Dialectics of the Concrete: A Study on Problems of Man and by Karel Kosik

By Karel Kosik

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TVET Teachers As with all areas of education in kindergarten through grade twelve (K-12) in the United States, TVET teachers are not well paid and the occupation of teaching is not a prestigious one. These facts make it difficult to entice college/university students to become TVET teachers, and to recruit qualified and talented individuals from industry to be TVET teachers. In all secondary teaching fields, the issue of retention of teachers is a significant problem. Many studies have shown that as many as 50% of first-year teachers leave the profession within five years (Ingersoll, 2003; Jalongo and Heider, 2006; National Commission on Teaching and America’s Future and NCTAF State Partners, 2002).

Furthermore, employers generally expect Canadians to assume individual responsibility for employment readiness, at university, community college, or private training providers, often at a high cost. The already low involvement of employers in the training of young people is exacerbated by a fear of poaching. In other words, if only few employers invest in the training of their workforce, this investment can be easily lost if the trained employee leaves to assume employment with a different employer, likely one that did not invest in training.

25. Ingersoll, R. 2003. The teacher shortage: Myth or reality? Education Horizons, Vol. 81, No. 3, pp. 146–52. Jalongo, M. and Heider, K. 2006. Editorial teacher attrition: An issue of national concern. Early Childhood Education Journal, Vol. 33, No. 6, pp. 379–80. , Cataldi, E. F. and Hudson, L. 2008. Career and technical education in the United States: 1990 to 2005. S. Department of Education. , Dubin, G. and Travis, J. 2002. The practice and promise of prison programming. , Urban Institute. Lynch, R.

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