education, towards professions of interest to the country.

RESUMEN Este artículo examina el nacimiento, desarrollo y existencia del campo de la ciencia conocida como Psicología de la Educación en el marco de la inclusividad en las escuelas vocacionales. El tema se discute desde la perspectiva de la preparación de estudiantes inclusivos en la educación vocacional en Azerbaiyán y el mundo. De esta manera, se pretende contribuir al correcto posicionamiento y conceptualización de la psicología educativa como campo de estudio científico en Azerbaiyán, especialmente en la actualidad. Una de las características más distintivas de ser un campo científico es la formación de un marco para el campo y una comunidad que interactúa basándose en un lenguaje y una comprensión compartidos. Por ello, en este artículo se examina la psicología educativa, considerada como un campo científico, en paralelo con dos elementos: la educación vocacional y la inclusividad. Si bien la psicología educativa del estudiante inclusivo es un campo de la ciencia, también se la conoce como un concepto identificado con la carrera que se ofrece bajo el mismo nombre. Mejorar la calidad del campo de la psicología educativa o debilitar la función de este campo es un problema de las ciencias de la educación. Por tanto, la existencia de este campo debe ser abordada tanto por los científicos de la educación como por los expertos en psicología educativa. Este artículo fue escrito con esta línea investigativa.

ABSTRACT This article examines the birth, development and existence of the field of science known as Educational Psychology within the framework of inclusivity in vocational schools. The topic is discussed from the perspective of the preparation of inclusive students in vocational education in Azerbaijana and the world. In this way, it aims to contribute to the correct positioning and conceptualization of educational psychology as a field of scientific study in Azerbaijan, especially at present. One of the most distinctive characteristics of being a scientific field is the formation of a framework for the field and a community that interacts based on a shared language and understanding. Therefore, in this article, educational psychology, considered as a scientific field, is examined in parallel with two elements: vocational education and inclusivity. Although the educational psychology of the inclusive student is a field of science, it is also known as a concept identified with the career offered under the same name. Improving the quality of the field of educational psychology or weakening the function of this field is a problem of the educational sciences. Therefore, the existence of this field must be addressed by both educational scientists and experts in educational psychology. This article was written with this awareness.

Resumen: Priorizando la formación de competencias laborales, la infraestructura educativa en Chile ha relegado el juego a un segundo plano. Felipe Diéguez explora precedentes históricos y perspectivas actuales desde la neurociencia y la teoría educativa que subrayan el juego como un elemento esencial para el desarrollo y la socialización infantil. Mediante una revisión de casos, el autor sostiene que integrar la perspectiva infantil en el diseño escolar es fundamental para fortalecer el desarrollo colectivo de las comunidades educativas.

Abstract: Prioritizing vocational training, Chile’s educational infrastructure has neglected the importance of play. Felipe Diéguez examines historical precedents and contemporary perspectives from neuroscience and educational theory, which emphasize play as crucial for child development and socialization. Through case studies, the author argues that incorporating a child-centric approach into school design is essential for enhancing the collective development of educational communities.

ABSTRACT The studies carried out demonstrate the potential and shortcomings in the development of capabilities in this sense. The work is part of the project Professional training for educational and sociocultural actors and agencies in regional and local historical studies for sustainable development in the central region of Cuba. The actions are carried out from an innovative, interdisciplinary and professional approach that allows the analysis of the natural, social and historical reality in relation to good practices of employment, conservation and protection of heritage resources for the enhancement. Links are produced between the results of regional and local historical studies with local development, based on the interrelation between university and society. It includes the development of social innovation products resulting from the theoretical, methodological, didactic and practical contributions on regional and local historical studies produced by the Department of History of the University of Cienfuegos that favor management in the sustainable development of localities and communities of the central region of Cuba.

RESUMEN Los estudios realizados demuestran las potencialidades y carencias en el desarrollo de capacidades en este sentido. El trabajo forma parte del proyecto Formación profesional a los actores y agencias educativas y socioculturales en estudios históricos regionales y locales para el desarrollo sostenible en la región central de Cuba. Las acciones se realizan desde un enfoque innovador, interdisciplinario y profesionalizadoque permite el análisis de la realidad natural, social e históricaen relación a las buenas prácticas de empleo, conservación y protección de los recursos patrimonialespara la puesta en valor. Se producen articulaciones entre los resultados de los estudios históricos regionales y locales con el desarrollo local, a partir de la interrelación entre universidad y sociedad. Se incluye la elaboración de productos de innovación social resultantes de los aportes teóricos, metodológicos, didácticos y prácticos sobre los estudios históricos regionales y locales producidos por el departamento de Historia de la Universidad de Cienfuegos que favorecen la gestión en el desarrollo sostenible de las localidades y comunidades de la región central de Cuba.

BACKGROUND: Maintaining or promoting employment in the presence of disability or reducing the impact of disability on employability should be the adopted focus to decrease the negative impact that disability has on the economy and just as important on the livelihood and well-being of exposed insured individuals. Group risk disability insurance protects an employee's income when illness or injury result in work disability. To achieve this, factors that promote the success of rehabilitation and support for return-to-work of employees following illness and injury need to be understood from an insurance perspective. OBJECTIVES: To explore principles of disability claims management during the rehabilitation and work reintegration stage using a multi-stakeholder approach for the purpose of successful return to work. METHODS: An exploratory qualitative design was used to collect data via semi-structured interviews with 26 purposively selected participants. Interviews were audio-recorded, data were transcribed and analysed thematically. Qualitative research was used to understand the necessary role players in the work reintegration process, factors that hinder and promote work reintegration and best practice principles for Disability Claims Management (DCM). RESULTS: Three themes emerged from the study; (i) role players and their functions with collaboration is integral to disability claims management, (ii) various factors promote and restrict return-to-work planning, and (iii) best practice principles in the DCM pathway that promote return-to-work. These principles include behavioural economics as the central principle, with resource identification and competency, governance, role engagement and education and awareness as supporting principles. CONCLUSION: Collaborative and integrated approaches by role players within a workers' family unit, health system, employer structure and insurance compensation are required for positive return-to-work outcomes. The various role players are responsible for creating policies, structures, intervention strategies, and environments that foster return-to-work. IMPLICATIONS FOR PRACTICE • An integrated approach is required for optimal RTW outcomes as employers' policies restrict work integration. • A collaborative approach by all role players involved in DCM, focusing on positive RTW outcomes is required in the RTW process • Occupational therapists can influence employer incapacity and disability policies in order to keep people employed and productive in the presence of medical conditions with the application of reasonable accommodations where necessary. • Occupational therapists are suitably positioned to outline workplace environment and other supports required to guide and support employees through rehabilitation and RTW and in ensuring that employees who can remain at work while on a partial or fully insured benefit, can engage optimally in aspects of work function.

INTRODUCTION: South Africa has a high unemployment rate and few post-school employment opportunities for learners with disabilities. School-to-work transition programmes in special educational needs schools prepare learners with disabilities for work in the open labour market, optimizing post-school employment opportunities. Occupational therapists are the main key role players in facilitating school-to-work transition programme in many contexts of education. AIM: This study explores the perceptions of occupational therapists of a school-to-work transition programme at the school for learners with special needs. METHODS: This study was a descriptive qualitative study. The researchers conducted semi-structured interviews with six occupational therapists involved in delivering the programme at the school. To ensure ethical compliance, we obtained clearance from the UP-Research Ethics Committee. The collected data underwent reflective thematic analysis for interpretation. FINDINGS: Three prominent themes emerged from the data analysis: (1) The Significance of the Programme: Participants highlighted the importance and benefits of the program. (2) Facilitators affecting school-to-work transition programme: Various factors that positively influenced the smooth transition from school to the workforce were identified and discussed. (3) Barriers to school-to-work transition programme: Participants also pointed out obstacles and challenges that hindered the successful transition from school to the workforce. CONCLUSION: The school-to-work transition programme was influenced by personal, environmental, and occupational barriers and facilitators. The findings highlighted that the benefits of the programme should be viewed in a broader context, as learners mature and develop self-confidence. The value of the programme thus extends beyond employment opportunities. IMPLICATIONS FOR PRACTICE The research findings inform barriers that need to be focused on in order to have a successful and effective school-to-work transition programme. There are facilitators that show the perceived effectiveness of the school-to-work transition programme that could assist in motivating for more assistance from stakeholders of the school.