Colourbird 1974 No Language 1080p WEB-DL x264

Year: 1974
Country: Soviet Union
Director: Rein Raamat
IMBD: Link

Language : No Language





The "macro" environment in which technical and vocational education and training (TVET) for skills development operates is characterized by relatively stable demand as defined by enrolments throughout the world. Although enrolments and therefore provision of TVET services are high in some countries and regions, female enrolments lag behind general education in regions with traditionally low gender equality. Greater access,
particularly in low-income developing countries, depends in the first place on ensuring access and quality in basic education. Private TVET provision – both institutional and other providers – is growing.

Financing of this level of education, considered to be more costly than general education, remains low, and is increasingly compromised by lowered development assistance and the general impact of the current economic recession on government budgets and fiscal capacity. Long-established public–private partnerships provide a source of much needed financing and may be emulated more broadly in the future. Accountability measures to ensure more efficient and effective use of available funds are growing, with performance-based funding mechanisms increasingly taking the place of inputs-defined criteria, often in combination with decentralization and greater TVET institution autonomy. Finding new, innovative and at the same time equitable funding tools is one of the biggest policy challenges in all countries.

Employment and workplace challenges, adult and youth unemployment, new forms of work organization, sustainable development, etc., are driving a renewed search for balanced skills development that responds more closely to real workplace needs. This in turn creates a need for closer cooperation between enterprises, schools and other stakeholders to deliver and assess outcomes. Sectoral-based strategies and those developed by major groups of countries such as the G20 have emerged in response to the challenges.

Within the "micro" environment of TVET systems and institutions, public sector dominance has given way to more diversified provision and thereby created strong trends towards more institutional autonomy. Reforms in teacher training, especially to ensure better in-service training or continual professional development (CPD), more relevant curricula, training materials and dynamic teaching methods for better learning outcomes, represent major challenges to better delivery of services. More active engagement of social partners – employers‘ and workers‘ organizations – will be a key to increased relevancy and effectiveness of TVET programmes that meet workplace needs. A host of conceptual and structural innovations have emerged to meet these challenges.

In the field of teacher training and professional development, the increasingly multi-functional roles and responsibilities of teachers and trainers have led to new learning approaches with greater autonomy for programme decisions and outreach to the world of work. In parallel, the need for greater involvement of teachers and trainers in professional development decisions has become clear. Criteria for "good" teachers that respond to increased expectations include strong knowledge bases and a range of teaching competencies for enhanced teaching practice and learning outcomes.

Teacher training is increasingly diversified also. Initial training standards at tertiary level up to master‘s degrees remain high in developed countries, with developing countries moving towards such standards, including greater reliance on certification to increase professionalism. A wide range of countries now require significant non-academic work experience as part of training and certification in efforts to break down divides between TVET institutions and workplaces. CPD remains a weak element of teacher/trainer preparation, ad hoc, underfunded and not universally accessible. Teacher assessment mechanisms are increasing as part of reforms to prepare teachers for TVET jobs.

Employment of TVET teachers and trainers to meet demand varies over time by country, but has shown strong growth in some. Within the broader trends, the employment of women in TVET has demonstrated strong positive growth in recent years, breaking down, albeit slowly, the traditional under-representation of women teachers in the sector. Long-standing guarantees of job security (tenure) in the public TVET systems are eroding, with more emphasis on merit than seniority considerations. Though not clearly supported by the relatively weak database on employment and conditions of work in TVET, high-income countries especially preoccupied by actual or looming teacher shortages have adopted a range of measures to address this issue, including cross-national recruitment, "fast track" training and recruitment policies and greater recourse to part-time and flexible working arrangements that favour more employment mobility between TVET system and workplaces. Career structures are also evolving and becoming more diversified in response to overall reforms and needs.

Externally and internally driven change – roles of providers, institutional modernization increased emphasis on diversified competencies and higher professional standards – are altering the terms and conditions of employment for TVET staff. Remuneration levels and structures are more susceptible to competition from private enterprise than other education sectors, and within TVET between public and private providers, requiring changes and improvements to ensure adequate recruitment, retention and professional commitment. Performance-related pay schemes are not yet widespread but are more likely to be a policy issue in the future. Trends in wage levels are not uniform across countries – substantial increases operate parallel to declining pay packages in even like-minded countries – and are another area of concern requiring more and better comparative data as a policy tool. Likewise, continued gender-based remuneration gaps require improved human resource planning and measures to ensure equity and supply of quality teachers and trainers.

With due concern for lack of reliable information, comparative trends in workload show no consistent patterns, including in hours of work or the impact on teacher job satisfaction. Where pupil–teacher ratios and average class sizes have increased, they have reportedly led to deterioration in learning outcomes, but this measurement of workload and learning quality is itself changing under the impact of new technologies and approaches to instruction. Provision of adequate and well-adapted infrastructure and equipment remains a major problem to good learning outcomes, particularly in underfunded low-income systems. Health and safety issues in TVET are not well-researched but there are signs of increased impact on job satisfaction and teaching capacity due to stress and student indiscipline in some mainly high-income countries.

The increasing and constant changes affecting TVET and its relationship to the world of work have rendered social dialogue – all forms of information sharing, consultation or negotiation, including collective bargaining – ever more relevant to the search for policy solutions. While still limited by institutional and capacity constraints, social dialogue with employers, enterprises, workers, trade unions and other stakeholders is growing, notably in the framework of public–private partnerships. Tripartite councils or other advisory or decision-making mechanisms, national, regional or sectoral, are spreading. Social dialogue within TVET institutions is much less developed compared to general education and is still characterized in many countries by top-down approaches in which change is "done to" teachers and trainers rather than with them. There is more evidence at least in European countries of TVET staff participation in teacher professional development issues, whereas the evidence base on the use of negotiations and collective bargaining to decide terms and conditions of employment is much more circumspect. There are nascent movements towards transnational social dialogue, notably in Europe. Social dialogue in TVET overall, however, is constrained by poor or non-existent institutions or mechanisms and lack of capacity to engage in it on the part of TVET actors. This remains one of the most timely, even urgent policy issues in TVET reform. (International Labour Organization, 2010)

[ About file ]

Name: Colourbird.Rein Raamat.1974.WEB-DL.mkv
Date: Fri, 09 Jan 2026 23:05:28 +0100
Size: 316,201,461 bytes (301.553212 MiB)

[ Magic ]

File type: Matroska data
File type: EBML file, creator matroska

[ Generic infos ]

Duration: 00:07:28 (447.786 s)
Container: matroska
Production date: Fri, 09 Jan 2026 16:36:17 +0100
Total tracks: 2
Track nr. 1: video (V_MPEG4/ISO/AVC) {und}
Track nr. 2: audio (A_AAC) {und}
Muxing library: libebml v1.4.5 + libmatroska v1.7.1
Writing application: mkvmerge v88.0 ('All I Know') 64-bit

[ Relevant data ]

Resolution: 1920 x 1080
Width: multiple of 32
Height: multiple of 8
Average DRF: 11.263972
Standard deviation: 1.412893
Std. dev. weighted mean: 1.294063

[ Video track ]

Codec ID: V_MPEG4/ISO/AVC
Resolution: 1920 x 1080
Frame aspect ratio: 16:9 = 1.777778
Pixel aspect ratio: 1:1 = 1
Display aspect ratio: 16:9 = 1.777778
Framerate: 23.976024 fps
Stream size: 307,252,566 bytes (293.018881 MiB)
Duration (bs): 00:07:28 (447.780663 s)
Bitrate (bs): 5489.340498 kbps
Qf: 0.110412

[ Audio track ]

Codec ID: A_AAC
Sampling frequency: 48000 Hz
Channels: 1
Stream size: 8,808,804 bytes (8.40073 MiB)
Bitstream type (bs): AAC LC (Low Complexity)
Frames (bs): 20,990
Duration (bs): 00:07:28 (447.786667 s)
Chunk-aligned (bs): Yes
Bitrate (bs): 157.375012 kbps VBR
Sampling frequency (bs): 48000 Hz
Mode (bs): 1: front-center

[ Video bitstream ]

Bitstream type: MPEG-4 Part 10
User data: x264 | core 161 r10 59c0609 | H.264/MPEG-4 AVC codec
User data: Copyleft 2003-2021 | http://www.videolan.org/x264.html | cabac=1
User data: ref=5 | deblock=1:0:0 | analyse=0x3:0x113 | me=hex | subme=8 | psy=1
User data: psy_rd=1.00:0.00 | mixed_ref=1 | me_range=16 | chroma_me=1
User data: trellis=2 | 8x8dct=1 | cqm=0 | deadzone=21,11 | fast_pskip=1
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SPS id: 0
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Chroma format: YUV 4:2:0
PPS id: 0 (SPS: 0)
Entropy coding type: CABAC
Weighted prediction: P slices - explicit weighted prediction
Weighted bipred idc: B slices - implicit weighted prediction
8x8dct: Yes
Total frames: 10,736
Drop/delay frames: 0
Corrupt frames: 0

P-slices: 3422 ( 31.874 %) ######
B-slices: 7130 ( 66.412 %) #############
I-slices: 184 ( 1.714 %)
SP-slices: 0 ( 0.000 %)
SI-slices: 0 ( 0.000 %)

[ DRF analysis ]

average DRF: 11.263972
standard deviation: 1.412893
max DRF: 15

DRF<5: 0 ( 0.000 %)
DRF=5: 4 ( 0.037 %)
DRF=6: 23 ( 0.214 %)
DRF=7: 55 ( 0.512 %)
DRF=8: 161 ( 1.500 %)
DRF=9: 917 ( 8.541 %) ##
DRF=10: 1991 ( 18.545 %) ####
DRF=11: 2599 ( 24.208 %) #####
DRF=12: 2911 ( 27.114 %) #####
DRF=13: 1666 ( 15.518 %) ###
DRF=14: 378 ( 3.521 %) #
DRF=15: 31 ( 0.289 %)
DRF>15: 0 ( 0.000 %)

P-slices average DRF: 10.785506
P-slices std. deviation: 1.40015
P-slices max DRF: 15

B-slices average DRF: 11.576858
B-slices std. deviation: 1.24594
B-slices max DRF: 15

I-slices average DRF: 8.038043
I-slices std. deviation: 1.185817
I-slices max DRF: 10

This report was created by AVInaptic (01-11-2020) on 14-01-2026 01:52:46