Thematische Bibliographien / National Curriculum (Vocational) L2

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Auswahl der wissenschaftlichen Literatur zum Thema „National Curriculum (Vocational) L2“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

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Zeitschriftenartikel zum Thema "National Curriculum (Vocational) L2"

Medgyes, Péter. „The National L2 Curriculum in Hungary“. Annual Review of Applied Linguistics 13 (März 1992): 24–36. http://dx.doi.org/10.1017/s0267190500002373.

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Hungary is a small landlocked country in Central Europe with a population of over ten million. The official language, and the mother tongue of the vast majority of the population, is Hungarian. Belonging to the Uralic language family, Hungarian is unrelated to any other European language except Finnish. In order to minimize the effects of their linguistic isolation, Hungarians have always attached great importance to the learning of foreign languages.

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Billett, Stephen. „Vocational Curriculum and Pedagogy: An Activity Theory Perspective“. European Educational Research Journal 2, Nr. 1 (März 2003): 6–21. http://dx.doi.org/10.2304/eerj.2003.2.1.11.

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This article advances a scheme that proposes how curriculum goals and content might be conceptualised for vocational education. The scheme is founded in socio-historical activity theory. An account of the social sources of vocational knowledge (sociogeneses) comprising history, culture and situation is discussed to illuminate how both the canonical requirements of vocational practice and its manifestations in actual practice need to be accounted for in curriculum goals and content. Currently, curriculum frameworks for vocational programmes focus on the sociocultural level of practice (e.g. national competencies, national skills standards). Yet, these fail to account for the actual manifestations and requirements of the vocational practice and how judgements are made about performance. An emphasis on practice as a basis for considering curriculum goals and developing adaptable outcomes is proposed.

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Waymark, Margaret. „The impact of national vocational qualifications on the secretarial curriculum“. Journal of Vocational Education & Training 49, Nr. 1 (März 1997): 107–20. http://dx.doi.org/10.1080/13636829700200008.

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Brandsma, Jittie, Alfons ten Brummelhuis und Tjeerd Plomp. „Evaluation of national curriculum and implementation in junior vocational education“. Studies in Educational Evaluation 15, Nr. 3 (Januar 1989): 359–82. http://dx.doi.org/10.1016/0191-491x(89)90016-3.

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Sudrajat, Ajat, Dyah Kumalasari und Danu Eko Agustinova. „History Teaching in Vocational School Based on Curriculum 2013“. SOCIA: Jurnal Ilmu-Ilmu Sosial 16, Nr. 2 (25.02.2020): 187–201. http://dx.doi.org/10.21831/socia.v16i2.30348.

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The Curriculum 2013 is a learning guidance for schools in Indonesia. One among many schools that applied Curriculum 2013 is vocational school. Social sciences based majors also being taught in vocational school. One of them is Indonesian History. The major of history in vocational school is very strategic for internalizing national character values. Unfortunately, history teachers in vocational school don’t apply suitable way in their teaching. That’s understandable since students in vocational school focus on vocational majors. This research employs a descriptive qualitative method by utilizing some techniques of data collection such as observations, interviews and documentations. The aim of this research is to know teaching strategy which is suitable in vocational school. The benefit of this research is the finding of ideal teaching strategy for vocational school students. In this case, the object of research is SMK Negeri 3 Kudus. History teaching in vocational school can utilize teaching media and learning in historical site. Those two strategies have goal for easing students of vocational school in understanding material of history subject. Each of those strategies has advantages and downsides, so that combination of them can cover each others’ downsides.

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Lee, Yong-Soon, Hye-Rim Park und Hoo-Jo Hong. „Needs Assessment for National Curriculum Improvement of the Vocational High School“. Journal of Curriculum and Evaluation 9, Nr. 2 (Dezember 2006): 415–39. http://dx.doi.org/10.29221/jce.2006.9.2.415.

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Liu, Ruiyuan. „A Comparative Study of Vocational Education in China and Germany“. Barnard Education Review 1, Nr. 2 (15.12.2020): 12–20. http://dx.doi.org/10.47744/ber.v1n2.2020.12.03.

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Vocational education is the main way to improve the quality of national skills. In developed countries in the world economy, all are placed in an important position, but specific methods have their own characteristics. The dual system of vocational education in Germany is quite distinctive, and it is also extremely advanced. Today, it is particularly important to learn from the advanced experience of foreign countries when carrying forward the spirit of craftsmen in a great country. Vocational education between China and Germany differs greatly from eight aspects of culture, vocational education concepts and values, legal systems, vocational education models, as well as the construction of the teaching staff and the implementation process of education and teaching. Therefore, Chinese vocational education cannot replicate the German model. It must be based on China’s national conditions and learn from German vocational education experience, from improving laws and regulations, strengthening the construction of “dual-teacher” faculty, standardizing the construction of curriculum systems and curriculum standards, and forming an industry-enterprise participation mechanisms and other aspects, carry out practical reforms and innovations to promote the healthy and orderly development of China’s vocational education and serve the sound development of the social economy.

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Kreisman, Daniel, und Kevin Stange. „Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth“. Education Finance and Policy 15, Nr. 1 (Januar 2020): 11–44. http://dx.doi.org/10.1162/edfp_a_00266.

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Vocational education is a large part of the high school curriculum, yet we have little understanding of what drives vocational enrollment or whether these courses help or harm early careers. To address this deficiency, we develop a framework for curriculum choice, taking into account ability and preferences for academic and vocational work. We test model predictions using detailed transcript and earnings information from the National Longitudinal Survey of Youth (1997). Our results are twofold. First, students positively sort into vocational courses, suggesting that the belief that low-ability students are funneled into vocational coursework is unlikely true. Second, we find higher earnings among students taking more upper-level vocational courses—a nearly 2 percent wage premium for each additional year, yet we find no gain from introductory vocational courses. These results suggest: (1) policies limiting students' ability to take vocational courses may not be welfare-enhancing, and (2) the benefits of vocational coursework accrue to those who focus on depth over breadth.

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Higham, Jeremy. „Curriculum change: a study of the implementation of General National Vocational Qualifications“. Curriculum Journal 14, Nr. 3 (September 2003): 327–50. http://dx.doi.org/10.1080/0958517032000137649.

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Yu, Hong Juan, Hua Dan Xu, Long Bin Chen und Song Pan. „Curriculum Development and Practice Based on Working Process Systematization and Virtual Resources Supporting in Higher Vocational Education“. Advanced Materials Research 271-273 (Juli 2011): 1929–34. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1929.

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In this paper, curriculum development and practice based on systematically working process is given for summary and reflection ,in vocational education recent years.This document explains and demonstrates how to reconstruction vocational curriculum based on the capasity requirements of professional positions, how to develop teaching and learning projects through the application of industrial products, how to develop three-dimensional virtual resources through the aid of computer technology, how to allow students to carry out self-development learning, self-adapt to future work. As a case, The national quality programs, "Debugging and application of electronic circuits", to study and summary for curriculum development , and share experiences with readers.

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Dissertationen zum Thema "National Curriculum (Vocational) L2"

Sehole, Lorraine Mmabyalwa. „Mathematics difficulties experienced by National Certificate (Vocational) Level 2 students in the learning of functions“. Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78493.

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The learning difficulties prevalent among mathematics students are widely documented. This case study explores the difficulties experienced by National Certificate (Vocational) Level 2 mathematics students at a Technical and Vocational Education and Training (TVET) College in Gauteng in the learning of functions. The primary research question was: What conceptual and procedural knowledge difficulties do NC(V) L2 students experience when learning the concept of functions in mathematics? Qualitative data was generated from the students (n=17) through lesson observations, test responses and interviews. The convenient sample of students all belonged to one L2 mathematics class. The findings revealed that the students experience conceptual knowledge difficulties in terms of defining a function, identifying functions, translating between representations of functions, and interpreting the behaviour of a function. The findings also revealed procedural knowledge difficulties prevalent among the students. The errors that students committed in this regard included factorisation errors, structural errors, misapplication and modification of the rules. In general, the findings indicated that the students in this sample lack procedural knowledge and conceptual understanding of functions. The lesson observations revealed a prevalence of several misconceptions regarding functions among the students which were seemingly not recognised nor remedied by the teacher. The teacher’s instructional practices thus appeared to be among the possible sources of the difficulties that the students experience in the learning of functions. This finding was also confirmed by the students during the interviews. Shaky foundations from previous grades were also a factor.
Dissertation (MEd)--University of Pretoria, 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted

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Langa, Phakama Perry Macmillan. „Assessment of the implementation of the National Certificate (Vocational) plant production modules“. Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2359.

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From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.

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Ngubane, Phiwokuhle Bongiwe. „Compliance of technical and vocational education and training colleges’ curriculum implementation with the national strategy and policy“. Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1588.

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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017
The purpose of this study was to determine whether the Technical and Vocational Education and Training colleges’ NCV curriculum structure complies with the national strategy and policy stipulations in offering WBE for students. The CASE study was conducted at the Umfolozi TVET College, specifically on two campuses of the college in northern KwaZulu-Natal. The NCV programmes were earmarked for the study, as its curriculum covers the workplace-based education (WBE) component. This study used purposive sampling to identify the sample size of 21, which comprised of two campus managers, six senior lecturers and thirteen WBE champions. Qualitative and quantitative approaches were employed in the study. The findings of this study reveal that the college management do not give necessary support to the implementers on the ground to carry out the WBE programme. It was also discovered that the college management seem not to understand their role in ensuring compliance with regard to the WBE implementation. It was evident that, there is a need not only to maintain strong ties with existing host employers, but also to ensure that new host employers are recruited to help address the shortage of them. It was evident from the findings that a number of respondents were not aware of the policies guiding the implementation of WBE. The results indicate that there is no regular training provided for implementers of WBE, such as the WBE champions. There is no clearness in the way the WBE budget is administered, and no proper planning of the budget (which is not administered on sites, but controlled centrally), and no workable plan in place to manage finances. The study recommends that there should be a clear vision for the implementation of WBE, and that vision should be clearly communicated to all role players to ensure effective implementation of the programme.

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De, Bruler Curran A. „Assessment, knowledge and the curriculum : the effects of a competence-based approach to the training of teachers in further and adult education“. Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=131.

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Fisher, Roy. „The vocational curriculum in England 1974-1994 : a socio-historical study of the Business and Technology Education Council's National Diploma in Business and Finance“. Thesis, University of Huddersfield, 1999. http://eprints.hud.ac.uk/id/eprint/4848/.

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The BEC/BTEC National Diploma in Business and Finance was, from the late 1970s to the mid 1990s, a major vocational award in England, Wales and Northern Ireland. Although the majority of BEC/BTEC students were located in the further education colleges within the somewhat marginalised postcompulsory sector, the BEC/BTEC National level curriculum was directly experienced by hundreds of thousands of students as well as their lecturers, and indirectly by a range of educational stakeholders including employers and university tutors coming into contact with former BEC/BTEC students. Having transformed the rhetoric and substantially altered pedagogic practices within further education the BTEC National Diploma was beginning to establish an identity when it was, in effect, superceded by the Advanced GNVQ in Business. Notwithstanding the significance of BEC/BTEC as a major awarding body the associated curriculum attracted relatively little interest from researchers, receiving only a fraction of the attention which has been attracted by the more recent NVQs and GNVQs. This study is primarily a curriculum history which aims to provide an account of a curriculum which was conceived and implemented at a time before policy makers had come to recognise the value of the post-compulsory sector as an engine for potentially improving national economic performance, and as a catalyst for the creation of a culture of life-long learning. The study attempts to theoretically contextualise the BEC/BTEC curriculum as an important instance of vocationalism. Ideas drawn from Gramsci, Althusser, Foucault and Lyotard are utilised in order to provide a critical but multi-perspectival analytical framework. The study incorporates an outline discussion of vocationalism in England; an account of the genesis and development of BEC/BTEC as an institution; an overview of various versions (or "generations") of the BEC/BTEC National curriculum as well as those which have superceded it (using course specifications and associated documents); and presents perceptions of the BEC/BTEC National curriculum drawn from a questionnaire survey and interviews. The BEC/BTEC National curriculum is seen as an innovatory curriculum which, for many students, presented important opportunities to progress. It is suggested, however, that ideological assumptions implicit in the model of vocationalism as operationalised in late Twentieth Century capitalism have necessarily emasculated the critical potential and intellectual integrity of vocational education and training in England.

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Wood, Paula Reese. „The Importance of Technical Competencies for Beginning Secondary Business Teachers in Virginia“. Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27907.

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The purpose of this study was to determine the degree of importance of each of the curriculum competencies in the National Standards for Business Education (NBEA, 1995) for the successful performance of beginning secondary business teachers in Virginia as perceived by experienced and inexperienced business teachers. The standards consist of 102 competencies in the 11 subject areas of business education. The questionnaire used in the research study was an original survey instrument developed by the researcher after a review of the literature did not reveal an instrument that could be used with the NBEA document. The survey instrument was mailed to a sample of public high school business teachers in Virginia who were systematically selected from an available population. Results from the demographic question on the survey resulted in the identification of 161 experienced business teachers and 18 inexperienced business teachers. Means, standard deviations, and t-tests were used to describe the data. The competencies were rated with a five-point Likert scale. All competencies were rated as having either essential importance, above average importance, or average importance. Of the 102 competencies, experienced business teachers identified 11 as having essential importance, 86 as having more than average importance, and 5 as having average importance. Inexperienced business teachers rated 11 competencies as having essential importance, 87 as having more than average importance, and 4 as having average importance. When comparing the experienced and the inexperienced teachers' lists of rated competencies, 9 competencies rated as essential importance were the same for both groups, and 3 competencies rated as average were the same for both groups. When comparing the overall content areas, no significant differences existed between the perceptions of the experienced business teachers and the inexperienced business teachers.
Ph. D.

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Mariano, Andréa Daniele Müller. „AS DIRETRIZES CURRICULARES NACIONAIS PARA A EDUCAÇÃO PROFISSIONAL TÉCNICA DE NÍVEL MÉDIO: AVANÇOS, RETROCESSOS OU PERMANÊNCIAS?“ UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2015. http://tede2.uepg.br/jspui/handle/prefix/1175.

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Made available in DSpace on 2017-07-21T20:31:21Z (GMT). No. of bitstreams: 1 Andrea Mulle Mariano.pdf: 1078642 bytes, checksum: 7a4c8e934bf5f15238a8ad5a7f945f64 (MD5) Previous issue date: 2015-02-24
This study aims to analyze the conception of vocational education in the National Curriculum Guidelines for the Middle Level Technical Vocational Education in order to understand how is the relationship between capital and labor and its implications for the formulation of the mentioned document. In this sense, the theoretical framework that guides this research lies within the dialectical and historical materialism, constituting a bibliographic and documentary research, carried through the analysis of the (new) National Curriculum Guidelines for the Middle Level Technical Vocational Education (CNE/CEB No. 06/2012 and CNE/CEB No. 11/2012). The labor category is taken as central discussion, as well as its senses and configurations considering its relations with education, under the dictates of capital, drawing from Marx (2011), Marx and Engels (2007), Lukács (2012), Netto and Braz (2010), Saviani (1989, 2007). In addition, we sought to address, drawing from Mészáros (2008, 2011a, 2011b), the ‘Capital, Labor and State’ tripod as essential category for understanding the study object of this research. Thus, grounded among others in Frigotto (2009, 2010a, 2010b, 2012a, 2012b), Kuenzer (2002, 2008, 2011), Ramos (2010, 2011a, 2012), Ciavatta and Ramos (2012); this research sought to raise determining factors in the education of the worker resulting from the changes caused by the industrial restructuring and flexible accumulation, explaining the implications for the Vocational Education from the 1990s. In this investigative journey, the examination of the conceptual basis and categories highlighted in CNE/CEB No. 11/2012 and CNE/CEB No. 06/2012 took place from the analyzes of Moura (2013) and Saviani (1989 2003), among others, as well as the survey of how these documents are located in the context of relations between capital and labor and to what extent the documents gave legitimacy to polytechnic education and pointed conditions for its development. From these analyzes, we identified improvements, setbacks and also continuities in the new guidelines with respect to previous guidelines. Current guidelines harbor contradictions that, from the point of view of an education project, weaken the idea of integral human education and, in this sense, the possibility of education processes guided by polytechnic. From this perspective, and agreeing with the authors that supported this research, the main challenge ahead certainly lies in Integrating Secondary School and Vocational Education, in its implementation as a right and its effectiveness considering an education project aligned with the polytechnic perspective. Thus, this research carries the intention of adding contributions in this complex and contradictory field.
Este estudo tem como finalidade analisar a concepção de educação profissional presente nas Diretrizes Curriculares Nacionais para a Educação Profissional Técnica de Nível Médio de forma a compreender como se dá a relação entre capital e trabalho e suas implicações na formulação do referido documento. Nesse sentido, a concepção teórica que orienta esse trabalho sustenta-se no materialismo histórico e dialético, constituindo-se em uma pesquisa de cunho bibliográfico e documental, efetivada por meio da análise das Diretrizes Curriculares Nacionais para a Educação Profissional Técnica de Nível Médio (Resolução CNE/CEB nº 06/2012 e o Parecer CNE/CEB nº 11/2012). A categoria trabalho é tomada como discussão central, bem como seus sentidos e suas configurações, tendo em vista suas relações, sob os ditames do capital, com a educação, com base em Marx (2011), Marx e Engels (2007), Lukács (2012), Netto e Braz (2010), Saviani (1989, 2007). Além disso, buscou-se tratar, com base em Mészáros (2008, 2011a, 2011b), do tripé “Capital, Trabalho e Estado”, como categoria essencial para a compreensão do objeto de estudo da presente pesquisa. Logo, fundamentada, entre outros, em Frigotto (2009, 2010a, 2010b, 2012a, 2012b), Kuenzer (2002, 2008, 2011), Ramos (2010, 2011a, 2012), Ciavatta e Ramos (2012); esta pesquisa buscou levantar elementos condicionantes na formação do trabalhador, decorrentes das mudanças originadas pela reestruturação produtiva e acumulação flexível, explicitando as implicações para a Educação Profissional a partir da década de 1990. Nesse percurso investigativo, o exame das bases conceituais e categorias evidenciadas no Parecer CNE/CEB nº 11/2012 e na Resolução CNE/CEB nº 06/2012 deu-se, entre outros, a partir das análises de Moura (2013) e Saviani (1989, 2003), assim como o levantamento de que modo se situam esses documentos no contexto das relações entre capital e trabalho e em que medida os documentos conferiram legitimidade à educação politécnica e apontaram condições para seu desenvolvimento. A partir dessas análises, identificaram-se avanços, retrocessos e também continuidades nas novas diretrizes, com relação às diretrizes anteriores. As diretrizes atuais abrigam contradições que, do ponto de vista de um projeto de educação, enfraquecem a ideia de formação humana integral e, nesse sentido, a possibilidade de processos formativos pautados na politecnia. Nessa perspectiva, e concordando com os autores que fundamentaram esta pesquisa, o grande desafio que se vislumbra, reside, certamente, no Ensino Médio Integrado à Educação Profissional, na sua implementação como um direito e na sua efetivação, tendo em vista um projeto de educação alinhado à perspectiva da politecnia. Assim, esta pesquisa carrega a intenção de agregar contribuições nesse campo complexo e permeado de contradições.

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Wigley, Jonathan James. „Understanding workplace-based learning contexts to inform curriculum development : the case of a Level 5 Environmental Education, Training and Development Practice Qualification /“. Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/498/.

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Phuroe, Marotole Richard. „An investigation into the factors which influence the implementation of the national curriculum statement (NCS) by the school management team (SMT) at selected further education and training schools (FET schools) in the Motheo district“. Thesis, Bloemfontein : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/140.

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Thesis (D. Phil. Education) -- Central University of Technology, Free State, 2011
After the inception of the new government in 1994, a new curriculum was introduced, replacing the then existing curriculum. This new curriculum brought about challenges confronting the School Management Team (SMT) regarding its management and implementation. The changes required a paradigm shift and a proactive leadership approach by the SMT and particularly the principals of the Further Education and Training Schools (FET Schools). New policies were developed in respect of the management of this curriculum, which necessarily require the SMT to know and understand in order to be able to implement the curriculum. The aspect of training was also important in order for the SMT to be effective and efficient managers and implementers of the curriculum. The research study was therefore, about the investigation of the factors which influence the implementation of this curriculum known as the National Curriculum Statements (NCS) in the selected FET Schools in Motheo district. The literature in this study was informed and guided by both international and South African contexts and perspectives. The researcher in this study pursued a mixed mode approach. Quantitative investigation was conducted in selected FET schools within Motheo district specifically Bloemfontein, Thaba-Nchu and Botshabelo schools for deputy principals and Heads of the Departments (HOD) whilst qualitative, interviews were done with the principals. Data analysis was done through the development of categories and comparisons and contrasts were made. The data analysis also took into cognizance the visibility of contrary or alternative explanation for the findings. The investigation, therefore, discovered that most of the School Management Team particularly the principals were not trained on the National Curriculum Statement (NCS), and schools were also experiencing a shortage of resources. The recommendation was that the training for the SMT be an ongoing process as it will help with the successful and effective implementation of the NCS.

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Govender, Rajuvelu. „The contestation, ambiguities and dilemmas of curriculum development at the Solomon Mahlangu Freedom College, 1978-1992“. Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6042_1320317218.

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The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the 20th century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institutionalised at the SOMAFCO High School. It also analyses the arguments for and various notions of Political and Polytechnic Education as well as what happened to these in practice at the school. The SOMAFCO Primary School went through three phases of curriculum development. The school opened in 1980 under a âcaretakerâ staff and without a structured curriculum. During the second phase 1980-1982 a progressive curriculum was developed by Barbara and Terry Bell. After the Bells resigned in 1982, a conventional academic curriculum was implemented by Dennis September, the new principal.

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Bücher zum Thema "National Curriculum (Vocational) L2"

Roger, Lewis. Business: Vocational A level. 3. Aufl. Cheltenham: Stanley Thornes, 2000.

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Kelsey, Ben. BTEC National: An implementation strategy : year 1 and 2. London: Pitman in association with the National Business and Information Studies Project and Hampshire Education Authority, 1989.

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Lee, E. Financial record keeping: An active-learning approach. London: DP Publications, 1991.

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Longmate, Dave. GCSE sociology: Social life. London: Hodder & Stoughton, 2001.

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Careers Research and Advisory Centre., Hrsg. Horizons: A vocational approach to the National Curriculum. Cambridge: Hobsons, 1992.

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University of Exeter. Centre for Secondary & Tertiary Inservice Training., Hrsg. TVEI and the National Curriculum: Proceedings of a national conference 16-17 February 1990, Torquay. Exeter: Centre for Secondary & Tertiary Inservice Training, School of Education, University of Exeter, 1990.

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ERIC Clearinghouse on Adult, Career, and Vocational Education., Hrsg. Using national and state skill standards for vocational-technical education curriculum development. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2000.

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Building the Framework. Department for Education and Employment, 1997.

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Great Britain. Department for Education and Employment., Hrsg. Building the framework: A consultation paper on bringing together the work of the National Council for Vocational Qualifications and the School Curriculum and Assessment Authority. [London]: Department for Education Employment, 1996.

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Financial Record Keeping (Promo Active Learning). Letts Educational, 1991.

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Buchteile zum Thema "National Curriculum (Vocational) L2"

Billett, Stephen, Gun-Britt Wärvik und Sarojni Choy. „Concepts, Purposes and Practices of Integration Across National Curriculum“. In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 327–44. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8857-5_17.

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„Outcomes and National (Scottish) Vocational Qualifications“. In Outcomes, Learning And The Curriculum, 114–32. Routledge, 2002. http://dx.doi.org/10.4324/9780203485835-10.

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Mentor, Dominic. „TLC for MOOCS“. In Computer-Mediated Learning for Workforce Development, 93–110. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4111-0.ch005.

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This chapter reports on efforts to create a sustainable model to increase engagement, success, and retention in a MOOC for learning computer programming, for a U.S.-based national vocational program. In 2014, the training organization was one a few national and regional organizations who were awarded scholarships by a telecommunication's company to participate in a MOOC whose curriculum was informed and designed by multinational corporations to try and address the dearth of young computer programming talent. The vocational training program aimed to convert MOOC registrations into active and supported participation, with a view to increase completion. Theoretical frameworks were employed to ramp up knowledge of an unknown subject area and skill. Social connectedness methods were used to create teaching and learning communities (TLC) of support. Key results allowed the organization's trainees to outperform all other participating organizations. Resulting in the organization being awarded 500 more scholarships for computer programming that could be used over a three-year period.

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Freeman, Tyrone McKinley. „Education“. In Madam C. J. Walker's Gospel of Giving, 83–104. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043451.003.0004.

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Chapter 3 focuses on Walker’s gift of education through her national network of beauty schools as a model of urban industrial vocational education at the same time that Booker T. Washington’s southern rural model of industrial education was prominent. Washington’s Tuskegee model has been critiqued as not successful in addressing black educational needs despite its proliferation because it appeased the white South and focused on the fading agricultural economy. Walker’s beauty schools, in contrast, offered an urban alternative for migrating black women to earn credentials, enabling their gainful employment in the emerging industrial economies of the North, Midwest, and South. The chapter analyzes the curriculum of the Walker beauty schools and its blending of theory, technique, and business management principles to support graduates’ success. This gift of education aligned Walker with other educator-philanthropists of her era, such as Mary McLeod Bethune, Lucy Laney, and Charlotte Hawkins Brown—whose schools she also funded. Walker’s partnership with southern black schools is also examined through which she made donations in exchange for commitments to offer her curriculum. Although only a few colleges took up the offer, participating schools split profits of beauty culture sales made by students with the Walker Company. The program was Walker’s effort to grow her market, extend opportunity to students, and financially support the schools. The chapter reinterprets the relationship between industrial philanthropy and black education, and the value of industrial vocational education to northern black urban communities.

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Priyadarshini, Anita. „Equivalency Programmes Through Open and Distance Learning“. In Open and Distance Learning Initiatives for Sustainable Development, 289–300. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2621-6.ch016.

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This chapter outlines the beginnings of equivalency programmes in India through the Open Basic Education programme, which was initiated by National Institute of Open Schooling(NIOS) and supported by the National Literacy Mission. An equivalency programme is an alternative educational programme equivalent to existing formal general or vocational education. The chapter traces the genesis of the Open Basic Education programme and shows how the growth of adult literacy in India led to a demand for equivalent education for neo-literates. The open and distance learning system with its inherent flexibilities became the appropriate vehicle for equivalency programmes. This chapter describes the concept of equivalency, its international context in the developing world and its relevance for out of school adults. The author outlines the design and development of the curriculum, course materials as well as the process of examination and certification. The chapter describes the close partnership between different stakeholders leading to its successful implementation in India.

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Priyadarshini, Anita. „Equivalency Programmes Through Open and Distance Learning“. In Research Anthology on Adult Education and the Development of Lifelong Learners, 706–17. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch035.

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„Lifetime Targets: • 50 per cent of the workforce to be qualified to NVQ Level 3, Advanced GNVQ or two GCE A level standard (currently about 42 per cent). • 28 per cent of the workforce to have a vocational, professional, management or academic qualification at NVQ Level 4 or above (currently about 25 per cent). • 70 per cent of all organizations employing 200+, and 45 per cent of those employing 50+, to be recognized as Investors in People (though only 22 per cent and 10 per cent respectively, this is expected to be met on current commitments). (Sources: DfEE, QCA and Ofsted, 1997; NACETT, 1998) For the year 2002: • At the end of Key Stage 2, 80 per cent of 11-year-olds will achieve Level 4 or above in English. • At the end of Key Stage 2, 75 per cent of 11-year-olds will achieve Level 4 or above in mathematics. (These targets have been extrapolated for individual LEAs) Mandatory School Targets: • At the end of Key Stage 2, the percentage of pupils attaining Level 4 or above in English will be . . . • At the end of Key Stage 2, the percentage of pupils attaining Level 4 or above in mathematics will be . . . • At the end of Key Stage 4, the percentage of pupils attaining five or more GCSEs or equivalent at grades A–C will be . . . • At the end of Key Stage 4, the percentage of pupils attaining 1 or more GCSEs or equivalent at grades A–G will be . . . • At the end of Key Stage 4, the average GCSE or equivalent points score per pupil will be . . . (Targets will have to be set each autumn term, starting in 1998, and relating to those pupils taking National Curriculum tests or GCSE examinations or equivalent towards the end of the following school year i.e. five terms later) (Source: DfEE, 1998b) Additional School Targets: • All pupils will add two levels to their performance between Key Stage 2 at 11 and Key Stage 3 at age 14.“ In Targets for Tomorrow's Schools, 65. Routledge, 2002. http://dx.doi.org/10.4324/9780203025277-15.

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Konferenzberichte zum Thema "National Curriculum (Vocational) L2"

Phathithak, Phouvieng, Nutchanat Chumchuen und Somsak Akatimagool. „Development of Instructional Package on Thyristor and Applications, Curriculum of Technician Diploma, Savannakhet Technical-Vocational College, Lao PDR.“ In The 12th National Conference on Technical Education and The 7th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2020. http://dx.doi.org/10.14416/c.fte.2020.03.023.

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Sinbouphet, Sitthikanh, und Ekkamol Boonyapalanant. „The Construction and Efficient Validation of Instructional Package for Power Transmission Line Calculation, Higher Diploma Curriculum, SAVANNAKHET Technical-Vocational College, Laos PDR“. In The 12th National Conference on Technical Education and The 7th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2020. http://dx.doi.org/10.14416/c.fte.2020.03.025.

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Muslim, Muslim, Selamat Riadi und Nur Basuki. „Development of interactive tutorial video based on curriculum based on Indonesian national qualification framework in machinery material Basic completion of completion“. In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285677.

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Ingtyas, Fatma, Nuwairi Hilda und Nila Handayani. „Development of A "Product Design" Guidelines Book Based on Indonesia National Curriculum Framework (KKNI) to Develop Creative Industries Students of Education Department of Family Welfare State University of Medan“. In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285835.

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Parseliunas, Eimuntas, und Saulius Urbanas. „Features of Flexible E-Learning Modules Within Geographical Information Science for Vocational Training“. In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59093.

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The main features and general structures of two distant learning modules within geographical information science for vocational training are presented in this paper. “European Level Developments of Flexible Learning Models within Geographical Information Science (GIS) for Vocational Training (E-GIS)” was a pilot project under the Leonardo de Vinci Community action Programme on vocational training, within Geographical Information Science (GIS), to be implemented over a three year period, 2002–05. The project will be continued in 2008–2009 under the abbreviation eGIS+. The main objectives of the project is to establish co-operation between European Universities and GIS user organisations and to develop modularised courses intended for Internet based learning, establish links of communications between the partners in the project in order to disseminate and share “best practices” in different teaching situations and for different types of students. The course modules to be developed, all together, will constitute a one-year programme within GIS. This project mainly targets full time students, private and civil service employees within the European Union, but also similar categories in non-EU countries. The outcomes of the project is high level content, new net-based pedagogic method suited for accessing target groups of great diversity as regards pedagogic traditions, access to computers and bandwidth. Cooperation between the institutions will, certainly, give higher level courses than the individual institutions could possibly themselves. “Training of Lithuanian Geographic Information Infrastructure managers” is a project supported by European Union Structural Funds and National Land Service under the Ministry of Agriculture of Lithuania Republic. The main objective of the proposed geographic information e-training system is to develop and provide the modularised Spatial Information Infrastructure courses intended for on-line based learning. This mainly will target employees of civil service and private business in Lithuania and European Union. Proposed curriculum is a set of modular courses adding up to 1.5-year part-time studies in the field of Geographic Information Science and Geographic Information Infrastructure.

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