Dissertationen zum Thema „Vocational Education and Training“
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Tsang, Kwok-chun. „Vocational education and training in Hong Kong : a case study of a training centre of the Vocational Training Council /“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811310.
Der volle Inhalt der QuelleKerton, G. A. J. „Vocational education and training in Botswana“. Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/56166/.
Der volle Inhalt der QuelleKap, Hrvoje. „Comparative Studies of Vocational Education and Training“. Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-119482.
Der volle Inhalt der QuelleAt the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 3: Manuscript.
Mbewe, Mambwe Luka. „Assessing the Zambian technical and vocational training“. CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1132.
Der volle Inhalt der QuelleSproule, Charles Robert Moore. „Vocational education initiatives : a sociological investigation“. Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292536.
Der volle Inhalt der QuelleChan, Kwan-tak. „Diploma disease and vocational education and training in Shanghai, China“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500761.
Der volle Inhalt der QuelleLaw, Chun-wah. „Experience from Siemens Training Centre in Germany“. Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/HKUTO/record/B38628545.
Der volle Inhalt der QuelleMichaelides, Anthony. „Vocational cooperative education in Cyprus, 1960-1986“. Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6691/.
Der volle Inhalt der QuelleMarshall, Stephanie jane. „Pre-vocational education : a comparative policy study“. Thesis, University of York, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333742.
Der volle Inhalt der QuelleTsang, Kwok-chun, und 曾國鎮. „Vocational education and training in Hong Kong: a case study of a training centre of the VocationalTraining Council“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959830.
Der volle Inhalt der QuelleLau, Siu-wai. „Vocational training centre for the deaf“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954210.
Der volle Inhalt der QuelleHenworth, Andrew Timothy. „Quality in land-based further education and training“. Thesis, University of Hull, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389465.
Der volle Inhalt der Quelle劉少偉 und Siu-wai Lau. „Vocational training centre for the deaf“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983443.
Der volle Inhalt der QuelleMatthews, Vernon Keith. „Preparatory vocational education grant proposal“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1620.
Der volle Inhalt der QuelleOthman, Ahmad Bin. „The role of the National Vocational Training Council in the management of vocational training in Malaysia : a critical evaluation“. Thesis, University of Nottingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298958.
Der volle Inhalt der QuelleGoodman, Linda Margaret. „Embedding information technology into the further education vocational education and training curriculum“. Thesis, Sheffield Hallam University, 1994. http://shura.shu.ac.uk/6849/.
Der volle Inhalt der QuelleCooper, Evan S. „Got Skills? Improving U.S. Vocational Training amidst Growing Demand for Advanced Vocational Skills“. Ohio University Honors Tutorial College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1524678708998462.
Der volle Inhalt der QuelleShank, Jacqueline A. „Dropout and completion in adult vocational job training programs : a prediction model for the adult vocational student“. Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239896012.
Der volle Inhalt der QuelleGrace, Lauri Joy, und lswan@deakin edu au. „Language, power and ruling relations in vocational education and training“. Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060927.134645.
Der volle Inhalt der Quelle陳坤德 und Kwan-tak Chan. „Diploma disease and vocational education and training in Shanghai, China“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962142.
Der volle Inhalt der QuellePatiar, Shyam Sunder. „Vocational education and training in the hospitality and catering industry“. Thesis, University of Liverpool, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440769.
Der volle Inhalt der QuelleTurton, Richard. „Vocational education, training policy and business strategy, England and France“. Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/0107666e-c87a-4030-befe-406d54773068.
Der volle Inhalt der QuelleRamanathan, Chettiar Palaniappan. „The development of the Malaysian vocational education and training system“. Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/164428.
Der volle Inhalt der QuelleDoctor of Philosophy
MacMahon, Rosaleen. „The Certificate of Pre-Vocational Education : a learning system?“ Thesis, University of Nottingham, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293217.
Der volle Inhalt der QuelleAl-Marzooki, Ahmed Mohamed. „The development of vocational and technical education in Qatar“. Thesis, Durham University, 1994. http://etheses.dur.ac.uk/965/.
Der volle Inhalt der QuelleCarro, Olvera Adriana, Hernández Felipe Hernández, Gutiérrez José Alfonso Lima und Serrano María Mercedes Corona. „Vocational training and teaching skills in the state of Tlaxcala“. Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/117793.
Der volle Inhalt der QuelleEl presente artículo expone las contribuciones de la primera etapa de lainvestigación «Teorías y retos en la formación del profesorado en México», la cualanaliza en el marco de la transición de la Reforma Educativa actual el dominio delas competencias docentes de los profesores. El objetivo de este estudio consistióen identificar la formación y práctica de los maestros de educación básica y mediasuperior del estado de Tlaxcala para el desarrollo de sus competencias docentes.La investigación se realizó con una metodología descriptiva transversal de cortecuantitativo, se encuestaron a 346 docentes de los tres niveles educativos. Enlos resultados se resalta que un número considerable de docentes carece de la formación pedagógica y adquieren las competencias específicas durante el ejercicio de la función docente.
O presente artigo expõe as contribuições da primeira etapa da investigação «Teorias e desafios na formação dos professores no Mexico», o qual analisa no marco da transição da Reforma Educativa atual, o domínio das competências docentes dos professores. O objetivo deste estudo consistiu em identificar a formação e pratica dos professores do ensino básico e fundamental do estado de Tlaxcala para o desenvolvimento de suas competências docentes. A investigação realizou-se com uma metodologia descritiva transversal de corte quantitativo, 346 docentes dos três níveis educativos, responderão a um questionário. Nos resultados ressalta-se que um número considerável de docentes carece de formação pedagógica e adquirem as competências especificas durante o exercício da função docente.
Sullivan, Dale Leroy. „Managerial perceptions of training provided for entry-level management trainees“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/899.
Der volle Inhalt der QuelleWilliams, Carol A. Wagner. „Longitudinal training needs assessment of school vocational evaluators in Ohio /“. The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844485893837.
Der volle Inhalt der QuelleMoore, Judith A. „Certification competencies for teachers of Missouri's vocational industrial education programs /“. free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841201.
Der volle Inhalt der QuelleLindell, Mats. „From formulation to realisation : reform in Swedish continuing vocational training : the case of advanced vocational education /“. Luleå, 2004. http://epubl.luth.se/1402-1544/2004/29.
Der volle Inhalt der QuelleNILSSON, Anders. „Vocational education and training in Sweden 1850-2008 - a brief presentation“. 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2008. http://hdl.handle.net/2237/12147.
Der volle Inhalt der QuelleKaminskienė, Lina. „Social partnership in the school based vocational education and training system“. Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20081202_100208-13474.
Der volle Inhalt der QuelleSocialinė partnerystė darbdavių, darbuotojų ir valstybės institucijų sąveika – veikia visose demokratinėse valstybėse. Socialinė partnerystė tapo vienu iš svarbių profesinio rengimo kokybės užtikrinimo veiksnių, sąlygojančių kaitos ir atsinaujinimo procesus profesinio rengimo sistemoje. Socialiniai partneriai ne tik įtraukiami į profesinio rengimo turinio tikslų nustatymą, jų įgyvendinimą, pasiekimų ir rezultatų vertinimą, bet ir dalyvauja formuojant profesinio rengimo politiką, administruojant ir organizuojant profesinio rengimo veiklą. Lietuvoje, kur dominuoja mokyklinis profesinio rengimo modelis, švietimo sistemos ir veiklos pasaulio ryšiai ilgą laiką buvo veikiami pasiūlos principo: specialistai buvo rengiami neatsižvelgiant arba minimaliai atsižvelgiant į veiklos pasaulio poreikius. Socialinis dialogas Lietuvoje turėjo gimti ypatingai sudėtingomis sąlygomis. Viena vertus, socialinių partnerių iniciatyvą stabdė ne tik centralizuotai valdoma profesinio rengimo sistema, žemas profesinio mokymo prestižas, bet ir darbo santykiai, kurių formavimuisi įtakos turėjo sovietinė sistema. Antra vertus, socialinė partnerystė, kaip reiškinys, atsirado tik prasidėjus demokratizacijos procesams, todėl neturėjo nei tradicijos, nei partnerystei palaikyti reikiamos infrastruktūros, resursų ir kompetencijų, todėl dar ir šiandien socialinė partnerystė, kaip organizacinė forma, priimama be didelio pasitikėjimo, neaiškūs jos principai ir siekiai, neapsispręsta, kaip ir kokiu būdu ji turėtų... [toliau žr. visą tekstą]
Swan, Michelle Deanne. „Implementation and participation in vocational education and training in Catholic schools“. Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/3377f5796936035a938c5ae571b49d70254ad31f603d5868a3f63429cb30af62/4350036/SWAN_2019_Implementation_and_participation_in_vocational_education.pdf.
Der volle Inhalt der QuelleKing, Louise. „Australian Transnational Vocational Education and Training Provisions: Sustainability, Quality, and Relevance“. Thesis, Griffith University, 2019. http://hdl.handle.net/10072/386029.
Der volle Inhalt der QuelleThesis (PhD Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
Full Text
Kucheruk, Maryna. „Vocational training for future teachers“. Thesis, Бердянський державний педагогічний університет, 2019. https://er.knutd.edu.ua/handle/123456789/14693.
Der volle Inhalt der QuelleМетою роботи є дослідження важливості освоєння нових освітніх технологій. Це дає змогу не лише збагатити базу теоретичних та методичних знань студентів, а й сформувати сукупність професійних навичок проектування, удосконалення навчального процесу, аналізу його результатів відповідно до викладання нових інформаційних технологій.
Целью работы является исследование важности освоения новых образовательных технологий. Это позволяет не только обогатить базу теоретических и методических знаний студентов, но и сформировать совокупность профессиональных навыков проектирования, совершенствование учебного процесса, анализа его результатов в соответствии с преподаванием новых информационных технологий.
Elzalitni, S. M. „Vocational education and training programmes in the Libyan higher education sector : an exploratory study“. Thesis, University of Salford, 2008. http://usir.salford.ac.uk/26663/.
Der volle Inhalt der QuelleForh, Edward S. „Stakeholders' Roles in Prioritizing Technical Vocational Education and Training in Postconflict Liberia“. Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665850.
Der volle Inhalt der QuellePostconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.
Jawarneh, Tariq Yousef. „The delivery of pre-vocational education in Jordan in relation to the United Kingdom's Part One General National Vocational Qualification“. Thesis, University of Huddersfield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247461.
Der volle Inhalt der QuelleMcKinstry, Elizabeth. „The impact of coaches' training on implementation of the Linked Learning approach“. Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10179205.
Der volle Inhalt der QuelleThe onset of the 21st century brought a new dynamic in the workforce fueled by societal changes and technological advancements. These forces helped to create the conditions that transformed the economy from the industrial age of routine labor to a knowledge age where creativity, collaboration, and critical thinking are now needed for success. In addition, the forecasts for this new global economy of the 21st century project that students will need not only new skillsets but also increased levels of education to succeed in the workplace. To prepare all students for postsecondary education and foster the growth of these new skillsets, education has to integrate reform efforts that address these changes. Yet, a challenge to transforming the education system of the industrial age to one that meets the needs of the 21st century is the two-track system that was created to align with an industrial age economy: one track for those who were to attend higher education and one for those who were to enter the workforce directly from high school. Linked Learning is an evidence-based reform effort that addresses these changes. It includes four elements: academic and technical coursework, student support systems, and work-based learning opportunities. Linked Learning prepares all students for postsecondary education options. Coaches’ training has been identified as a strategy to aid in the implementation of the elements of Linked Learning and change instructional practice.
This quantitative dissertation research study examined the impact of the coaches’ training on the implementation of Linked Learning approach. The study used a web-based survey to collect data from educators who had participated in the coaches’ training to assess if the training was of value in implementing the core elements and beliefs of Linked Learning with their districts after they had completed the sessions and supporting assignments. Twenty-one educators from northern, central and southern California who had participated in the training responded to 35 Likert items that were aligned to the seven intended coaches’ outcomes. Participants were given the opportunity to add comments to each section. The results allowed for an assessment of the impact.
Meredyth, Denise Lee, und n/a. „Education and its Critics: Principles and Programmes in Australian Education Policy“. Griffith University. School of Curriculum, Teaching and Learning, 1994. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050901.095322.
Der volle Inhalt der QuelleMeredyth, Denise. „Education and its Critics: Principles and Programmes in Australian Education Policy“. Thesis, Griffith University, 1994. http://hdl.handle.net/10072/367565.
Der volle Inhalt der QuelleThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Arts, Education and Law
Full Text
Lee, Chye Yim Shereen. „Personal attributes of quality technical education and training teachers in Singapore“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1901.
Der volle Inhalt der QuelleSefton, Robin 1941. „Alternative futures : cultivating a new management paradigm in vocational education and training“. Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/7658.
Der volle Inhalt der QuelleStark, Robin. „The pulse of change : E-education and other reforming influences on vocational education and training“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/666.
Der volle Inhalt der QuelleRailienė, Asta. „Training of social educators as vocational advisers: development of competencies of a vocational adviser“. Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100607_094955-39486.
Der volle Inhalt der QuelleDisertacinio tyrimo objektas – socialinių pedagogų rengimas. Nagrinėjant šį objektą, sprendžiama tyrimo problema – socialinio pedagogo kaip profesijos patarėjo rengimas, kuri konkretizuojama probleminiais klausimais: kokios socialinio pedagogo kaip profesijos patarėjo veiklos charakteristikos ir šiai veiklai būtinos kompetencijos; kokia turėtų būti socialinės pedagogikos studijų programos, skirtos profesijos patarėjo kompetencijoms ugdyti, struktūra, kad būtų užtikrinta sąveika tarp visų studijų programos parametrų ir būtų sudarytos prielaidos rengti specialistą, gebantį teikti profesinio orientavimo paslaugas ir kokie socialinės pedagogikos studijų programos, skirtos profesijos patarėjo kompetencijoms ugdyti, realizavimo veiksniai lemia kompetencijų įgijimą. Tyrimo tikslas – socialinės pedagogikos studijų programos pagrindu teoriškai ir empiriškai pagrįsti profesijos patarėjo kompetencijų ugdymo modelį. Teoriniu atžvilgiu disertacinis tyrimas atskleidžia ir pagrindžia socialinio pedagogo kaip profesijos patarėjo veiklos charakteristikas ir kompetencijas, teorinį studijų programos alternatyviai pasirenkamos dalies turinio konstravimo modelį, studijų programos realizavimo veiksnius, laiduojančius kompetencijų įgijimą bei nuolatine refleksija, savęs vertinimu ir grįžtamuoju ryšiu pagrįstą kompetencijų vertinimo ir įvertinimo metodiką, atliepiančią į besimokantįjį orientuotos mokymosi koncepcijos nuostatas. Praktinis rezultatų reikšmingumas: socialinės pedagogikos studijų... [toliau žr. visą tekstą]
Seaman, Rachel Lynn. „Paraprofessional-Implemented Vocational Training for Students With Severe Disabilities“. The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1493500711957814.
Der volle Inhalt der QuelleGu, Chen Chen, Telma Gomes und Victor Samuel Brizuela. „Technical and Vocational Education and Training in Support of Strategic Sustainable Development“. Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5351.
Der volle Inhalt der QuelleTelma Gomes - phone: 0736280415 - tegomes@uol.com.br Victor Samuel Brizuela - samworks@gmail.com Chen Chen Gu -guchenchen880309@163.com,
Prosser, Jean Blamire. „Vocational education and training and the labour market : an economic curriculum model“. Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/916/.
Der volle Inhalt der QuelleKatsande, Tapiwa Emmanuel. „Vocational education and training in rural Zimbabwe : the case of Murewa District“. Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/701765/.
Der volle Inhalt der QuellePlowman, Tiffany Danielle. „India's vocational education and training programs is women's participation improving household incomes? /“. Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/441971613/viewonline.
Der volle Inhalt der Quelle