Dissertations / Theses on the topic 'Apprenticeship programs'
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Krull, Kari L. "Analysis of impact of youth apprenticeship programs on students enrolled in Manitowoc County Youth Apprenticeship Programs." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009krullk.pdf.
Full textStoner, Gayla M. "INSTRUCTORS' PERCEPTIONS OF ONLINE INSTRUCTION WITHIN REGISTERED APPRENTICESHIP PROGRAMS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1048.
Full textHsu, Yun-Hsiang. "Training Externalities and Institutional Determinants: Assessing Rentention in Ohio Apprenticeship Programs." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366224121.
Full textSmith, Peter John Brenchley, and mikewood@deakin edu au. "Preparing for flexible delivery in industry: Learners and their workplaces." Deakin University. School of social and cultural studies in education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060623.095632.
Full textJohnson, Carolyn S. "Developing servant leaders in rural Isaan churches through apprenticeship." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p002-0813.
Full textBaird, Craig A. "Cognitive apprenticeship in a building design office." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1065.
Full textCoenen, Glenn T. "A study of curriculum utilized in three Carpenter's Apprenticeship Programs in Wisconsin and Missouri." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002coeneng.pdf.
Full textLundall, Paul. "The erosion of apprenticeship training in South Africa's metal and engineering industry." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/16098.
Full textThis thesis explores the decline and transmutation of the apprenticeship system in South Africa, specifically as it occurred in the metal and engineering industry. It proceeds to analyse the most basic and influential imperatives which have driven this process. On the side of capital, these imperatives were the inexorable motive for a profit driven industrial organisation and on the side of organised labour, the imperatives to protect skills, jobs and wages. The existence of the one set of imperatives presupposed the need to redefine the existence of the other set. These contradictory imperatives have shaped the trajectory of the apprenticeship system in South Africa. They were contradictory because the one was an impediment on the untrammelled extension of the other. However, as the imperative of profit maximisation gradually became the predominant consideration in the relationship, it began to exert greater pressure on the character of the apprenticeship system. Within the apprenticeship training system, the imperative of profit maximization prioritised price calculation as the dominant consideration by which decisions and trajectories were chartered. Since the state mediated the relationship between the various economic interests in society, its interventions merely curtailed a more rapid consolidation of the effects of a profit driven industrial organisational imperative, within the apprenticeship training system. The triumph of the profit maximization imperative, systematically eroded the system of apprenticeship training in the metal and engineering industry of South Africa. An institutional inertia within the South African state resulted in the manifestation of erosive effects within institutions of the state empowered with governing and managing human resources development. This institutional inertia within the state was an accompaniment to the broader erosion of the apprenticeship training system at the workplace.
Shaw, Joseph. "An analysis of regional occupational programs that offer academic credit, college articulation, state licensing, and apprenticeship training credit." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/941.
Full textRezin, Andrew A. "A comparison of industry success of associate degree graduates who participated in cooperative apprenticeship programs versus their counterparts in traditionally delivered programs /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953567771178.
Full textCARMINATI, Enrica. "Il ruolo delle relazioni industriali nella costruzione dei sistemi dell'apprendistato." Doctoral thesis, Università degli studi di Bergamo, 2013. http://hdl.handle.net/10446/28642.
Full textMartins, Paulo Rodolfo de Oliveira. "Desenvolvimento de um protocolo de ensino adaptativo para apoio à disciplinas de graduação /." São José dos Campos, 2018. http://hdl.handle.net/11449/157332.
Full textCoorientador: Jorge Kennety Silva Formiga
Banca: Vivian Silveira dos Santos Bardini
Banca: Lucas Hidenori Okamura
Resumo: Esta pesquisa buscou propor um protocolo para funcionamento de uma ferramenta de auxílio no processo de ensino/aprendizado. Tal protocolo é construído com base nos conceitos de identificação e preenchimento de lacunas de aprendizado, identificadas por intermédio de sucessivos testes rápidos (quiz) que são aplicados durante o desenvolvimento das disciplinas. A fim de verificar o potencial da proposta, e assim motivar a implementação da ferramenta em questão, foi realizado um estudo de caso envolvendo duas turmas de duas disciplinas distintas de graduação da Faculdade Anhanguera de São José dos Campos. A eficácia do processo de ensino investigado foi verificada mediante análises estatísticas, se utilizando dos testes de "Wilcoxon" que visava comparar se houve melhora entre os quizzes do mesmo assunto; "Iteração de uma amostra" que buscou verificar se as melhoras e pioras acontecem de forma aleatória; e "χ^2 para uma amostra" que verificou se a melhora difere com relação ao comportamento mediano esperado. E pôde-se observar resultados favoráveis ao método proposto, o que demonstra eficácia do protocolo, objeto desta pesquisa
Abstract : This project looked for a protocol for the operation of an aid tool in the teaching / learning process. The protocol is based on the concepts of identifying and filling learning gaps, high school sessions, quick tests and tests are applied during the development of the disciplines. In order to verify the potential of the proposal, as well as to motivate the implementation of the tool in question, a case study was carried out on the two classes of undergraduate courses of the Anhanguera Faculty of São José dos Campos. The investigation of the teaching process investigated was used as a statistical database using "Wilcoxon" tests that aimed to compare if there was improvement between the quizzes of the same subject; "Iteration of a sample" that sought to verify if the improvements and worsen happen in a random way; and "���� 2 for one sample" that verified if the improvement differs with respect to the expected median behavior. And it was possible to observe favorable results to the proposed method, which demonstrates effectiveness of the protocol, object of this reasearch
Mestre
Heather, Keith Buxmann. "The determination of a strategy for the implementation of learnerships in the catalytic converter canning industry in the Eastern Cape." Thesis, Port Elizabeth Technikon, 2002. http://hdl.handle.net/10948/117.
Full textSmouse, Mongezi Raymond. "Experiences of managers at supervising work integrated learning students in selected financial services organisation in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2784.
Full textIn South Africa the government, industry and communities have placed pressure on Higher Education Institutions to deal with general skills shortage: whilst they prepare students to meet requirements and standards which industry expects. Universities of Technology are empowering students with theory, combining it with practical experience to generate graduates that are ready to meet industry’s demands and professional expectations. However, it has not proved easy to place students.The researcher has attempted to establish from companies the reasons the challenges and barriers posed during the Work Integrated Learning process. Work-Integrated Learning is important in bridging the gap between graduate attributes and industry expectations and the significant role that it plays in bridging the gap between graduate attributes and industry expectations. The workplace is a source of learning for students.The feedback from industry supervisors should be seen as an integral part of assessing students’ readiness for the world of work. The purpose of this research is to ascertain how managers deal with students during the Work-Integrated Learning period.The results of the study create foundation for future developments and research. It will also inform the development of an effective and innovative Work-Integrated Learning curriculum that is more supportive academically, and that encourages professional excellence and produces work-ready graduates. A qualitative research method was used in the study. Fifteen financial services managers from different companies were individually interviewed. Ethical approval for the study was sought and obtained. The results demonstrated that the managers experienced mixed feelings regarding their experience when supervising students in their respective companies. A closer examination of the managers’ responses, however, revealed that they had high expectations of students that participated in WIL, coupled with the quality of training provided by the Higher Education Institutions. These expectations include the following: effective time management, especially when reporting for work; regular attendance and team work, good and effective communication between company and the hosting university; and for WIL students to work independently, were all regarded as important.Although some managers had positive experiences of supervising students, there were those that expressed concerns about students’ levels of work readiness, as some indicated that students lacked self-confidence, while others raised concerns about students’ attitudes and lack of work ethics. It is recommended that the WIL programme should include activities that will enhance students’ confidence, independence and work-effectiveness. A collaborative effort should be made between various stakeholders that are involved in WIL: The need to give feedback to students on a full range of skills and competencies in the workplace, has not been extensively studied; hence an attempt by the researcher to establish some of the industry managers’ experiences in this regard.
Go, Albert(Albert P. ). "TeachBot : an automated, hands-on apprenticeship program." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/127921.
Full textCataloged from the official PDF of thesis.
Includes bibliographical references (pages 55-56).
There are a plethora of medium and small-sized manufacturing companies that do not rely completely on autonomous systems. As a result, it is more economical to use a mixture of human labor and manufacturing robots; however, with the thousands of people who apply for these jobs, many do not have the experience to work along-side robots or understand how robots works. The research described by this thesis introduces a solution to this problem through TeachBot, an automated, hands-on apprenticeship program. TeachBot seeks to empower manufacturing workers with the skills necessary to work collaboratively with robots in the manufacturing industry. Through the use of ROS, the program teaches key topics in robotics such as encoders, kinematics, feedback, and programming through multiple interactive modules. TeachBot is setup with three main components: a JSON file of instructions, a JavaScript file, and a python file. The JavaScript file parses the instructions and sends commands to the python script. The python script then sends these commands to the robot. This process allows TeachBot to be modular and universal such that it can be modified easily and applied to any robot. This research focuses on implementing TeachBot onto the Sawyer Robot and the possible extension to the Universal Robot 5e.
by Albert Go.
S.B.
S.B. Massachusetts Institute of Technology, Department of Mechanical Engineering
Moore, John Oliver. "Technology-supported apprenticeship in the management of chronic disease." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/91853.
Full text109
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 83-91).
Chronic disease is the most important cause of morbidity and mortality worldwide, but the current standard of care is woefully ineffective. It is paternalistic, episodic, and perversely incentivized based on volume, resulting in poor outcomes at extraordinary cost. Technology-supported apprenticeship is a model of chronic disease management that embraces the contribution of the patient. It is collaborative, continuous, and designed to achieve value through improvement in the experience, clinical outcomes, and cost of care. In this model, patients are the novice apprentices of master clinicians. A software platform called CollaboRhythm provides applications on mobile phones and tablets as scaffolding for collaboration. Tracking tools document progress, visualizations highlight associations between actions and outcomes, and personalized decision support encourages self-efficacy. Powerful virtual visits and instant messaging allow master clinicians to provide adaptive coaching within the context of daily life rather than in the artificial environment of the office. Apprentice patients have the potential to become master coaches themselves; thus producing an exponentially scaling health ecosystem at minimal cost. Two randomized, controlled trials were conducted to evaluate if technology-supported apprenticeship could augment the "best of the best" in office-based care and scale it via virtual deployment. Apprentice patients for basal insulin titration at the Joslin Diabetes Center were more satisfied with their care than controls, achieved better outcomes (-3.1% vs. -2.5% HbA1C), and did so with minimal increase in cost ($206). Those for hypertension management at the Massachusetts General Hospital were also more satisfied with their care, achieved better outcomes (-26.3 vs. -15.9 mmHg SBP), and did so with negligible increase in cost ($14). Over a longer period of time, apprenticeship is projected to produce better outcomes at decreased cost. Technology-supported apprenticeship has extraordinary potential, but the paternalistic culture of medicine and its volume-based economic model present significant impediments. Future work needs to address longer durations of coaching, greater numbers of apprentices per coach, patients as coaches, other chronic diseases, and patients with comorbidities.
by John Oliver Moore.
Ph. D.
Boyer, Susan. "Impact of Nurse Residency Program on Transition to Specialty Practice." Thesis, American Sentinel University, 2016. http://hdl.handle.net/10919/73486.
Full textDoctorate of Nursing Practice
Bennici, Frank Joseph. "An assessment of the equal opportunity performance of the National Apprenticeship Program /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1226937756.
Full textJooste-Mokgethi, Osma Thandiwe. "Demand-driven programme provisioning at a public FET College in the Western Cape : case study of the West Coast FET College." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80178.
Full textENGLISH ABSTRACT: The Democratic South African government inaugurated in 1994 identified the need for intermediate skills that are required to contribute to the growth of the economy and to reduce the high unemployment rate. Further Education and Training Colleges (FETC) were established after 1994 by merging the former 152 technical colleges into 50 FETCs. The function of these FETCs was to offer intermediate skills to the youth, women, and employed and unemployed South Africans. The South African government introduced a number of strategies, Acts and policies to support the colleges and to implement demand-driven intermediate skills programmes which would close the skills gap and improve the growth of the economy. These policies seek to ensure that skills offered at colleges are aligned to the needs of industry and to make sure that the college programmes will be in demand in the work place. The study presented is aimed at investigating this alignment by evaluating how apprentices in the final stage of their vocational training perform and meet the demands at their work places. A number of strategies used by different countries to support and develop their education systems are discussed. The discussion is directed at considering how vocational education ensures a positive contribution to skills development and what its impact is on the growth of the economy. This study provides a comprehensive policy and legislative framework which governs and supports the higher education institutions and the FETCs. The study was designed to determine whether welding apprentices from the College are, according to the work place staff and management and stakeholder bodies, appropriately equipped with vocational skills and knowledge to execute their duties at the work place. The evaluation and analysis of the data extracted from the responses of the interviews and questionnaires are presented and discussed. The results enabled the researcher to conclude that the evaluation of apprentice performance at the work place provides significant insight into the question of how vocational training and knowledge at the WCFETC meet the demands at the work place. Conclusions are drawn and recommendations are made.
AFRIKAANSE OPSOMMING: Die demokratiese Suid-Afrikaanse Regering, wat in 1994 ingehuldig is, het die behoefte aan intermediêre vaardighede om die groei van die ekonomie en die van die hoë werkloosheidssyfer te verlig, geïdentifiseer. Verdere Onderwys en Opleiding Kolleges (VOOKS) is na 1994 totstand gebring deur die samesmelting van 152 voormalige Tegniese kolleges tot 50 VOOKS. Die funksie van die Verdere Onderwys en Opleiding Kolleges was om intermediêre vaardighede aan die jeug, vrouens en Suid-Afrikaners in diens of werkloos, te verskaf. Die Suid-Afrikaanse Regering het ´n aantal strategieë, wette en beleidsrigtings aangeneem om die kolleges te ondersteun en om die aanvraag-gedrewe intermediêre vaardigheidsprogramme te implementeer wat dan die vaardigheidsgaping sou vernou en die groei van die ekonomie sou bevorder. Hierdie beleidsrigting beoog om te verseker dat vaardighede wat by die Kolleges aangebied word, belyn is met die industrie as ook om te verseker dat die kollege programme benodig word in die werksplek. Die studie is gemik daarop om hierdie belyning te ondersoek en te evalueer hoe vakleerlinge in die laaste stadium van hulle ambagsopleiding vaar, en voldoen aan die eise van die werksplek. ´n Aantal strategieë wat deur verskillende lande gebruik word, om hulle eie opvoedingsstelsels te ontwikkel, word bespreek. Die bespreking verwys na hoe ambagsopvoeding ´n toevoeging tot vaardigheidsontwikkeling kan verseker en wat die impak daarvan op die groei van die ekonomie het. ´n Alomvattende beleid en ´n wetsraamwerk, wat Hoër OpvoedingsInstansies en die Verdere Onderwys en Opleiding Kolleges beheer en ondersteun, word verskaf. Die studie is ontwerp om te bepaal of die sweis vakleerlinge van die kollege, volgens die werksplek personeel en -bestuur en belanghebbende liggame, toepaslik toegerus en bevoeg is met ambagsvaardighede en kennis om die pligte van die werksplek uit te voer. Die evaluering en analise van die data, afgelei van die terugvoering van die onderhoude en vraelyste, word weergegee en voledig bespreek. Die resultate stel die navorser in staat om tot die gevolgtrekking te kom dat die evaluering van vakleerling-werksverrigting by die werksplek merkbare insig tot die vraag hoe ambagsopleiding en kennis by die Weskus VOOK aan die eise van die werksplek voldoen. Gevolgtrekkings en aanbevelings word aangebied.
Maia, Ana Augusta Ravasco Moreira. "Também temos crachá: sobre um programa para aprendizes." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7126.
Full textEsta tese objetiva estudar o encontro dos jovens com o mundo do trabalho a partir de sua passagem por um programa de aprendizes em uma grande empresa privada brasileira com sede no Rio de Janeiro. Fazem parte do programa de aprendizes dessa empresa jovens entre 15 e 21 anos de ambos os sexos que moram em regiões diferentes do Estado, em geral na Baixada Fluminense ou em favelas cariocas pertencentes a famílias de baixa renda. Busca-se refletir sobre as questões que emergem no encontro dos jovens com o universo organizacional assim como compreender os significados concedidos por eles ao trabalho no que se refere às suas expectativas de futuro e aos seus projetos de vida. Parte-se da compreensão de que vivenciamos um momento de crise no qual toda a sociedade vem sofrendo profundas transformações com impactos diversos para os sujeitos contemporâneos e para a produção de subjetividades. A juventude, em especial, vem sendo atingida diretamente por esse cenário fazendo com que a passagem para a vida adulta seja um desafio. Nesse sentido, o governo brasileiro vem desenvolvendo políticas públicas voltadas para a juventude, dentre as quais a Lei de Aprendizagem faz parte. Esta foi criada pelo Ministério do Trabalho e do Emprego visando apoiar o jovem em sua inserção no mercado de trabalho e estabelece que organizações tanto públicas quanto privadas devem contratar obrigatoriamente um percentual de moças e rapazes entre 14 e 24 anos em regime especial de aprendizagem para conceder-lhes formação técnico-profissional. Para alcance dos objetivos da tese, foi realizada ampla pesquisa qualitativa de campo ao longo dos anos de 2010 e 2011 na qual foram utilizados instrumentos diversos para a coleta de dados: entrevistas individuais, focus group, observações e intervenções de campo que se concentraram na seleção dos aprendizes, em algumas ações de treinamento pelo qual passaram e no seu dia a dia de aprendizado na empresa. Os dados mais significativos coletados em campo foram analisados a partir de referências teórico-bibliográficas da Psicologia e de outras áreas de saber das Ciências Humanas e Sociais que dessem suporte à sua compreensão. Como alguns dos principais resultados obtidos na pesquisa, pode-se destacar que a ocupação profissional para a qual os jovens são preparados durante sua formação no programa de aprendizado não está necessariamente vinculada aos desejos de carreira que possuem para seu futuro. Os projetos de vida que denotam a busca por estabilidade são pautados em carreiras que requerem a realização do ensino superior. O encontro dos jovens com o universo da empresa não é simples, requer a aprendizagem de formas de falar e de se portar que são bem-vindas ou não. São essas formas de saber assim como o sentido de responsabilidade que ganham ao terem tarefas a realizar os principais aprendizados que os jovens carregam da experiência vivida. Por outro lado, a empresa ainda possui dificuldades para lidar com esses jovens percebendo-os a partir de estereótipos ligados às suas origens socioeconômicas que acabam por gerar mecanismos de desenvolvimento com teor civilizatório.
This thesis aims to study the encounter of youngsters with the world of work from their passage through an apprenticeship program in a large Brazilian private company headquartered in Rio de Janeiro. Took part of the apprenticeship program from this company youngsters aged 15 to 21 years old of both sexes living in different regions of the state, usually in Baixada Fluminense or in Rio de Janeiro's favelas (slums). It is an objective to reflect on the issues that emerge in the encounter of young people with the organizational universe as well as understanding the meanings given by them to work in relation to their expectations for the future and their life projects. It starts with the understanding that we experience a moment of crisis in which the whole society is undergoing profound changes with many impacts to contemporary subjects and for the production of subjectivities. The youth in particular has been hit directly by this scenario making that the transition to adulthood to be a challenge. In this sense, the Brazilian Government has been developing public policies for youth; among them is the Apprenticeship Law. This was established by the Ministry of Labor and Employment to support the youth in their integration into the labor market and states that both public and private organizations should hire a mandatory percentage of girls and boys between 14 and 24 years old under special learning regime to give them technical and professional training. To achieve the objectives of the thesis, it was conducted extensive qualitative field research over the years 2010 and 2011 in which several instruments were used for data collection: individual interviews, focus group, field observations and interventions that have focused on the selection of apprentices, in some training activities through which they passed, and in their everyday learning in the company. The most significant data collected in the field were analyzed from theoretical and bibliographic references of Psychology and other areas of knowledge from the Humanities and Social Sciences that supported their understanding. As some of the main results obtained in this research, it can be emphasized that the occupation for which young people are prepared during their training in the apprenticeship program is not necessarily linked to the career desire they have for their future. The life projects that show the search for stability are lined in careers that require the completion of higher education. The meeting of young people with the company universe is not simple, requires learning of ways of speaking and behaving that are welcome or not. These are the ways of "knowing-how" as well as the sense of responsibility that they earn along the tasks to achieve the key lessons that young people carry from the lived experience. Moreover, the company still has trouble dealing with these youngsters perceiving them from stereotypes linked to their socioeconomic backgrounds that end up generating mechanisms of development with "civilizational content.
Laurie, Ian. ""All the world's a stage" : acting out the government-supported apprenticeship programme in England." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/358504/.
Full textVollenhoven, Gerald. "Workplace learning experiences of TVET college candidates in learnership programmes : an exploration of the workplace learning environment." University of the Western Cape, 2016. http://hdl.handle.net/11394/4953.
Full textSkills development policies in South Africa and further afield consider learning in and from the workplace as critical to the training of artisans at intermediate level. Since the inception of democracy, South Africa has become part of a globally competitive economic arena where highly skilled workers capable of engaging with new technology in a changing environment are increasingly required. Continuous innovation, it is held (Kraak, 1997), is dependent on the presence of two knowledge forms in society and work: an abundance of formal (scientific and technological) knowledge, and skilled worker 'know-how' or tacit knowledge. In the present system of technical and vocational education, theoretical learning and some practical skills are obtained in institutions, mostly in the recently renamed TVET colleges, while job specific training occurs through prescribed periods of work placement. In light of common assumptions about the value of workplace learning, this research was concerned with exploring whether, and how such learning is taking place. It sought to understand the methodologies, practices, and affordances available to learning in the workplace, from the perspective of candidate apprenticeship/learnership students. To this end this study employed a qualitative approach for investigating how candidates experienced and interacted with the 'real world environment' of the workplace. Semi-structured interviews were conducted with a purposively selected sample comprising candidates engaged in programmes that necessitated a workplace learning component, namely, the apprenticeship and learnership in fitting and turning, motor/diesel and the auto electrical trades. Data analysis was undertaken using both Atlas ti software and manual methods for coding and identification of themes. Lenses used to describe and explain learning in the workplace included the conceptual frameworks of Engestrom‘s (1987) Activity theory; Vygotsky‘s (1978) notion of learning via the 'expert other' within a Zone of Proximal Development; and Lave and Wenger‘s (1991) theorising of situated learning in Communities of Practice. This triangular juxtaposition of complementary theories formed a richly informative explanatory system for my further exploration. As a qualified artisan myself I was familiar with the negative connotations of a historical 'sit by Nellie' approach, a phrase used to caricature the way apprentices learned in the past, by simply being passive observers of the experts. However, my findings were to reveal a vastly different picture of learning in this modern, visual and tactile age. Learners in this study experienced a range of learning modalities, methodologies and affordances that were reported in 'thick' descriptions, building a vivid picture of engagement and interaction. In addition to the abundance of learning opportunities candidates experienced, their responses revealed the indisputably central role played by 'expert others' in moving them towards competence – the expert artisan emerging as the quintessential didactic practitioner. This thesis proceeds to highlight the experiences of candidates on their learning journey in the workplace, and suggests recommendations in respect of these. Key learnings are distilled, which ultimately point to the need for collective effort in appreciating and retaining for the benefit of future generations of artisans, the mentoring potential that exists in our expert artisans wherever they may be found.
Morais, Diana Maria Cavalcante. "As competÃncias profissionais demonstradas pelos egressos de administraÃÃo da Universidade Federal do Cearà oriundos de programa de estÃgio." Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15548.
Full textBased on the apprenticeship and its relation with the development of professional competences, this study was ruled by three guiding questions: 1) What are the competences acquired or developed by the former students of Administration derived from the apprenticeship programs? 2) How much has the apprenticeship contributed to improve the professional competences? 3) Which of these competences, in the Administration course, match the National Curricular Rules? Based on these questions, this study had as its main objective to verify in the conception of former students from the Administration course in the Federal University of CearÃ, which competences and how much they were developed during the programs of apprenticeship, and which of them were agreed with the National Curricular Rules. Its relevance consists of approaching and contributing with modern themes such as apprenticeship and competence, through the former students in Administration view who had undergone the apprenticeships. The present study had an exploratory and descriptive characteristic. The bibliographical research approached issues related to education and work, as well as competences and students‟ apprenticeship. The field research involved 40 former students that had finished their courses in the following years: 2005, 2006, and 2007. In the process of data collection, a structures and anonymous questionnaire was used as a tool. Excel program was used as a support to data analysis. The research results allowed us to conclude that the apprenticeship contribute to approximate the relation between theory and practice as well as to develop competences that are important to the Professional formation, insertion and permanence into the working market and the development of the career too.
Vice, Tia Marie. "Can apprenticeships alleviate a regional skills gap? : a case study of programs at Trident Technical College in Charleston, SC." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121753.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 74-78).
In attempts to address a skills gap, the state of South Carolina established Apprenticeship Carolina in 2007 which helps businesses create federally registered apprenticeships. Apprenticeship Carolina is a newer addition to the longstanding worker-training programs that make up the South Carolina Technical College System's Division of Economic Development. In the Charleston area, actors in the public and private sectors have partnered with the region's technical college (Trident Technical College or "Trident Tech") and leveraged Apprenticeship Carolina to create robust adult and youth apprenticeship programs in addition to leading other new workforce initiatives. At the same time, the local economy is growing and diversifying rapidly in the fields of advanced manufacturing, information technology, and other STEM-related sectors. This makes Trident Technical College's work in Charleston an attractive case study on apprenticeships as a means for addressing skills gaps. Since 2007, Trident Tech, businesses, and community partners have expanded the number of adult apprenticeships and created a regional youth apprenticeship program where both programs offer positions in career pathways in diverse sectors. This thesis examines what program administrators, community partners, and participating businesses ("sponsors") believe is working well and where there could be improvements.
by Tia Marie Vice.
M.C.P.
M.C.P. Massachusetts Institute of Technology, Department of Urban Studies and Planning
Rischard, Kyla Alexandra. "STEM UP: A STEM Undergraduate Program to Help Middle School Youth Select STEM Majors and Careers through Cognitive Apprenticeship." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/595808.
Full textRockenbach, Danielle Schio Romeiro. "Jovens aprendizes contenporâneos : "eu acredito é na rapaziada" - problematizando o programa de aprendizagem profissional." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/131052.
Full textThe Professional Learning Programme - Young Apprentice - focus of this study, offers training and work for young people in order to provide them with technical and professional training in the area of trade in goods, services, tourism and access to formal jobs. This study aims to deepen the study of the said program called System S, a vocational educational institution located in Porto Alegre, to see how learners realize the course of living standards in professional training, the validity of fulfill them and penalties for non-compliance, since they do not take into account the characteristics of contemporary youth in urban peripheries. The research has a qualitative character, the size of the case study, and it operates in the field of Cultural Studies in a post-structuralist bias. They are used as references to authors Bauman (2001, 2013), Dayrell (2003, 2007), Feixa (1999), Garbin (2005, 2006, 2009), Margulis (1998), Urresti (1998), Xavier (2002), taking into account some dimensions of Foucault approaches. The study addresses the following questions: how students, and youth and workers, regard the importance the program to comply with the coexistence standards required in their training since they do not take into account the characteristics of young people in urban peripheries? And what are the expectations of these young people in relation to your professional future? The results help determine the tensions between cultural practices of young people studied and the requirements of the course. In the study the social relevance of the program is not questioned, although he intends to problematize it in order that they do not miss out "of seeking to invent other practices and participate in other social, educational, political and cultural". (MEYER; PARAÍSO, 2012, p. 17).
Hodes, Margrete Lizbeth. "Project African Dawn : a study of second-chance learners' perceptions of how an equine skills apprenticeship programme has impacted on their identity, their workplace practices and their desire for further learning programmes." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8931.
Full textThis research investigates "Project African Dawn" (PAD), a collaborative educational equine skills apprenticeship programme, funded by the International League for the Protection of Horses (ILPH) of Great Britain and hosted by the Cart Horse Protection Association in Cape Town (South Africa). The intention of the programme was to transfer expertise in farriery, saddlery and harness-making, and to create a sustainable development programme. The apprentices were 'second-chance learners' drawn from the local carting community. This research focuses on their perceptions of how the PAD equine skills courses impacted on their identity, their workplace practices and their desire for Adult Basic Education and Training (ABET) language, literacy and numeracy or small business development courses. An ethnographic, interpretive, qualitative methodology was employed; a ten-point questionnaire guided the semi-structured interviews with a diverse group of apprentices. These were chosen as being representative of the apprentice population in terms of age, education, cultural and language group. Background interviews were also conducted with course facilitators, programme leaders and members of the community. These data sources were complemented by observations and documentary sources. The conceptual framework drew on the Situated Learning and Communities of Practice model of Lave and Wenger (1993); Experiential Learning theories, Social Literacy theories and Work-Based Learning models. The findings indicate that the PAD programme had a significant impact on the identity of apprentices - enhancing not only their self-image but also their status in the community. The technological skills they acquired corrected and improved their workplace practices not only to their benefit, but also that of their horses and community, and contributed to economic advancement. Most apprentices were interested in further courses in small business development, but not in ABET language and literacy, and the implications of this are explored.
Murphy, Ilona. "Learner, college and employer perspectives on participation in college-based programme-led apprenticeships : a glass half full or half empty?" Thesis, UCL Institute of Education (IOE), 2011. http://eprints.ioe.ac.uk/20631/.
Full textFjellström, Magnus. "Becoming a construction worker : a study of vocational learning in school and work life." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-132075.
Full textSilva, Eliene Maria da. "A iniciação à docência no processo da aprendizagem docente: um estudo no Programa Institucional de Bolsa de Iniciação à Docência Pibid / Capes na Universidade do Estado da Bahia - UNEB." Faculdade de Educação, 2016. http://repositorio.ufba.br/ri/handle/ri/21822.
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PAC/UNEB
O presente estudo aborda a iniciação à docência no processo da aprendizagem docente. Para isso, tomou o Programa Institucional de Bolsa de Iniciação à Docência-PIBID na Universidade do Estado da Bahia-UNEB, como lócus de investigação e com o objetivo de compreender como a iniciação à docência se relaciona no processo da aprendizagem da docência a partir da experiência do Programa na instituição. Partindo do argumento de que a aprendizagem da docência é um processo itinerante e nômade, que ocorre em diversos espaços de aprendizagem (FRÓES, 2000) foi desenvolvida uma pesquisa qualitativa em 04 (quatro) Departamentos da UNEB a partir de seus subprojetos vinculados ao Projeto Institucional da UNEB. A pesquisa de base qualitativa e natureza fenomenológica, contou com a colaboração de dez bolsistas de iniciação à docência do PIBID da Universidade do Estado da Bahia – BA. As fontes de análise foram selecionadas com base no objetivo do estudo e consideraram a aprendizagem, a formação e a licenciatura como elementos estruturantes para a realização da pesquisa. Como dispositivos de pesquisa foram realizadas as análises de documentos, entrevistas semiestruturadas e grupos focais. As análises partiram das proposições que fundamentam o trabalho investigativo e foram feitas a partir de um movimento de alternância entre o campo empírico e a teoria, numa estreita relação com as atividades acadêmicas dos Cursos de Licenciatura da UNEB e com a organização do trabalho pedagógico das escolas da Educação Básica. Assim, tais análises se articularam em quatro eixos: a identificação progressiva do licenciando com a profissão, docente, a co-existencia entre PIBID e Estágio: um entre-lugar da formação, ser e não ser professor: entre a discência e a docência e a iniciação (com) partilhada.
ABSTRACT This present study addresses the initiation in teaching on the process of docent apprenticeship. For this, it took the Institutional Grant Program Teaching Initiation-PIBID at the State University of Bahia-UNEB as investigation locus. Starting from the argument that the docent apprenticeship is an itinerant and nomadic process that occurs in several learning spaces (BURNHAM, 2000), it was developed a qualitative research in 04(four) different departments of UNEB with Initiation scholarship holders to the various subprojects teaching linked to the Program. The qualitative research base, phenomenological nature, was assisted by the collaboration of ten scholarship holders of the initiation in teaching PIBID State University of Bahia - BA. The analysis sources were selected based on the study's goals and considering the apprenticeship, education and licensure as structural elements for the research. As research devices were carried out a document analysis, semi-structured interviews and focus groups. The analyses set off from the propositions that base the investigative work in agreement with some principles of hermeneutics from an alternating movement between all the empirical field and theory, in a close relationship with the academic activities of the degree of UNEB lecturing courses and the organization of Basic School Pedagogical Work. Thus, such analyses are articulated around four axes: the progressive identification of the licensed under docent education, the shared initiation, the transition from student into faculty and the relationships of coexistence between PIBID and Internship.
Adams, Gilbert L. "A comparison of student outcomes and overall retention between a 10-week accelerated and a 15-week traditional curriculum in a postsecondary apprenticeship training program." Thesis, Regent University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3575536.
Full textThis ex post facto comparison study of a postsecondary apprenticeship program at a naval ship construction company examined 8 years of academic performance and program completion data for two curricular formats: a 15-week traditional group (1,259 apprentices) and a 10-week accelerated group (736 apprentices). The two groups were investigated to determine if there were significant differences in retention, course grades, and overall GPA between the two curriculum lengths. A chi-square test for association between groups and retention found a statistically significant relationship between retention and curriculum length, χ2 (1, N = 1,995) = 65.84, p < .001, with retention greater for the 10-week curriculum. Six of 12 accelerated courses had higher grades (descriptively) than the corresponding traditional 15-week courses, and 4 of 12 accelerated 10-week courses had significantly higher grades (statistically) than the corresponding traditional 15-week courses. The overall GPA for completers was significantly higher for the 10-week curriculum (n = 474, M = 3.02, SD = .79) than for the 15-week curriculum (n = 862, M= 2.83, SD = .81), t (994) = -4.16, p < .001, d = - 0.26. This study has added to the limited body of literature on apprenticeship studies and workforce development by exploring how apprenticeship programs can be accelerated to transform inexperienced skilled labor into a high-performance workforce with a general increase in academic performance.
Özalp, Dilek. "Science Teachers' Understandings of Science Practices before and after the Participation in an Environmental Engineering Research Experiences for Teachers (RET) Program." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5388.
Full textBrissot, Sandrine. "L'analyse de la mobilité comme espace de transition biographique et de reconfiguration identitaire : le cas des post apprentis dans un dispositif du programme Erasmus +." Thesis, Lille 3, 2019. http://www.theses.fr/2019LIL3H015/document.
Full textErasmus post-apprentices studyIn speeches and actions of the European and French authorities, mobility of apprentices is promoted as a major economic and political issue. It would promote (it would develop) the development of intercultural and professional skills with a view to longlife training and integration into the European labor market. It’s strongly linked to the employment patterns of the next few years with “agility” and “plasticity” as key skills. If he is mobile and aware of the issues of his mobility, he would be able to develop a form of “self-entepreneurship” in a changing and uncertain world. Trained by mobility, he would fit to the expectations of a globalized economy. However, this equation is not evident. The experience of the apprentices’ mobility and the apprenticeships they have learned remain poorly known. This thesis analyzes the mobility of apprentices as a space of biographical transition and identity reconfiguration. It considers that mobility is a double movement: in time and space. It fits into life stories in interactionist perspective. It is theoretically appealing to the notion of modernity, to socialization and experiences a frame of proof, to constructions of identity and to the concept of transition. In order to grasp this new experience from the point of view of those who live it, research mobilizes a qualitative survey (etude au lieu de dispositive) based on interviews and drawings. The sample survey is composed of “post apprentices” that have lived a six-months-mobility. The drawings represented the places they lived in during their mobility. Different profiles appear according to the continuity-rupture movements which are exploited with the trade, the mobility or the formation. For all, however, mobility is a training period. Mobility is a space for self-learning and reconfiguration. This highlighting of the world’s report reconfiguration, and also of a new self-report, offers new perspectives for thinking about the accompaniment of mobility devices
Nondalana, Nomfundo Tiny. "Investigating the implementation of a school-based literacy intervention programme: A case of grade one isiXhosa speaking learners in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5677.
Full textThe purpose of this study was to investigate the implementation of a Literacy Intervention Programme with Grade One isiXhosa speaking learners in one primary school in the Western Cape. The study was motivated by the persisting low literacy levels in the Foundation Phase which have been reported in the Annual National Assessment (ANA) reports since 2011. The Department of Basic Education (DBE) and the Provincial Departments of Education have designed many intervention programmes to assist teachers in teaching literacy to young learners. These programmes include teacher development workshops and the supply of literacy materials in schools. Schools also have their own intervention programmes to support learners who struggle with reading and writing. Despite these efforts, there is no significant improvement in learners' literacy levels. Therefore, this study investigated how the literacy intervention programme for Grade one was implemented in one township school in Cape Town.
Danaga, Nilce Helena Poiatti. "Desenvolvimento de um programa educacional de formação continuada: o torna-se educador a partir de reflexões e (trans) formações em busca de melhoria do ensino e da aprendizagem." Universidade Federal de São Carlos, 2004. https://repositorio.ufscar.br/handle/ufscar/2673.
Full textThe teaching democraticalization by Federal Constitution of 1988 and the National Education Basis and Guidelined Law 9394/96, provided opportunity of teaching for all and intensified the need of educational system changes for better theaching quality. Aiming to reduce the school failure, the public politics for education have been prodigal in the variety of alfabetization, assessment, recovering of the not-understood contents end even school physical space use programs. The teacher s capacitation became a Education s Ministry preocupation, so was stablished in 2001 the PROFA Programa de Formação de Professores Alfabetizadores (Program of Formation Alphabet Teachers) with assistence of the municipal teaching system. Bringing a course of didactics contents and procedures improvement with a theoric base settled in a vast bibliography with psychologist and socialist character, this program had as the initial purpose to guide the teachers and to contribute for the development of their abilities in the alphabet process. However, would the PROFA s purposes change the teacher s practice, and improved the children apprenticeship? The answer for this was seeked by developing a case study with a qualitative investigation aiming to know entirely the PROFA, to mark each proposal stage, to follow the application of activities in fundamental school classrooms as well the children development and aprenticeship. Associating a bibliography study, a documental analysis, interviews and participant comment, was following during the year of 2002 the classroom s activities of teachers from first stage of Coronel Tobias Fundamental Education Municipal School in Descalvado SP. The methodological directions application of the PROFA provided a children progress on reading, hand-writing and oral interpretation, and text production, but not enaigh for all of them take the same profit during the year. Also the subsidies given by the PROFA were accepted and applied by the teachers at the daily activities school. Was concluded that it is important the need of the evaluation of paradigms of Formation that provides the preparation of teachers more reflexive and committed with education to incorporate effectiveness the contents didactic-methodologicals given by the Program like this in the daily pratice professional of the educators. As well efficient public politics, the pedagogic promises of all professional in this area is very important to get education improvement, including the commitment between teachers, co-ordenators, supervisors and director of the school. Is not possible to change it if the educators save efforts to get it done, they must play their role in this process.
A democratização do ensino, favorecida pela Constituição Federal de 1988 e pela Lei de Diretrizes e Bases da Educação Nacional nº 9.394/96, abriu oportunidades de educação para todos e intensificou a necessidade de mudanças no sistema educacional para melhorar a qualidade de ensino. Em busca da redução do fracasso escolar, as políticas públicas para educação têm sido pródigas na multiplicidade de programas de alfabetização, avaliação, recuperação de conteúdos não aprendidos e até mesmo de utilização dos espaços físicos escolares. A capacitação de professores também passou a ser preocupação do Ministério da Educação e, em meio aos programas educacionais em andamento, é instituído, em 2001, com a colaboração dos sistemas municipais de ensino, o Programa de Formação de Professores Alfabetizadores (PROFA). Trazendo um curso de aprofundamento de conteúdos e procedimentos didáticos com fundamentação teórica assentada em uma vasta bibliografia de caráter psicológico e sociológico, este Programa tinha como proposta inicial orientar os professores e propiciar o desenvolvimento de suas competências na alfabetização. Mas, até que ponto as atividades propostas pelo PROFA transformariam a prática educativa dos professores e promoveriam melhoria real na aprendizagem das crianças? Buscou-se resposta a esta questão desenvolvendo-se este estudo de caso por meio de investigação qualitativa, tendo-se como objetivos conhecer integralmente o PROFA, assinalar cada passo da proposta, verificar se as atividades sugeridas estavam sendo aplicadas nas salas de aula do ensino fundamental e averiguar o desenvolvimento e aprendizagem das crianças. Associando estudo bibliográfico, análise documental, entrevistas e observação participante, foi acompanhado durante o ano letivo de 2002, o trabalho em sala de aula das professoras de primeiros anos da Escola Municipal de Educação Fundamental Coronel Tobias , no município de Descalvado (SP). Constatou-se que a aplicação das orientações metodológicas do PROFA propiciou o progresso das crianças em relação à leitura, interpretação oral e escrita e produção textual, porém foi insuficiente para conseguir que todas as crianças tivessem o mesmo aproveitamento durante o ano letivo. Constatou-se também, pela adesão das professoras às propostas apresentadas, que os subsídios oferecidos pelo PROFA estavam sendo aceitos e aplicados no cotidiano escolar. Concluiu-se que se faz relevante a necessidade de valorização de paradigmas de Formação que promovam a preparação de professores mais reflexivos e comprometidos com a educação a fim de que conteúdos didático-metodológicos oferecidos em Programas dessa natureza sejam incorporados efetivamente na prática profissional diária dos educadores. Tanto quanto políticas públicas eficientes, o engajamento pedagógico de todos os profissionais da área é igualmente importante para se obter melhorias na educação, incluindo o comprometimento entre professores, coordenadores, supervisores e diretores de escola. Não há possibilidade de se concretizar mudanças sem que também os educadores envidem esforços para alcançá-las, empenhando-se em cumprirem a sua parte no processo.
Ferreira, Josemario Melo. "Dilemas e perspectivas na formação de jovens aprendizes: análise de percursos juvenis construídos no programa de aprendizagem do setor bancário de Salvador." Universidade Catolica de Salvador, 2015. http://ri.ucsal.br:8080/jspui/handle/123456730/172.
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O presente estudo busca explorar os cárias de Salvador, durante o processo de inserção no programa de aprendizagem e, apercursos juvenis no processo de formação e sua relação com os programas de aprendizagem no setor bancário de Salvador. Através de uma análise interdisciplinar das práticas laborais e de perspectivas futuras dos jovens, diante de um cenário social e econômico em profundas transformações, o estudo pôde verificar a aplicação na prática da lei pelas instituições bannalisar a relação entre o esperado-explicitado no Programa e com o acordo pela instituição formadora – e a prática vivenciada pelos jovens aprendizes durante a execução de suas atividades, e investiga em que medida a vivencia laboral dos jovens aprendizes inseridos no setor bancário, contribui para a sua formação cidadã. A trajetória dos jovens é avaliada mediante análise do Programa Nacional de Aprendizagem por meio da Lei 10.097/00 como Política Pública de inserção dos jovens no mercado de trabalho. A pesquisa base da dissertação tem caráter qualitativo, exploratório e compreensivo. O campo empírico é composto por cinco jovens ingressos no programa de aprendizagem, tendo-se como critério de participação na amostra, seis meses ou mais de contrato de trabalho com bancos da rede pública e privada, de modo a permitir visões distintas entre expectativas e o nível de realização durante a imersão no programa de aprendizagem. Sendo usados instrumentos de coleta de dados como entrevistas semiestruturadas aplicadas por meio da técnica de “Bola de Neve”, ou “cadeia de informantes”, focalizando construção de identidades com o mundo do trabalho e os desafios contemporâneos na formação profissional e transição para a vida adulta.
This study aims to explore the youth courses in the qualification process and its connection with the learning programs of the banking sector in Salvador. Via interdisciplinary analysis of the labor practices and of the future perspectives of the young, facing a social and economic scenery of deep transformations, the study could verify the practical law enforcement by the banking institutions of Salvador, during the insertion process in the qualification program, and analyze the relationship between the expected-explicit in the Program and the accord by the teaching institution – and the practices experienced by the young apprentices during the execution of their activities. It also investigates to what point the labor experience of the young apprentices in the banking sector contributes to their citizen qualification. The trajectory of the young people is evaluated through analysis of the National Learning Program, according to the Law 10.097/00 as a public policy to introduce the young into the labor market. The research, which serves as a basis to the dissertation, has a qualitative, exploratory and comprehensive nature. The empirical field is composed by five young people inside the learning program, having at least six months of work contract in banks of the public or private area as the criteria for participation in the sample. In this sense, distinct views came forward among the expectations and the level of satisfaction during the immersion in the learning program. The instruments to collect data were semi-structured interviews, applied with the “Snowball” technique, or “chain of informants”, focusing on the construction of identities with the labor world and the contemporary challenges in the professional qualification and transition to adult life.
Rinaldi, Renata Portela. "Desenvolvimento profissional de formadores em exercício: contribuições de um programa online." Universidade Federal de São Carlos, 2009. https://repositorio.ufscar.br/handle/ufscar/2225.
Full textUniversidade Federal de Minas Gerais
This research tries to understand the contributions of an online continuous formation Program, aiming at the professional development of formers working with basic education, supported by the theoretic-methodological reference of professional practice epistemology and distance education. Thematics such as teachers formation and distance education were examined, more specifically the online education , for considering the distance education strategy, linked to information and communication technologies (ICT), a way to conceive new opportunities for the professional development, viewing school as the formation process center references were form Shulman, 1986, 1987; Pérez Gómez, 1989; Zeichner, 1993, 2008; Knowles and Cole, 1995; Tardif, 2000, 2002; Prado and Valente, 2002; Almeida, 2003, 2005; Mizukami et al, 2003; Moran, 2003; Vaillant, 2003; Schlemmer, 2005; Vaillant and Marcelo, 2006; Hunt, 2008. The methodology used was based on the constructive collaborative pattern of research-intervention, [Cole and Knowles, 1993; Mizukami et al, 2003] linked to qualitative research theoretical matrix [Bogdan and Bicklen, 1994; Lüdke and André, 1986]. The intervention research was characterized by an online professional development Program, in the digital learning environment of the UFSCar Teachers Portal, with the participation of sixteen formers working with basic education and two researches acting as the Program mediators. The analyses were draw out from the formers reports in varied activities, such as debates occurred throughout the formative processes, private messages (mail) and testimonies that produced the formers reflexive memorial at the end of the Program. The results try to clear up aspects related to the work configuration during time spent in the learning digital situation, indicating different moments by which formers passed by in this professional development process and through the building-up of confidence relation ships, when doubts, anguishes, fears, certitudes and convictions that orientate their practices start to be explicit collectively, offering the opportunity of thinking in and about the practice from a sharing glance, allowing then the no-knowing explicit and the possibility of negotiating and explicit senses to become a former in basic education. Such dynamics happened because of the researchers continuous presence, which helped to approximate formers and to create affective bonds, which assume in the digital context a more complex dimension, related to subjective questions, due to thought expression and communication based on writing. Besides, results showed traces of how the formers knowledge changed during the process, from the concepts they have about their profession and the meaning of being a former, and relationships set up with the school partners, the theoretical discussions about how to teach teachers to teach, the possibilities of keeping on learning despite the adversities of their profession and the function/charge they occupy. Therein, it is possible to understand this researchintervention as an investigation that passes through the formation universe of online education and professional practice, that bring together results that amplify the debate about how elaborate continued formation processes in apprenticeship digital contexts, having the school as its center. In placing the basic education formers as the focus of the study, this research also came across results that enlarge the rare existing reflections about teachers formers, mainly because are being focused the basic education professionals, which also offer outpoints for debates and new researches interested in increasing knowledge in this promising investigative front.
Esta pesquisa procura compreender as contribuições de um programa de formação continuada online para o desenvolvimento profissional de formadores em exercício na educação básica, sustentada pelo referencial teórico-metodológico da epistemologia da prática profissional e da educação a distância. Articularam-se as temáticas formação de professores e educação a distância , mais especificamente, educação online , considerando que a modalidade a distância, vinculada às tecnologias de informação e comunicação (TIC), torna-se um caminho para a concepção de novas oportunidades de desenvolvimento profissional considerando a escola como centro dos processos formativos. Foram tomados como referência Shulman, 1986 e 1987; Pérez Gómez, 1989; Zeichner, 1993 e 2008; Knowles e Cole, 1995; Tardif, 2000 e 2002; Prado e Valente, 2002; Almeida, 2003 e 2005; Mizukami et al, 2003, Moran, 2003; Vaillant, 2003; Schlemmer, 2005; Vaillant e Marcelo, 2006; Hunt, 2008. A metodologia adotada para o desenvolvimento desta investigação pauta-se no modelo construtivo-colaborativo de pesquisa-intervenção (Cole e Knowles, 1993; Mizukami et al, 2003), que está vinculado à matriz teórica da pesquisa qualitativa (Bogdan e Bicklen, 1994; Lüdke e André, 1986). A intervenção da pesquisa caracterizou-se pela realização de um programa de desenvolvimento profissional online, no ambiente digital de aprendizagem do Portal dos Professores da UFSCar, no qual participaram dezesseis formadores em exercício na educação básica e duas pesquisadoras como mediadoras do programa. Para as análises, partiu-se das narrativas dos formadores em atividades diversas, de fóruns de discussões desencadeados ao longo do processo de formação, mensagens particulares (correio), bem como os depoimentos que compuseram o memorial reflexivo elaborado ao término do programa pelos formadores. Os resultados procuram elucidar aspectos relacionados à configuração do trabalho ao longo do tempo no ambiente digital de aprendizagem, indicando diferentes momentos vividos pelos formadores nesse processo de desenvolvimento profissional e pela construção de relações de confiança no qual as dúvidas, angústias, medos, certezas e convicções que orientam suas práticas são explicitados no coletivo, oferecendo a oportunidade de reflexão na e sobre a prática a partir de um olhar compartilhado, permitindo assim a explicitação do não-saber e a possibilidade de negociar e construir sentidos acerca de como tornar-se formador na educação básica. Tal dinâmica se deu devido à presença contínua das pesquisadoras, que permitiu aproximar os formadores e criar vínculos afetivos, o que no contexto digital assume uma dimensão ainda mais complexa, em relação às questões subjetivas, devido à expressão do pensamento e à comunicação baseada na escrita. Além disso, os resultados evidenciaram indícios de como os saberes dos formadores foram se alterando ao longo do tempo, a partir dos conhecimentos que têm sobre a profissão, sobre o significado de ser formador, das relações que se estabelecem com os pares na escola, com as discussões teóricas sobre como ensinar professores a ensinar, com as possibilidades de continuar aprendendo apesar das adversidades da profissão e da função/cargo que ocupam. Neste sentido, é possível compreender esta pesquisaintervenção como uma investigação que transita no universo da formação na educação online e da prática profissional, e que congrega resultados que ampliam a discussão sobre como elaborar processos de formação continuada em ambientes digitais de aprendizagem tendo a escola como centro do processo. Ao colocar os formadores da educação básica como foco do estudo, esta pesquisa também se deparou com resultados que ampliam as escassas reflexões existentes sobre formadores de professores, principalmente por se tratar de profissionais da educação básica e oferecem indicadores para discussões e novas pesquisas interessadas em ampliar conhecimentos nessa promissora linha de investigação.
Mendes, Carla Margaret Assunção Reis Amador. "A política pública de estágios profissionais na administração local: avaliação do impacto na empregabilidade dos jovens portugueses." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2013. http://hdl.handle.net/10400.5/6409.
Full textEste trabalho conducente à obtenção do grau de mestre em Administração Pública tem como objetivo avaliar o impacto da política de estágios profissionais desenvolvida em Portugal pela administração local, no grau de empregabilidade dos jovens, matéria sobre a qual não existe qualquer estudo avaliativo. Num contexto de escassez de recursos financeiros, assume particular pertinência perceber se os gastos governamentais no âmbito desta política de emprego têm permitido atingir os objetivos definidos. Para o efeito, desenvolveu-se um estudo do tipo experimental, através do qual se procurou conhecer a situação face ao emprego dos jovens que frequentaram os estágios, um e três meses após o fim do estágio, por comparação com a situação de outros jovens que se candidataram mas não os frequentaram. Deste estudo concluiu-se que, no curto prazo, não se verifica uma relação positiva entre a frequência dos estágios e o aumento do grau de empregabilidade dos jovens, o que põe em causa a manutenção deste programa por parte do governo português. Estes resultados devem ser confirmados no médio prazo, no sentido de aferir se a taxa de empregabilidade dos jovens se mantém ao mesmo nível. Na avaliação da política de estágios na administração local pode ainda ser relevante ter em conta outros efeitos, como sejam o facto de permitir aos jovens integrarem-se, pelo menos temporariamente, no mercado de trabalho, contrariando-se a sua tendência natural para o aumento da desmotivação, deterioração das qualificações e perda da experiência de trabalho, bem como o contributo dos estágios para o reforço da coesão social, proporcionado pelo aumento da interação social.A introdução de alterações ao design da política pública dos estágios do PEPAL, proporcionando uma maior intervenção das autarquias locais na escolha dos estagiários, poderia contribuir para que esta tivesse melhores resultados em matéria do grau de empregabilidade dos estagiários.
This study, conducive to the attainment of a master’s degree in Public Administration, aims to evaluate the impact of the public policy of apprenticeships developed in Portugal by local government on young people’s employability, a matter on which there is currently no study available. In a context of constricted financial resources, it becomes especially important to understand whether government’s spending on this labor market policy has permitted to reach the goals set. With this purpose, we developed an experimental study, through which compared the employment situation of young people who attended the apprenticeship, one and three months after it ended, to the employment situation of other youngsters who applied, but did not attend them. From this study we concluded that, in the short-term, there is no positive relationship between the attendance of apprenticeships and the increase in employability, which questions the continuation of this program by the Portuguese government. These results should be confirmed in the medium-term, in order to evaluate whether the youth’s rate of employability remains the same. In evaluating the public policy on apprenticeships developed by local government, it may also be relevant to take into account other outcomes, such as the fact that it enables young people to integrate themselves, at least temporarily, in the labor market, which permits to counter their natural tendency to increase demotivation, deterioration of skills and loss of work experience, as well as the contribution of the apprenticeships to the strengthen of social cohesion provided by increased social interaction. The introduction of changes in the design of the public policy of apprenticeships developed by local government to provide greater involvement of local authorities in the selection of trainees, might contribute to higher rates of employability of the trainees.
Berglund, Ingrid. "Byggarbetsplatsen som skola - eller skolan som byggarbetsplats? : En studie av byggnadsarbetares yrkesutbildning." Doctoral thesis, Stockholms universitet, Institutionen för didaktik och pedagogiskt arbete, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-29885.
Full textPimentel, Carla Silvia. "Aprender a ensinar: a construção da profissionalidade docente nas atividades de estágio em Geografia." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20042010-131833/.
Full textThis thesis examines the professional abilities developed during the mandatory Geography teaching apprenticeship program, in which students of the Geography Teaching Licensure Course of the State University of Ponta Grossa (UEPG), Paraná, followed the work of teachers in intermediate schools (6th to 9th grade). The basic concept that underlies our analysis is that of professionality teaching, because we believe it is the center of the propositions of the apprenticeship program; thus, we sought to identify which elements and dimensions of professional teacher activity permeate actions within the apprenticeship program. The focus of the research is to identify the abilities that licensure students develop during the apprenticeship program, and with base on these elements, recognize the role of Geography teachers of intermediate schools in the basic background education of these students. We sought to provide support to the thesis that intermediate school teachers, who act as apprenticeship supervisors, are teacher coaches, as they convey professional knowledge that is built as a result of individual and collective experiences in social, institutional, technical and pedagogical contexts which are consolidated through professional activity. This knowledge enables apprentice-students to experiment the reflective-thought action of teaching activities and school practices, through dialogue with, and within, professional reality. The parameters adopted in this research are the teachings and guidance given by those teachers in the professional development of the apprentice-students. To organize information and carry out the analysis, we chose the qualitative method, adopting the guidelines provided by the Content Analysis Methodology according to Bardin (2007) and Franco (2008) to understand the object under study. We interviewed a group of students from the Geography Teaching Licensure Course and the elementary school teachers who supervised their apprenticeship programs. The information obtained, the description and interest in the object studied raised analyses in the fields of teaching knowledges and in the habitus of teaching practice. These two elements were used as categories, to recognize the direction of the advice given by teachers. The central point of the prescriptive actions of these teachers is the development of professional competence of students, with emphasis on practical schemes developed by them during classes. The dialogue was not a constant and essential element for the development of these abilities, which resulted largely from individual observations of the apprentices on the teaching practice of these elementary school teachers. In addition to knowledges, these teachers were concerned with building a teaching habitus, counseling students with regard to attitude, techniques, demonstrating a practical sense. Within the recognized body of knowledge for teaching, teachers give more importance to those built during professional practice, except for the knowledge of content, which they say should be consolidated during the undergraduate course. These teachers understand the apprenticeship program as a space for exchanging experiences and, within the process, they consider themselves orientators of the student-apprentices. However, they point the lack of integration with the apprenticeship program supervising professors of the university as one of the obstacles to performing this task well.
Paul, Enni. "Skriftbruk som yrkeskunnande i gymnasial lärlingsutbildning : Vård- och omsorgselevers möte med det arbetsplatsförlagda lärandets skriftpraktiker." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145375.
Full textBriselance, Claude. "Les écoles d' horlogerie de Besançon : une contribution décisive au développement industriel local et régional (1793-1974)." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20078/document.
Full textThe history of the watchmaking schools in Besançon is part of the birth and continuous development of a specific industry in a very limited sector of the French territory. When studying those schools we start at the « protoindustrial » time with its roots in the revolutionary ideals of 1793 and end up with the technological upheavals of electronics and the « quartz » technology in the 1970s. Three « schools » followed one another over the long term. Each school aimed at satisfying the demands of a watchmakng industry confronted to rapidly changing technical evolutions ; so it innovated in its own way by creating an original « corpus » in the students training and most of the time upset the practices and common ideas of the time. If the first two « schools » had a limited lifespan, the last one created in 1861 by the town council itself has been supporting the industrial growth of the city and the surrounding region. Since its foundation it has stuck to the industrial reality by placing the emphasis on high standards and opening new specific branches whenever necessary, thus answering the needs of firms always looking for highly qualified staff. For a large number of French people Besançon became the « capital town of the watchmaking industry » thanks to the shops or repair workshops kept by Besançon-trained former students all over France… It served as a background to set up research and university laboratories in the city : Observatoire Chronométrique, Ecole d’Ingénieurs, Centre d’Etudes Horlogères et de Développement Industriel (Cétéhor)… It contributed to the industrial diversification of the town in fields related to watchmaking such as mechanical cutting, micromechanics, equipment and microtechniques. It was nationalized in 1891 and then belonged to the very small elite goup of the Professional National Schools that influenced the future industrial development of the country. In 1933 it moved into sparkling-new premises and was acknowledged as the flagship of technical education in France : it offered a large number of innovating courses ranging from the skilled worker to the engineer and was granted the latest equipments in every field. The path of this new school also enhanced a « humane » and « prosopographical » history ; it highlighted the part played by the numerous former students who created their own successful businesses. Being faithful to their old school they contributed to the renown and economic growth and prosperity of the city and its region… Beyond the local impact we must regard the history of the watchmaking schools as an important part of the history of Technical Education in France. To meet the needs of a soaring watchmaking industry they opened the way to the transfer of professional training from apprenticeship in workshops with its observed shortcomings to education in technical high schools. Their pedagogical innovations, the strong support of their former students created a vital school-business link that still lives on in the collective memory of the town inhabitants.In 1974 its name changed to Lycée Jules Haag thus losing any reference to watchmaking. Let us now try and understand the strong influence and success of those watchmaking schools, the active part they played in the economic industrial prosperity of a town and its surrounding region…
Schittecatte, Olivier. "Apprenticeship at work: the case of cooking apprenticeship at Earl’s Restaurants." Thesis, 1997. http://hdl.handle.net/2429/5849.
Full textDu, Toit Daniel Gerhard. "Die klassifikasie van vakleerlinge in die metaalnywerheid in spesifieke ambagte met behulp van psigometriese toetse." Thesis, 2014. http://hdl.handle.net/10210/11668.
Full textSufficient trained labour is necessary for the economical growth and development of the country, and artisan training is therefore a national priority. The Metal Industry is the largest contributor to apprentice training in South Africa. Continual technological development places a high demand on artisans, and that in turn requires intensive training. This has led to the need for candidates with strong mental abilities and aptitudes to meet the above-mentioned requirements. The selection and classification of apprentices who will be successful in their training and work is not an easy task, since the majority of apprentices are school leavers and do not have previous work experience. It is therefore necessary to assess their trainability and work potential by means of a psychometric test battery. The purpose of this study is to determine whether apprentices can then be classified into specific trades on the basis of their psychometric test results. Should this be possible, apprentices can be placed in specific trades according to their aptitudes, abilities and interests.
Paryono. "Apprenticeship in Germany, Indonesia, and the U.S. a cross-national analysis of programs, trends and issues /." 1994. http://catalog.hathitrust.org/api/volumes/oclc/32514570.html.
Full textVon, Maltitz Darryn Lindsay. "Apprentice to artisan trials and tribulations of apprentices in a dual system apprenticeship programme in South Africa." Thesis, 2018. https://hdl.handle.net/10539/27170.
Full textWorldwide, various governments have taken significant measures to promote vocational education in an attempt to position it as an equal alternative to academic education. The problem, however, is that in many countries neither young people nor their parents perceive vocational education as having the same value as academic education (Allais, Marock, & Molebatsi, 2014). This is in contrast to Continental European countries, such as Germany, Austria and Switzerland where approximately two thirds of youth completing general schooling each year select vocational education over university education. South Africa a country in which vocational education is extremely stigmatized, is reforming its apprenticeship system and has set itself a target of qualifying 24 000 new artisans by 2020 (DHET 2015). Technical Vocational Education and Training (TVET) colleges are viewed as key vehicles through which large numbers of artisans can be trained. However, employers do not have trust in the quality and capacity of public TVET colleges and have taken responsibility for training artisans through their own in-house training facilities and private training providers (National Treasury n.d.). The result is that TVET colleges have been side-lined in the supply chain for artisan development. It is against this background that the South African government is piloting a dual system apprenticeship project, which aims to: a) improve the quality of artisan training at public TVET colleges; b) build employer trust in the quality of the public artisan training system; and c) position TVET education as an attractive option for young people. This research is focused on apprentices training to become electricians through a dual apprenticeship model. The dual system integrates classroom theory with on-the-job instruction thus ensuring that learning is integrated and regularly reinforced. Through semi-structured interviews and a questionnaire, this study brings the voices of 95 electrical apprentices to bear in order to develop a much deeper, richer and nuanced understanding of how apprentices experience the artisan development system. It seeks to understand what motivates young people to enrol at a TVET college, and what apprentices’ experiences, perceptions and expectations are of dual system apprenticeships. The study provides insights into the merits and challenges of dual system apprenticeships within the South African context.
XL2019
Neveling, Nicolaas Jacobus. "'n Modulêre struktuur vir die praktiese opleiding van N-baan vakleerlinge." Thesis, 2014. http://hdl.handle.net/10210/11813.
Full textThe purpose of this research is to set a structure for the practical training of N-course apprentices. This research focuses on the practical training of apprentices in the telecommunications field. However it has become clear that this structure can be applied to other fields of practical training for apprentices as well. It is important for all training officials who deal with practical training in the technical field to keep pace with the latest development in competency-based training in the technological world. Modular practical training focuses on the ability of the apprentice to master specific skills as required in his field of training. The training program comprises a set of instruction modules with set objectives which can be obtained only if followed by carrying out specific actions. The important characteristic of modular training is that the apprentice is expected to master all the modules set for his particular field of occupation at his own pace according to his individual talents and abilities. The individual trainee is held responsible for succesfully mastering all practical objectives set to him. These modules are arranged progressively and progress is measured with definite performance criteria. A practical module is a complete instructional unit. It comprises aims, objectives, a pre-test, contents with resource material and a final criterium test.
Von, Landsberg John Lodewyk. "'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika : implikasies vir die onderwysstelsel." Diss., 2014. http://hdl.handle.net/10500/18698.
Full textHierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie 1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels. Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding. Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel. ‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel.
This research, entitled A developmental perspective of apprenticeships in South Africa: Implications for the education system, examined the origins of the apprenticeship system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy 1994-2014. This study concentrated on chronicling the events leading to the establishment of formalized apprenticeship training in South Africa in 1922 and its evolution to its present form. Particular attention was paid to the legislation, both provincial and national, that provided for the establishment of the present system. The apprenticeship system of the USA was also examined from its roots up to the present time in all its forms of technical, vocational and artisan training. Looking at the different college systems and technical training schools of the USA. Comparisons between USA and South Africa‘s apprenticeship systems was made with specific recommendations for South Africa‘s system.
Educational Foundations
M. Ed. (Vergelykende Opvoedkunde)
Bothma, Pieter Hendrik. "Alternatiewe roetes vir ambagspersoneelopleiding." Thesis, 2012. http://hdl.handle.net/10210/6990.
Full textThe research has been done under the leadership of the Rand Afrikaans University with the co-operation of the National Training Board. Apprentice training in South Africa developed from the traditional journeyman route to a more advanced competent modular based training system. The existing competent modular based training for apprentices consists of on the job training, institutional training, offered by an accredited training centre and theoretical training away from the work environment, offered at a Technical College. The existing apprentice training scheme is controlled by legislation (Act No 56 of 1981). The research has been undertaken to determine whether the existing apprentice training scheme complies with the developing needs of the industry and the individual learner. A literature study about the development of the apprentice training system in South Africa is compiled. The study includes an examination of vocational education and training systems of eight different countries. The literature study is compiled to create an holistic picture concerning vocational education and training, focusing on the training of apprentices. Other countries' vocational education and training models are also evaluated to see what South Africa can learn from other countries and to incorporate the transferable strengths to the alternative routes for artisan training developed by this research. With the aid of scientifically designed questionnaires and interviews, the existing apprentice training scheme is examined. The existing training scheme is evaluated against the following criteria: an integrated approach to education and training; effective human resources development according to the technological and manpower, as well as the individual needs; access to artisan training and flexibility of training scheme; recognition of prior learning; career guidance of learners; mobility between industries, employers and institutions, that the training scheme provide; The results of the questionnaires and interviews have shown that the existing apprentice training scheme is outdated and needs to adapt to comply with new challenges for developing competent tradesmen and -women in South Africa. This study addresses the problem surrounding the existing artisan training scheme by developing alternative routes for artisan training. As the results of artisan training should be outcome based. The first step of designing the alternative routes is to formulate the skills and knowledge needed to be a competent artisan. The alternative routes for artisan training is then designed to develop and enhance the skills as formulated.
Woldetsadik, Demessew Alemu. "The implementation of an apprenticeship training programme in the Addis Ababa technical vocational education and training (TVET) colleges and enterprises." Thesis, 2012. http://hdl.handle.net/10500/8973.
Full textCurriculum and Instructional Studies
D. Ed. (Curriculum Studies)