Dissertations / Theses on the topic 'Australian Vocational Education and Training (VET)'
To see the other types of publications on this topic, follow the link: Australian Vocational Education and Training (VET).
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 33 dissertations / theses for your research on the topic 'Australian Vocational Education and Training (VET).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Dempsey, Mairead. "Impacts of the changing nature of the Vocational Education and Training (VET) system on educators within the VET system in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/586.
Full textAbstract:
Vocational Education and Training (VET) in Australia has experienced an unprecedented rate of change in recent times dominated by economic discourses that point to the need for the VET system to contribute to economic development. This discourse includes increasing the competence of the present and future workforce to meet the emerging needs of the economy so Australia can compete in the global market. The VET sector in Australia operates within a National Training Framework that has been constantly changing over the past decade.
This study considered the impact of the changing nature VET policy on trainers of VET. The study explored the proposition that there is a link between VET trainer competency and a high level of non-compliance in the delivery and assessment aspects of the Australian regulatory standards.
This study includes an environmental scan, a review of key literature, interviews, a survey and findings from focus groups that relate to the VET trainer profile, impacts of sector changes and benchmarks for trainers of VET. The study draws on both quantitative and qualitative data to determine some of the impacts of policy changes on trainers operating within the system, from regulatory to operational perspectives.
This study identifies a basic profile of VET trainers in Australia. It found the pace of change of government policy, regulatory changes, expectations of industry and changes in learners had placed considerable strain on VET providers and their trainers. Some of the challenges identified by trainers included the capacity to reflect the requirements of National Training Packages and meets the needs of the diverse learner’s, and the use of new technology. They identified increased stress levels and pressure of time constraints to produce results.
The evidence indicated the disparity of content, delivery and assessment and modes of the benchmark Certificate IV in Training and Assessment was not conducive to consistency in trainer competency and ability to meet the changing needs of the VET environment.
An important conclusion was that the benchmark qualification for training and assessment within the VET sector does not provide sufficient skills and knowledge to enable trainers to confidently adjust to the speed of evolution within the VET sector. The findings led to recommendations that may help to inform government and policy makers who hold responsibility for the VET sector in Australia of possible future considerations in relation to trainers of VET.
2
Volkoff, Veronica, and vvolkoff@unimelb edu au. "Changing drivers, shifting trends: a decade of equity research in Australian vocational education and training (VET) 1996-2006." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080603.095451.
Full textAbstract:
This integrating essay presents and discusses the findings of the research studies that Veronica Volkoff completed within the context of the shifts in the Australian vocational education and training landscape and resultant trends in vocational education and training policy, in particular equity policy, during the period of researching and writing the nominated works, 1995 to 2004. The research included analysis of vocational education and training in relation to: equity policy; provider inclusiveness strategies; and access, participation, completion and outcomes in relation to learners, in particular members of designated and emerging equity target groups. A range of methodologies was implemented in these studies, usually utilising a mix of both quantitative and qualitative methods. The first study, the Longitudinal study of student experiences in vocational education and training, explored the experiences of access, participation and outcomes of students in vocational education and training from a range of equity target groups. It was undertaken in six Australian locations across three states and territories. It revealed that intentions, experiences and outcomes varied across students and equity target groups and that membership of multiple equity target groups compounded disadvantage and had an adverse effect upon outcomes. The second study, a Review of equity literature, was commissioned to inform national policy and broad strategy development and analysed the situation for five designated equity target groups in vocational education and training, nationally. Two other studies focussed on Vocational education and training for people from non-English speaking backgrounds, undertaken five years apart, reviewed the literature and analysed participation and outcomes for people from non-English speaking backgrounds. A further study analysed the Delivery of vocational education and training programs by adult and community education providers, particularly its provision for people belonging to disadvantaged groups.
3
Rahimi, Mohammad Ali, and ma rahimi@gmail com. "Transfer of Australian Vocational Education and Training knowledge and practice in a global context." RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091218.144230.
Full textAbstract:
Educational services have become Australia's third largest export industry. Onshore delivery of higher education has been a major export for many years, and in recent years offshore delivery of vocational education and training has grown to become a major part of this industry. Different Australian educational institutions are involved in delivery of Australian VET programs in a wide range of cultural and socioeconomic contexts. Because of the strong demand for skills in an increasingly interconnected world, this growing industry, which at an international level encompasses a diverse range of institutions, training delivery methods and management and administrative arrangements, is increasingly directing its attention towards globalising its regulatory and training approaches. The aim of this research is to investigate the process of adapting Training Packages and the Australian Quality Training Framework, the two main instruments of regulation in the Australian skill formation system, for an international audience. This thesis will examine what process of adaptation is involved when the Australian VET approaches are used as a model to develop skills formation overseas. Factors influencing the forms taken by this regulatory system in a global context will be studied through investigating the international activities of various Australian sectors in implementation of VET approaches in non-Australian systems. Two propositions underpin this key question. First is that the Australian VET system is primarily a regulatory system, which means that the export of these regulations needs to be accounted for. Secondly, the Australian VET system has been designed for Australian industrial and cultural conditions and adjustments are necessary in the regulations themselves, host country regulat ory practice, or both for Training Packages to work in these non-Australian cultural contexts.
4
Thom, Russell. "A design thinking approach to professional development in reasonable adjustment: A new methodology for trainers in the vocational education and training sector of Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1764.
Full textAbstract:
This research has demonstrated that design thinking (DT) could be used as a professional development (PD) methodology for Vocational Education and Training (VET) trainers in understanding and applying reasonable adjustment (RA). The use of design thinking has the further benefit of raising the trainer’s empathy and understanding of the impact of injury and disability upon a person’s life and the significance of RA outside of the training context.
A workshop (PD session) was designed and conducted to explorer the relevance and success of the PD framework and the use of design thinking in developing an understanding and applying RA. The structure of the PD, the methods and the tools used supported the development of empathy, which facilitated new learning in RA through action and experience, and assisted in the transformation of the trainer’s point of view and assumptions. The PD increased the trainers’ confidence by utilising the existing skills and knowledge of the VET trainers and the inclusion of individual work and group work. The RA problem posed by the PD assisted in creating motivation for learning as it provided expectancy, instrumentality and valence. The outcomes of the workshop identified the relationship between the participant’s willingness to participate and the development of new ways of thinking. These new ways of thinking assisted in the development of empathy, which allowed for new learning The use of design thinking as part of the PD enhanced the development of empathy, facilitated learning including the ability to understand and apply RA.
5
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.
Full textAbstract:
Vocational Education and Training in Schools (VETiS) is recognised in all Australian states’ and territories’ education systems in the senior secondary certificates of education. The federal government has researched the benefits of VETiS and promoted it as a subject area of worth through both policy and funding. System leadership in schools have also included VETiS in their strategic direction by establishing and resourcing Registered Training Organisations (RTOs) to manage the compliance issues associated with the national Vocational Education and Training (VET) system. VETiS is offered in the majority of schools in New South Wales (NSW), including Catholic Schools; however, there are varying levels of implementation within schools along with wide differences in student participation across schools.
With government and school leadership placing emphasis on the importance of VETiS as part of the curriculum, it is important to find out why some schools offer less VETiS than others, and why some schools have greater student take-up of VETiS than is found at other schools. Is this a result of limitations imposed by systems and situations which are difficult for schools to change, or is it caused by misunderstanding, misconceptions, or even ignorance, which—if left unchallenged— could have a detrimental impact on students’ academic choices, achievements, and ultimately, their career options?
The reasons behind the variation between schools in implementation and participation in VETiS were the focus of this research. The research, situated in rural New South Wales, reports the experiences of four systemic Catholic schools and their students when making decisions in relation to Higher School Certificate (HSC) subjects. The perspectives of the students, parents, teachers and leadership were sought in order to unpack potential reasons for variation among schools and to identify any contributing issues that may impact on VETiS as a subject area of choice.
The research utilised case study methodology, employing the epistemological approach of constructionism which is premised on the understanding that meaning is constructed rather than discovered. Constructionism focuses on the assumption that knowledge and meaning as constructed by the participants forms the basis for making judgements and decisions. The issues of subject implementation and subject choice provided the framework for the suite of data collection instruments, using a mix of qualitative and quantitative approaches in a multisite case study.
The research identified a number of major characteristics and factors that were found to affect the rate of participation and implementation of VETiS in specific schools. It was found that the combination of specific factors—including the characteristics of students, subject advice, school staff, subject decision processes, school leadership, school vision, school reputation and school culture—impacted on the number of courses implemented in schools and the participation rates of students.
The most significant overriding contribution to decision-making both by school leadership and students about VETiS was found to be the school culture, which is established and maintained by school leadership with the principal at the top. Most other issues—curriculum choice, information dissemination, staff attitudes and commitment, and parity of subjects—were found to be a consequence of the school culture and leadership beliefs. In schools where the leadership was responsive to policy and equity issues, the school processes were found to enhance the quality of information provided to students about these subjects—and foster real choice. While the study focused on Catholic schools, the results give valuable insight into the VETiS experience which can be applied to the Australian educational sector more generally.
6
Ozaltan, Asli. "Sociological Analysis Of New Trends In Vocational Education And Training (vet) In Turkey." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12612014/index.pdf.
Full textAbstract:
The aim of this study is to put forth the relationship between the transformation of the labor market and the production process and the vocational education and training in Turkey. The Study will reflect the effects of transformation on the individual and society. The research is conducted through interviews with social partners. The study touches upon the reflection of the understanding of new vocationalism adopted in line with the flexibilisation in the organization of work on the vocational and technical education in Turkey. It tries to explain how this new educational approach is shaped on the basis of the main three discourses such as lifelong learning, employability and flexibility. Consequently, the research focuses on the idea that transformation of vocational education and training in Turkey has occurred at discursive level and also based upon the prevailing opinion on the necessity of developing human resources in compliance with the needs of the economythat the transformation process. Contrary to expectations of the new vocational education and training system, it produces individual who feel themselves anxious and uncertain about the future, fear and feel in insecure, and accordingly, experiences deprivation and social exclusion.
7
Kaminskienė, 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.
Full textAbstract:
Social partnership, as interaction between the state, employees and employers, functions in all the democratic states. Social partnership became one of the important quality assurance factors in VET, which make influence on the change, innovation and renewal processes in the VET system. On the one hand, social partners have been involved into the identification of the curriculum aims, implementation and evaluation processes; on the other hand, they have been also involved into the VET policy-making.
For Lithuania, with the dominating school-based VET model, it is characteristic that for a long time the interaction between the activity and education systems was influenced by the supply principle: training of specialists was organised according to the decisions and possibilities of the educational system not taking into consideration demands from the labour market. Social dialogue in Lithuania had to be born in extremely difficult situation. Initiatives of social partners were blocked by the centralised system; there was no culture and tradition of social dialogue, labour relations were affected by the soviet regime.
The research problem is defined by still fragmented relations and interaction between the activity and education systems, vocational education and training sub-system, and vocational education and training quality assurance processes, influencing social partnership. The research focuses on the questions of social partnership forms in the school based VET system... [to full text]Socialinė 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]
8
Meredyth, Denise Lee, and 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.
Full textAbstract:
This thesis is concerned with the relationship between the education system and its critics - with the terms in which programmes of educational reform are viewed by critical intellectuals, and with the claims and limitations of a particular mode of 'principled' critique. It explores this concern in relation to a number of recent developments in Australian education policy, describing the debates that they have engendered and identifying the political ambiguities that attend them. Three case studies are developed. The first is drawn from reactions to the recent bureaucratic reorganisation of higher education, especially those responses concentrated on the defence of the humanities. The second concerns developments in post-compulsory education, especially the construction of the new national credentialling system based on the assessment of 'Key Competencies'. The third addresses the endemic problem of educational assessment and equity. While each of these case studies is discussed in its own right, the three areas of discussion supplement one another within an overall argument concerning the relationship between the education system and a particular mode of 'principledt critique. In exploring this relationship, the thesis puts the case that we require a more historically-informed understanding of current problems in Australian education and a more pragmatic appreciation of the achievements of the existing education system. The issues raised are timely ones. Matters of educational policy have become particularly pressing over the past decade, as Australian education has undergone significant changes. In recent years, we have seen the effects of the drive towards a national education system, of the reorganisation of higher education, of the development of schemes for national credentialling and of the reconstruction of links between schooling, training and industry. These reforms have been driven by some pressing imperatives: to produce a trained and flexible workforce; to monitor levels of literacy and numeracy at a national level; and to satisfy the 'unmet demand' for increased educational places, while managing a limited educational budget.
9
Grace, Lauri Joy, and 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.
Full textAbstract:
This thesis uses institutional ethnography to explore the text-based regulatory framework of the Australian Vocational Education and Training (VET) sector. Training Packages are national competency standards used to assess local workplace practice. The Australian Quality Training Framework (AQTF) is a national compliance framework used to audit local learning and assessment practice. These texts operate in a symbiotic relationship to achieve a policy goal of national consistency.
The researcher explicates the social relations of VET starting from her disquiet as a practitioner. The thesis argues that Training Packages and the AQTF socially organise the content and delivery of local learning and assessment activities. VET practitioners struggle to use these texts to support good practice, and their hidden work maintains an unstable VET system. Yet the extralocal mode of ruling offers no room to challenge VET policy.
The thesis explicates three themes. Interview data is used to explore the contrast between the institutional language of Training Packages and the vernacular of workplaces in which these texts are activated. Many practitioners and participants simply do not understand Training Package competency standards. Using these texts to judge employee performance shifts the policing of workplace practice from local sites to external VET authorities.
A second theme emerges as the analysis explores why VET practitioners use this excluding language in their work with participants. Interview data reveals that local training organisations achieve different readings as they engage with ruling VET texts. Some organisations use the national texts as broad frameworks, allowing practitioners to create spaces for meaningful learning. Other organisations adopt a narrow and rule-bound reading of national texts, displacing practitioners authority over their own practice.
A third theme is explored through examination of a sequence of VET texts. The review and redevelopment of the mandatory qualifications for VET practitioners identified the language of the competency standards as a significant accessibility issue. These concerns were reshaped and subsumed in an official response that established the use of this language as a compulsory assessable requirement and a language and literacy benchmark.
The thesis presents a new understanding of VET as a regulatory framework established through multiple levels of ruling texts that connect local sites to national government agendas. While some individual practitioners are able to navigate through this system, there is an urgent need for practitioners as a profession to challenge national hegemony.
10
Nakar, Sonal Alpesh. "Understanding VET teachers' dilemmas in providing quality education to international students in Brisbane." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/64087/1/Sonal_Nakar_Thesis.pdf.
Full textAbstract:
In the past fifteen years, increasing attention has been given to the role of Vocational Education and Training (VET) in attracting large numbers of international students and its contribution to the economic development of Australia. This trend has given rise to many challenges in vocational education, especially with regard to providing quality education that ensures international students' stay in Australia is a satisfactory experience. Teaching and learning is continuously scrutinized, teaching quality and student assessment are subject to regular audit (Takerei, 2010). VET teachers are key stakeholders in international education and share responsibility for ensuring international students gain quality learning experiences and positive outcomes, however, their experiences are generally not well understood. Therefore, this thesis, investigates particular challenges and associated dilemmas that VET teachers experience when teaching international students.
The research participants were 15 teachers from several public and private VET institutions in Brisbane, Australia. The method involved responsive interviewing and inductive data analysis to identify and categorize teachers' challenges and dilemmas. The research reveals qualitatively different ways in which the 15 VET educators experienced challenges and associated dilemmas in their culturally diverse teaching context. The research shows that VET teachers experience numerous challenges and various inter-related professional, educational and personal dilemmas. These dilemmas result from ethical tensions teachers experience in their interactions with international students, teaching colleagues and their employment institutions. The dilemmas are often influenced by current economic and political conditions of international education. The dilemmas raised in the study by 15 VET teachers might be familiar to other teachers in VET and universities but to date they have received limited attention by researchers. This study's findings indicate significant implications for VET teachers, students, VET institutions and the government at a time of rapid economic, political, cultural and educational change. The findings are of potential interest to VET policy makers, managers and teachers. By giving voice to VET teachers, who are key stakeholders in the sustainability and future growth of VET, they contribute evidence for ongoing review and development of quality learning and teaching in the culturally diverse VET sector.
11
Johnstone, Merryl L. "Early childhood education and care preservice teachers' experiences of articulation from vocational education and training to higher education." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122575/2/__qut.edu.au_Documents_StaffHome_StaffGroupH%24_halla_Desktop_Merryl_Johnstone_Thesis.pdf.
Full textAbstract:
Early Childhood Education and Care in Australia is at a watershed, with significant legislation and policy requiring additional four-year-qualified Early Childhood teachers. This phenomenographic study examined the experiences of 16 Early Childhood preservice teachers who had articulated from Diploma programs to university-based Early Childhood teacher education programs. It examined articulation from the perspective of the articulating preservice teachers themselves to reveal the qualitatively different ways in which the preservice teachers experienced articulation. By revealing the conditions which enabled successful articulation to university, the thesis contributes empirical insights into the politically-driven ECEC reform agenda and articulation as a national workforce strategy.
12
Gu, Chen Chen, Telma Gomes, and 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.
Full textAbstract:
This thesis looks at how Technical and Vocational Education and Training (TVET) be carried out to help society move towards sustainability. It starts by introducing the reader into the essential concepts about Strategic Sustainable Development (SSD), Education for Sustainable Development (ESD), TVET, and the barriers to integrating ESD into TVET. It also provides information about the case study conducted in a TVET organization in Ireland which is integrating ESD into TVET. The thesis presents the key aspects that TVET organization need to have in order to successfully support SSD and it also provides a definition of success which is developing a workforce skilled for sustainability where sustainability is defined by the four sustainability principles. After presenting the key aspects, it looks at the strengths and weaknesses, in the lens of the key aspects, of the case study and three other TVET organizations. It later provides with recommendations based on the challenges found integrating ESD into TVET and the presented key aspects in order for TVET organizations to reach the vision of success.Telma Gomes - phone: 0736280415 - tegomes@uol.com.br Victor Samuel Brizuela - samworks@gmail.com Chen Chen Gu -guchenchen880309@163.com,
13
Grønning, Miriam [Verfasser]. "Institutional Characteristics of Upper Secondary Vocational Education and Training in Switzerland: How Do They Affect VET Diploma Holders’ Early Labour Market Outcomes? / Miriam Grønning." Hannover : Gottfried Wilhelm Leibniz Universität, 2021. http://d-nb.info/1238221106/34.
Full text
14
Parris, Sandra A. "Encouragement, Enticement, and/or Deterrent: A Case Study Exploring Female Experience in a Vocational Education (VET) Initiative in Northern England." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26295.
Full textAbstract:
This case study examined how a group of young girls at a secondary school in northern England made sense of their participation in a gender specific vocational education initiative designed to encourage female interest in skilled trade education and professions. The investigation consists of a qualitative case study that included ‘practical’ and historical components. On the practical side, the study looked at a gender specific initiative (girls only) aimed at Year 9 students (12-14 years old) at Garden Road Community and Technology School. The one-day sessions were held at local area colleges or vocational education and training (VET) training facilities and covered skilled trade fields that are traditionally male-dominated (e.g. automotive, construction and engineering). My methodology for the study consisted of two data sources, interviews and a review of public VET policy-related documents. The data was gathered using two methods, with individual and group interviews as the primary one, and public VET policy-related document analysis as the secondary one. In total, 13 current, 2 former and an additional 2 formerly registered (now graduates who decided to pursue non-traditional vocational education and professions) students at the school were interviewed. Beside former and current students, interviews were conducted with 2 instructors and 1 senior administrator at the school. The selection of government policy-related documents covered 2002 to 2011.
The study is framed by a feminist informed genealogy that invokes Foucault’s (1990) notion of ‘biopower’ and Pillow’s (2003) notion of the ‘gendered body.’ Meanwhile, Ted Aoki’s (2003) concepts of curriculum-as-plan and curricula-as-lived are used to analyze and discuss the review of UK government policy-related documents and participant narratives. The theme-based presentation of student narratives centred on the girls’ understanding and experience of: the session process and content; gender; non-traditional VET as educational and occupational options; and the impact of the sessions on their educational and professional choices.
The student narratives suggest several things that relate to their understanding of gender and non-traditional VET. First, the sessions proved to be both interesting and informative and students expressed an interest in taking part in more (and) varied gender-specific sessions. Second, traditional constructions of gender and gendered behavior are commonly used in job-related discourse as evidenced by the use of the terms ‘boys jobs’ and ‘girls jobs’ among the students. In addition, students had limited opportunities for exposure to non-traditional VET education and professions; and what knowledge they do have is generally dependent upon family knowledge and experience in the area. From a document review standpoint, the findings show that government commitment in terms of interest and financial backing for VET has been inconsistent. Resultantly, schools are left to identify and maintain a range of community-based partnerships that may not always see gender segregation in VET as a major concern.
The significance of this study rests in the presentation of the girls’ ‘lived curriculum’ and ‘gendered’ experiences as points that can offer insight into what transpires within vocational education initiatives and settings. Furthermore, from a feminist perspective the research also highlights the continued need to work with schools on how gender is presented, discussed and understood among students. Failure to consider the gendered nature of discourse about education and professional options that takes place within school and class settings limits students’ perspectives about what is available and possible.
15
Fjellström, 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 textAbstract:
This thesis describes and analyses vocational learning in school and workplaces, particularly the vocational learning involved in becoming a construction worker in Sweden. This includes learning the trade in upper secondary school education and a subsequent apprenticeship. An underlying argument is that activities in these contexts enable a diverse vocational learning outcome. However, there are potential tensions and contradictions, especially between production- and education-oriented aspects of the learning activities in these settings. To address these and associated issues, two research questions were posed. First, how do work-based activities enable vocational learning? Second, what forms of learning are enabled in school and work life settings and how are these forms of learning constituted? These questions were addressed using information drawn from observations, interviews and a survey. Analyses of the data, using a theoretical framework based on activity and forms of learning theory, show that the school and workplace settings enable different types of learning that form a joint constructed object. Further, the contexts provide diverse tasks that, with guidance from more experienced persons, can enhance the learning outcomes. So, vocational learning is enabled through tensions in the activity systems that form a learning outcome. In project-based vocational education and training (PBVET) provided in upper secondary school, vocational learning is enabled through basic training and opportunities to learn key techniques. In subsequent apprenticeships, the transformation of basic knowledge into specialized knowledge is enabled through close guidance and by the apprentices performing complex tasks. There are also clear differences in the freedom allowed in the performance of tasks between the PBVET and apprenticeships. The PBVET does not allow students to develop and apply their own solutions, while apprentices are encouraged to discover and implement solutions that enhance the performance of tasks. So, different forms of learning are enabled in the two contexts; the PBVET largely promotes reproductive learning and the apprenticeships largely promote productive learning. Scope for improvement was detected, as the PBVET does not appear to provide knowledge that fully meets criteria in the syllabuses, and the apprenticeship does not fully meet the learners’ educational needs. However, the settings provide complementary vocational learning opportunities. Thus, tensions and contradictions can be identified in the activity systems in the school and workplace settings that collectively form the boundaries of a learning outcome that largely corresponds to what the learners need to know and (hence) become construction workers.
16
Arnold, Mogammat Adiel. "Exploring notions of assessment through three vocational education sites in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86597.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: With the coming of a new education and training dispensation in 1994 came the idea that equal opportunities for all learners could be created within different learning institutions - via the creation of new institutional and qualifications framework - and in so doing encourage equal opportunities through proper articulation, portability, and mobility within the different phases of the various education bands. As education and training provision and learning is complexly intertwined with its appraisal, assessment was regarded as one of the main processes to find out whether learning had taken place, on the goal and quality of that learning, as well as pointing to the kinds of ways in which teaching and learning could be further improved. In my study I focused on how educators and trainers within the differentiated Further Education and Training (FET) Band spoke about and understood assessment, with the aim of the study being to analyse how assessment is understood in three different sites of provision within the FET band. The main goal was to better understand challenges at the ground level of policy implementation. A further goal was to explore some of the ways in which the role and function of assessment in our contemporary society was understood, and whether, in its present formulation, it served the purposes that much of the policies and reform statements claimed. The study’s main claim is that educators and trainers in the FET Band in South Africa mainly experience assessment processes, criteria, and frameworks as a form of jargon, and that they translate ‘the jargon’ into ‘judgements of value’ about learning and knowledge that lead to quite different approaches being followed at different sites. It is argued that this scenario would be acceptable in terms of different work settings - producing different kinds of skills for the economy- were it not that the education and training infrastructure in South Africa remains perhaps too preoccupied with achieving a principle of similarity across the FET Band.
17
Capocchi, Ribeiro Maria Alice de Fatima. "A New Perspective into Languages for Specific Purposes (LSP) Syllabus Design : Target language learningpromoting thedevelopment of refugee employability competencies." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-106924.
Full textAbstract:
This thesis reports on a meta-analysis of the most relevant employabilitycompetencies to foster refugees’ labour integration which may be potentiallyleveraged through a target language for specific purposes (LSP)MOOCsyllabus. Italso suggests to group the thus identified employability competencies into threecategories tofurther supportLSPMOOC syllabus design and implementation.Themethodology of meta-analysis was based on Cooper’s (2017) five-stage model andguided by exploratory data analysis (EDA) of a dedicated research corpus that wasspecifically tailored for this study. Three data mining tools were used to performnatural language pre-processing and pattern extraction, directed by key terms(employability, competency, competencies, skill, ability, abilities, vocational,refugee,andlabour) used in various query combinations and limiters. IterativeEDApost-processing of metadata generated by these tools, based ontheoretical andsemantic sorting and integration, led to 21 re-aggregated clusters of employabilitycompetencies and the suggested categories for grouping them.The present studyshows that the broader capillarity of data and text mining tools, as well as ofEDA,can contribute toa more encompassing view of employability competencies and oftheLSP as a tool-competency, hence to a greater capillarity ofcompetency-basedVET(Vocational Education and Training) syllabus design, particularly the proposedinnovative type ofLSPMOOC syllabus.Examination Seminar held by Zoom given that it was a Distance Programme
18
Nicholls, Kristina M. "A Critical Review of Acquisitions within the Australian Vocational Education and Training Sector 2012 to 2017." Thesis, 2020. https://vuir.vu.edu.au/40716/.
Full textAbstract:
Organisations often look to acquisitions as a means of achieving their growth strategy. However, notwithstanding the theoretical motivations for engaging in acquisitions, research has shown that the acquiring organisation, following the acquisition, frequently experiences a fall in share price and degraded operating performance. Given the failure rates that are conservatively estimated at over 50%, the issue of acquisitions is worthy of inquiry in order to determine what factors make for a successful or alternately an unsuccessful outcome. The focus of this study is the vocational education sector in Australia, where private registered training organisations [RTOs] adopted acquisitions as a strategy to increase their market share and/or support growth strategies prompted by deregulation and a multi-billion dollar training investment by both Australian State and Federal governments in the past ten years. Fuelled by these changes in Government policy, there was a dramatic growth in RTO acquisitions between the period 2012 and 2017. Many of these acquisitions ended in failure, including several RTOs that listed on the Australian Stock Exchange [ASX].
This study investigates acquisitions of Australian RTOs, focusing on the period from 2012 to 2017 [study period]. The aim is to understand what factors contributed to the success and/or failure of acquisitions of registered training organisations in the Australian Private Education Sector. The study uses phenomenology, a qualitative research methodology within the interpretivist paradigm, with the intention to gain insight into the ‘lived experiences’ of the participants who represent a cross-section of key industry stakeholders with first-hand acquisition experience.
A central and practical outcome of the study relevant to the pre-acquisition stage is to highlight the primacy of strategic planning. Given the largely opportunistic approach over the study period that reflected the perceived easy access to funds as a result of Government’s policy and initial regulatory inaction, there was a demonstrable gap in terms of local knowledge of the sector and awareness of the pitfalls and risks associated with a sector subject to strict regulatory oversight. The 3-stage acquisition process model may inadequately identify the importance of sound planning and risk filtering based on sector specific information. As a result, the study recommends the revision of the model to include a pre-pre-acquisition stage that emphasised the importance of ‘industry intelligence’. This role is anticipated to comprise a team of industry experts with current inside information and with a wider understanding of the education sector that is subject to stringent regulation. This finding may be relevant to not only RTOs, but could be extended to other businesses that operate in a heavily regulated sector, and ones that are dependent to a large degree on government funding. Historical evidence supports this risk proposition; the Royal Commission into the Home Insulation Program [HIP] that was established in December 2013, bears an uncanny parallel with funding related issues the result of policy decisions in the vocational education sector.
The study findings are reported in order of the three-stage acquisition process model: pre- acquisition, integration and post-acquisition, with general strategy and related risk considerations noted, and industry specific red flags [indicator of risk] also highlighted. The study also highlights several issues in the integration stage of RTO acquisitions. The three in-depth RTO case studies, for example, illustrate a lack of strategic planning for the integration of new acquisitions. The rush by a number of acquirer firms such as Vocation Limited, Australian Careers Network and Study Group was in order to access VET-FEE HELP [VFH] loan funding and build student enrolments. This myopic focus, rather than considered process that examined the strategic alignment of their multiple acquisitions, was a key factor in acquisition failure.
In the post-acquisition stage, this study highlights the role of government and the industry regulator, Australian Skills Quality Authority [ASQA]. Regulation is a significant sector specific consideration that determines success and failure of the business. By its very nature, government funded industries are subject to volatility associated with changes in political leadership, changes in priorities and policies, and changes in funding priorities. From the findings it is evident that the 2012 expansion of the VET-FEE HELP student loans scheme policy decision to include private RTOs, was a Government policy initiative that was derailed by poor execution. Taking on some lessons learned from the VET-FEE HELP loan policy ‘debacle’ may prevent the loss of Government revenue, as well as protect key stakeholders, such as students and taxpayers, from unjust outcomes in the future and importantly avoid reputational damage in a competitive international education market. This study area may also benefit from further industry specific research to understand the roles of government and regulators and how they can potentially help as well as adversely impact prospective new RTO entrants and associated stakeholders.
19
Ellis, Hywel Richard. "Factors impacting the choice of Vocational Education and Training (VET): perspectives of students in NSW schools." Thesis, 2021. http://hdl.handle.net/1959.13/1423023.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)Student aspirations, or the lack thereof, have drawn considerable research and policy attention in recent decades, with their focus often linked to the dual goals of excellence and equity in tertiary education (Bradley et al., 2008). However, much remains problematic in terms of conceptualising student occupational and educational aspirations (Bowers-Brown et al., 2019) and understanding the mix of influences at play in their formation across the years of schooling (Gore et al., 2015). Questions for policy and practice remain about the weight and influence that the notion of aspirations deserves in analysing and supporting students’ post-school intentions. In Australia, and internationally, much of the focus on aspirations has been to direct students into university pathways, often under the guise of addressing equity issues or framed as widening participation (Bowers-Brown et al., 2019; Lumb & Burke, 2019; Rainford, 2017). Students who aspire to vocational occupations do so in a system that privileges university pathways in terms of the school system, the information available to help navigate post-school pathways, and broader policy settings (Atkinson & Stanwick, 2016). Many students and many of those who provide them with support do not seem to know or fully appreciate what Vocational Education and Training (VET) has to offer in the way of post-school options or the array of pathways available for students to achieve their vocational aspirations (Hosken et al., 2013). Nor do they understand the complex systems and possibilities for later articulation of VET qualifications to higher levels of education (Curtis, 2009, 2011; Grytnes, 2011; Smith et al., 2017) or to changes in career paths (Abbott‐Chapman, 2006; Hess et al., 2012). These uncertainties create and compound the often serious issues of misalignment between occupational and educational aspirations (Hargreaves & Osborne, 2017), flagging this as an area in need of additional research and policy attention. Drawing on a sub-set of students interested in VET (n = 2,978) taken from the full Aspirations Study sample collected in NSW public schools between 2012 and 2015 (N = 8,070), this thesis makes a detailed examination of the factors associated with ‘what’ choices students make and the reasoning behind ‘why’ students chose vocational occupational options and educational pathways in the broader context of post-school destinations. This was achieved by bringing together the distilled themes from the literature, the factors available from student surveys, secure linkage with extant system-held background, contextual, and achievement data, and to an innovative measure of student occupational reasoning developed from the coding of students’ open-ended survey responses. The question of ‘what’ choices students make, is framed within the Aspirations Study’s composite capitals construct (Albright et al., 2019), juxtaposing the theories of Bourdieu (1986) on cultural, social, and economic capital, with Becker and Tomes’ (1986) theory of human capital. This quadripartite framework was used to facilitate a detailed examination of the factors most salient in the formation of student aspirations. Importantly, this approach enabled the under-researched aspect of student aspirations for VET pathways to be considered within the broader field of aspirations research. Leveraging on the previous analysis of Gore, Ellis, et al. (2017), Multiple Cluster Analysis was employed to identify significant sub-groups of students choosing VET occupational pathways as defined by the most salient factors at play, mapping distinctive patterns of student choice. This provided new insights into the interplay of factors most relevant in the choice of VET occupational pathways for distinctive groups of students identified on the basis of their prior achievement, gender, cultural capital, and maturity. The reasoning behind ‘why’ students chose vocational occupational pathways was examined by coding their open-ended responses (N = 2,601) in terms of number, interaction, specificity, and proximity of influences (Howard et al., 2015). The coded data was then subjected to a quantitative analysis, which included devising and statistically verifying a new and innovative measurement construct, the Occupational Reasoning Index (ORI), to represent the level of student reasoning about their occupational futures. The statistical significance of year level, prior achievement and self-perception of relative academic performance, occupational skill level and prestige and, to a lesser extent Aboriginality and, alignment between education and occupational choice as predictors was established through subsequent bivariate and multivariate analysis of the newly developed ORI. In combination, these findings flag the importance of individual and inter-group differences in understanding and supporting students’ aspirations, and the need for differentiated strategies to support the development of student reasoning about their occupational and educational futures. Recommendations for practice and policy are made to better frame and developmentally support students with a focus on vocational education as an option that is too often undervalued or ignored.
20
Walstab, Anne. "The VET sector and schooling: interactions and outcomes." Thesis, 2018. https://vuir.vu.edu.au/42120/.
Full text
21
(14023284), Clive Graham. "An evaluation of the dominant assumptions and practices of training packages in Australian Vocational Education and Training and the extent to which they coincide with the emergence of mode-2 society and its imputed education and training needs." Thesis, 2004. https://figshare.com/articles/thesis/An_evaluation_of_the_dominant_assumptions_and_practices_of_training_packages_in_Australian_Vocational_Education_and_Training_and_the_extent_to_which_they_coincide_with_the_emergence_of_mode-2_society_and_its_imputed_education_and_training_n/21427032.
Full textAbstract:
This research investigates the relevance of contemporary Australian Vocational Education and Training (VET) to economic development in Mode-2 society. Mode-2 society is a term coined by Nowotny et al (2001) which equates with changes in productivity and the triumph of free-market capitalism commonly referred to as knowledge driven capitalism or knowledge capitalism. Building on Schumpeter's economic theory of entrepreneurial competition and Romer's new growth economic model that have transformed capitalism into 'gales of creative destruction' by which new knowledge now generates national economic advantage, the thesis examines the literature of Training Packages as the prescribed instruments of VET in the milieu of knowledge capitalism. It could be expected that Australian VET, and in particular Training Packages, would have a greater justification for pursuing a knowledge and skill application-and-transfer policy that fits the growth of knowledge capitalism which Mode-2 society represents than it had for the former manufacturing economy. To test this contention, the thesis establishes eleven key transitions from Mode-1 to Mode-2
society and the imputed education and training needs of the latter as derived from the Nowotny et al (2001) Mode-2 thesis. These transitions are formed into an Evaluative Framework and underpin an ethnographic study involving thirty-three VET experts. The literature search and ethnography responses are synthesized and analysed with new material elicited from the ethnography. The outcomes of the analysis are equated with the eleven key transitions from Mode-1 to Mode-2 society and the imputed emergent education and training needs of each transition. It is concluded that the dominant assumptions and practices of Training Packages do not align with the imputed education and training needs of Mode-2 society as indicated by the eleven key attributes of the Nowotny et al (2001) conceptualisation. The theoretical implications of this conclusion had an impact on the Australian provision of VET because they indicate that the Training Package agenda is a potential liability for national economic advantage in Mode-2 society.
22
Lawler, Madeleine Ruth. "Social enterprises in vocational education and training: can Bourdieu’s social theory enhance understanding of their potential?" Thesis, 2018. https://vuir.vu.edu.au/38662/.
Full textAbstract:
This thesis examines social enterprises providing education and training for
disengaged young people in the state of Victoria, Australia. Young people in
Australia are increasingly struggling in the transition from education to the full-time
labour market (Foundation for Young Australians (FYA) 2016) and young people who
become disengaged from employment, education and training are vulnerable to
entrenched disadvantage (OECD 1998). It has been suggested that social capital is
an important factor in the prevention of disengagement for young people and assists
with successful transitions (Bynner 2001a; Bynner & Parsons 2002).
The Victorian state government in 2017 endorsed the use of social enterprise to
address some of the state’s most significant social issues (Victorian Government
February 2017), including youth transitions. Given this enthusiasm for the model, this
thesis is concerned with undertaking a theoretical exploration of the potential,
limitations and contributions of social enterprise. The critical social theory of Pierre
Bourdieu offers a conceptualisation of social capital (1980, 1986), embedded within a
rich theoretical framework (Wacquant 2017) which is underused in social research
(Foley and Edwards 1999, Wacquant 2018). This is in contrast to the normative
framework of social capital derived from Putnam (1993) that has been popularised in
the social sciences.
To test the value of a Bourdieuian framework, a multi-site tri-level case study was
employed using focus groups at the social enterprise level with a short-term
longitudinal case study by semi-structured interview with program participants. The
case study was conducted over two program intakes with three social enterprises.
Applying Bourdieu’s theories was valuable for exploring the theoretical potential of
social enterprise. Crucially, it was also useful in demonstrating some tempering
limitations and challenges in the use of social enterprise. This study found that social
enterprise education has a positive impact on the lives of the program participants.
Social capital is found to be of secondary influence in the operations of the social
enterprises, with cultural capital being the most significant factor in the successful
operation of a social enterprise. Finally, the sociopolitical climate has become
increasingly supportive of social enterprise as a means to deliver public services, as
a neoliberal rationality continues to dominate both sides of the Australian political
landscape.
23
Nguyen, Song Hien. "History of Vietnamese Vocational Education and Training since 1954." Thesis, 2021. http://hdl.handle.net/1959.13/1429127.
Full textAbstract:
Masters Research - Master of Philosophy (MPhil)This research explores the “ History of Vietnamese Vocational Educational and Training (VET) since 1954”. It provides policymakers, educators, and administrators with a review of Vietnam’s VET models through three significant periods, 1954 to 1975, 1976 to 1985, and 1986 to the present. The research was conducted at 13 vocational schools of 13 provinces and cities in Vietnam. Data were collected from documentary and interview data. Participants were former and current MOLISA policymakers and managers, current and former DOLISA officials, former and current principals and head teachers of vocational schools from 13 provinces and cities of Vietnam. They were selected using the snowball method, where initial participants recommend the potential subsequent participants. Findings show that the informal VET model originating from the ancient past in the form of the traditional vocational village undeveloped to establish the formal VET model in Vietnam. It was not until the beginning of the 19th century when the French invaded Vietnam and set up the first vocational school system, that the formal VET model was formed. Since 1954 Vietnamese VET has experienced three different models. From 1955 to 1975 Vietnam was divided into two different political areas: in South Vietnam, the VET system was based on the French VET model. Whereas, North Vietnam's VET system followed the model of the Union of Soviet Socialist Republic (USSR). After Vietnam was unified in 1975, the VET model of North Vietnam was applied across the country and the VET model of South Vietnam was replaced. Since 1986, the Vietnamese government has implemented a Doi Moi policy (the renewal policy), and the Vietnamese VET system has transferred from the USSR’s VET model to the German dual model.
24
Francisco, Susanne Lynette. "How novice vocational education and training teachers learn to become teachers." Thesis, 2016. http://hdl.handle.net/10453/90284.
Full textAbstract:
University of Technology Sydney. Faculty of Arts and Social Sciences.Expectations of the vocational education and training (VET) sector continue to increase as governments, industry, and the community see vocational education and training as an answer to a range of issues. Meeting these expectations and providing quality VET requires VET teachers with a high level of skills and abilities. At the same time, in Australia, many VET teachers begin teaching with little or no prior experience or educational qualifications related to teaching. This thesis addresses the question of how novice vocational education and training teachers learn to undertake the teaching role. Specifically, it considers, • How novice VET teachers learn to become teachers through undertaking the teaching role; • How novice VET teachers learn to become teachers through practices additional to the teaching role; • What novice VET teachers learn; and • What enables and constrains novice VET teacher learning. Nine novice teachers, in eight different teaching areas, and across four campuses, participated in the longitudinal multi-case study undertaken over two years. A practice theory framework was used to design the research and to analyse the data. The research found that there was considerable variation in the practices that novice teachers undertook as part of their role as a teacher. For instance, ‘teaching’ involved different practices in each site. There was also variation in what each teacher needed to learn to undertake that role. The research found that practices associated with undertaking the teaching role were more influential in supporting teacher learning than practices additional to the teaching role. In some sites, a trellis of interconnected practices that supported learning (PSLs) was developed. A trellis is made up of interconnected components that help support growth in a particular direction. In sites where a trellis of PSLs was developed, it provided greater support for novice teacher learning to undertake their role than in sites where PSLs were not interconnected. The thesis identifies the key arrangements in each site that enabled and constrained novice teacher learning.
25
Leke, Daniel Kaki. "Vocational education and training in secondary schools: investigation into a VET model for Papua New Guinea." Thesis, 2010. http://hdl.handle.net/2440/64581.
Full textAbstract:
Vocational education and training (VET) was introduced into the secondary school curriculum in many developed countries because of its economic and social benefits. Papua New Guinea (PNG), a developing nation, appeared to overlook VET as an important tool for economic and social development since independence in 1975. Its secondary schools have provided only an academic pathway for the top quarter of its students. Thousands of secondary school students become school leavers at Grade 10 and 12 levels, without having VET knowledge and employability skills/attributes. This student transition problem negatively impacted on PNG society through high level youth unemployment and unrest. The purpose of this study was to investigate and determine the characteristics of a VET program model at the secondary school level which might address the current student transition problem in PNG. The following question was used to direct this research: How can a VET model address and minimise the current student transition problem at the secondary school level in Papua New Guinea? This study applied the positivist (qualitative) and descriptive (quantitative) mixed methodology. The use of mixed/triangulation methods was considered important because one data collection form would supply strengths to offset the possible weaknesses of the others. The data was gathered using applied discourse/text analysis, questionnaires and semi-structured interviews from purposely selected PNG stakeholders: students, teachers, policy-makers/school principals and business/industry personnel. The results illustrated how VET in PNG was given little priority at the policy level. Most stakeholders thought that academic subjects would assure a better future than VET subjects. Although VET subjects and employability skills and attributes were considered to have some importance by most stakeholders, almost always they expressed some reservations. Most students and teachers thought that VET subjects were less valuable than academic subjects. Similarly, most business/industry personnel expressed that postgraduate students and other tertiary graduates possessed better skills for work than the secondary school graduates. This was because VET programs were restricted to post-secondary schools or TVET colleges. Most stakeholders failed to realise that the academic subjects could be studied only by a minority students. Teachers and school principals were trying their best to manage their schools within their means. Most did not have the required teaching and learning facilities to implement the new VET subjects at secondary level. These reforms were put in jeopardy because of the lack of resources, especially classroom space, training facilities and qualified VET teachers. Although the stakeholders were positive about the importance of VET, there was little evidence of actual participation in VET programs at the secondary school level. The results illustrated a need to embrace both VET and general academic subjects as an integral part of secondary school level in PNG. Therefore, the study concluded that PNG needs to consider and implement an integrated academic/VET program model at the secondary school level. This integrated academic/VET model would enhance many students' pathways for further education and training, employment and improvement of life in PNG.Thesis (Ph.D.) -- University of Adelaide, School of Education, 2010
26
Helmy, Abdullah. "VET Training and Industry Partnerships : a Study in East Java, Indonesia." Thesis, 2014. https://vuir.vu.edu.au/28814/.
Full textAbstract:
Across Indonesia, training partnerships have formed between vocational education and training institutions and industry to meet the demands of the 21st century labour market. For many industry managers, a partnership has become a necessary means to train unskilled workers as well as update skills required for the current workforce. Vocational education and training institutions, such as polytechnics, are emerging as one of the major and logical providers of workforce training that is necessary to revitalise and maintain the competitiveness of this nation’s industries and business.
The purpose of case study research is to explore and examine the impacting factors in four VET providers of industry training partnerships in East Java, Indonesia. A comprehensive partnership construct is based on three factors identified by Lendrum (2003) and Callan and Ashworth (2004): environmental influences upon partnerships, a process/training model, and the role of people and relationships, were used to frame and guide this study.
27
Qian, Xiang. "Dynamic capabilities of Chinese small private vocational education and training institutions: a case-based research." Doctoral thesis, 2021. http://hdl.handle.net/10071/24959.
Full textAbstract:
China’s vocational education and training (VET) industry is undergoing rapid growth and transformation. Small private VET institutions face the dual dilemma of a shortage of educational resources and low market reputation. Thus, it is important to understand how these institutions may develop and sustain competitive advantages. This dissertation has analyzed the strategic development of ZK, a small private VET institution in China, using the dynamic capabilities framework. The company’s strategic success in the last years was due to its dynamic capabilities of sensing opportunities and threats, seizing opportunities, and managing threats and reconfiguring resources. The study has shown that ZK’s dynamic capability of sensing opportunities and threats has two micro-foundations, namely entrepreneurship and social capital at individual and organizational levels. Seizing capability were grounded on microfoundations such as the firm’s value chain positioning, integrating resources including complements, organizational flexibility, and commitment to implementation. The microfoundations of ZK’s dynamic capability of managing threats and reconfiguring resources were organizational learning and knowledge management. To support the future strategic development of ZK, four strategic initiatives were devised using the SWOT framework. The study contributes to management practice by increasing the understanding of the capabilities and microfoundations that can support the development of small private VET institutions in China. It also sheds light on the relationship between these capabilities and the obtention of competitive advantages in the Chinese market. Its conclusions are of interest to other VET institutions, government departments and other stakeholders, as well as foreign institutions interested in the Chinese VET industry.A indústria chinesa da educação e formação vocacional (inglês: Vocational Education and Traning ou VET) está em plena expansão e transformação. O estudo das estratégias das pequenas instituições de VET tem grande importância, no sentido de compreender como as mesmas podem se manter competitivas. Esta dissertação tem o objetivo de analisar o desenvolvimento estratégico da ZK, uma pequena instituição chinesa de VET, através da teoria de capacidades dinámicas. O éxito estratégico da ZK deveu-se ao seu dinamismo em antever oportunidades e riscos e reestruturar os seus recursos. Este dinamismo resultou de um forte espírito empresarial e de um elevado capital social, tanto ao nível individual como institucional. O aproveitamento das oportunidades deveu-se a cinco micro-fundamentos: o posicionamento da empresa na cadeia de valor, a integração de recursos, a inclusão de complementos, a flexibilidade organizacional e a dedicação na implementação. Por sua vez, a capacidade de minimizar riscos e reconfigurar recursos resultou de aprendizagem organizacional e de uma boa gestão da informação. Com base nas referidas capacidades dinâmicas, e através da matriz SWOT, foram desenvolvidas quatro linhas estratégicas para o desenvolvimento futuro da ZK. A dissertação contribui para uma melhor compreensão das capacidades dinámicas e dos micro-fundamentos que podem suportar o desenvolvimento das pequenas empresas de VET na China. Além disso, revela a íntima relação entre as referidas capacidades e as vantagens competitivas no mercado chinês. As conclusões são úteis para outras instituições de VET, departamentos governamentais relacionados, partes interessadas em VET na China e instituições estrangeiras interessadas nesse mercado.
28
Kairys, Moira Rose. "Identifying Skills Required for Senior Managers in Vocational Education Training - An Australian Perspective." Thesis, 2016. https://vuir.vu.edu.au/32640/.
Full textAbstract:
Senior managers in Australian vocational education training (VET) are an integral
part of the success of sector that contributes to Australia's economic growth and
business productivity with the delivery of training to almost four million students
annually.
Senior managers are often promoted from teacher to manager on the basis of practical
vocational and teaching experience, rather than their management and leadership skills
and are often inadequately trained or prepared for the role of leadership. Therefore, it
is important to examine whether senior managers are equipped with the required
leadership skills for effective leadership in VET.
This thesis utilises a new online survey of 100 senior managers employed in VET in
Australia in order to identify the leadership skills required for senior managers by
testing the Leadership Skills Strataplex Model (LSSM). The model highlights the
importance of four broad leadership skills of cognitive, interpersonal, business and
strategic skills. The study also explores the interaction of the skills required for
current role, promotion and training provider type. The study conducts an exploratory
and confirmatory factor analysis to identify broad and specific skills that are
perceived as important. The new evidence indicates that (a) the strataplex model is
not supported by the data (b) cognitive skills are perceived to be utilised the most,
followed by strategic, interpersonal and business skills (c) business skills, problem
solving/managing teams skills and strategic skills are identified as the most important
skills required for senior managers and (d) skill importance does not seem to depend
on training provider type.
Australian vocational education is increasingly complex and competitive and training
providers need to recognise that the sector requires higher levels of leadership skills.
Although cognitive skill requirements are high, senior managers also need higher
levels of business, problem solving/managing teams and strategic skills.
29
Lam, Wai Keung Wallace. "Personality, career decision self-efficacy and career choices commitment process among post-secondary vocational education & training (VET) students in Hong Kong." Thesis, 2016. http://hdl.handle.net/1959.13/1318433.
Full textAbstract:
Professional Doctorate - Doctor of Business Administration (DBA)Youths are the future leaders of society and they will strive for the betterment and advancement of the society. Career choices among young people have recently drawn attention. Recently, graduates have faced fierce competition in finding job in the job market due to the expansion of higher education. This situation is the same as in Hong Kong. However, most of the graduates have faced difficulties in preparing their career-searching activities and also lack confidence in finding their job in the market (He & Zhou, 2006). To understand what factors influence students’ career choices is becoming more important for most educators and student counselors in colleges and universities. They are required to design appropriate educational programme to cater the diverse needs and inclinations of the students. It is also critical and essential for student counselors to provide suitable support and career advisory services to assist students in finding out and planning for their career after graduation. The objective of this thesis is to investigate and examine the relationships between personality traits and the career commitment process of students studying vocational education and training (VET) programme in Hong Kong. It also examines the degree to which career decision self-efficacy (CDSE) mediates the relationship between these two constructs. Social Cognitive Career Theory (SCCT) is the guiding conceptual framework (Lent, Brown, & Hackett, 1994, 2000) of this study. It was assumed that personality traits were related to two dimensions of career choices commitment process, namely vocational exploration and commitment (VEC) and the tendency to foreclose (TTF) through the effect of career decision self-efficacy. This is a quantitative research for identifying data patterns or testing a pattern of relationships. This research study was conducted in the form of anonymous questionnaires to be distributed and collected in classes of undergraduate participants in three Hong Kong Institutions of Vocational Education. A total of 362 questionnaires were collected. Among these 362 questionnaires, 58 questionnaires were abandoned for incompleteness or same answers across all questions on the whole questionnaire. Therefore, 304 questionnaires were submitted for final data analysis. Data analysis comprises three stages. Firstly, an overview of the demographic profiles of the participants was conducted. Secondly, the examination of validity and reliability of data using Cronbach’s alpha testing, exploratory factor analysis and conformity factor analysis were also examined. Lastly, the four hypotheses were tested using SPSS version 23. In assessing the research questions, multiple regression analysis was employed in this study. The results indicated that CDSE has significant effect on VEC and TTF. All five Personality traits have significant effect on the CDSE. Extraversion, agreeableness, neuroticism and openness to experience are significantly affected VEC, whereas only agreeableness and conscientiousness are significantly affected TTF. In relation to the mediation effect, extraversion shows a partially mediation effect on the relationship between personality and VEC while agreeableness and openness to experience have fully mediated on this. Moreover, all personality except neuroticism shows mediation between personality and TTF.
30
Almeida, Maria Altina. "Content and Language Integrated Learning in Tourism Vocational Education and Training in Portugal." Master's thesis, 2017. http://hdl.handle.net/10400.26/19731.
Full textAbstract:
Tourism is an international industry which involves a range of intercultural encounters where communication is the key feature. It is clear that the language of tourism in an international context is English as, when dealing with international guests, a better command of English means providing higher quality service. Furthermore, tourism has been perceived by many students as having good employment prospects, which has been a further driver for Tourism and Hospitality vocational programmes. The Vocational Education and Training (VET) system is increasingly expected to be responsive to the changing demands of society, shaped by pedagogical, social, cultural, economic and employment considerations.
To respond to the demands of globalisation and internationalisation the Turismo de Portugal’s (TP) schools offer three technological specialisation courses with programmes in English: Food and Beverage Management; Hospitality Operations Management; and Culinary Arts, whose teaching strategies and effectiveness are the scope of study of this dissertation. Content and Language Integrated Learning (CLIL) is a dual-focused educational approach with the objective of promoting both content and language competence. This study aims at understanding how far these courses integrate both content and language learning and if CLIL is the best learning approach within the scope of tourism vocational education and training. In order to investigate these questions, both quantitative and qualitative methods of inquiry were applied: questionnaires to current and former students of these courses, followed by semi-structured interviews to teachers from the three schools where the courses are offered, school and pedagogical directors and finally the training director of TP.
The findings suggest that students are extremely motivated to study in English, but despite some methodologies that are also used within the CLIL approach, it is possible to conclude that content is more emphasised than language. In fairness, it consists of teaching in English, whereas CLIL is teaching through an additional language based on connected pedagogies and using contextual methodologies. By showing the relevance of the CLIL approach in tourism vocational education, I intend to bring about change in educational practices, which may have implications for various areas: for tourism education in general and particularly for VET; for framing best practice when teaching in a foreign language; and for CLIL education involving content and language teachers. This is an opportunity for teachers to improve their overall skills in leading classes and managing teaching as a whole, for students to improve their English language competence and cultural skills through authenticity and relevance, and for schools/institutions to meet students’ expectations while addressing today’s market needs.O turismo é uma indústria internacional que convoca uma diversidade de encontros interculturais, nos quais a comunicação é a principal característica. É evidente que a língua de comunicação do turismo num contexto internacional é o inglês, já que no atendimento a clientes de outros países um serviço de qualidade implica um bom domínio da língua inglesa. Além disso, a área do turismo tem sido escolhida por muitos alunos pelas suas perspetivas de emprego, o que, por sua vez, tem dado origem a mais cursos profissionais de turismo e hotelaria. Paralelamente, é esperado que o sistema de Ensino e Formação Profissional (EFP) responda às exigências de uma sociedade em constante mudança, pautado por questões pedagógicas, sociais, culturais, económicas e laborais. Para responder às exigências da globalização e à necessidade de internacionalização, as escolas do Turismo de Portugal (TP) oferecem três Cursos de Especialização Tecnológica em inglês: Food and Beverage Management (Gestão de Restauração e Bebidas), Hospitality Operations Management (Gestão Hoteleira – Alojamento) e Culinary Arts (Gestão e Produção de Cozinha), cujas metodologias de ensino, bem como a sua eficácia, são objeto de estudo desta dissertação. A Aprendizagem Integrada de Conteúdos e Língua (AICL) é uma abordagem de ensino que tem o duplo objetivo de promover a aprendizagem dos conteúdos e a competência linguística. Este estudo tem, pois, o propósito de compreender se os referidos cursos integram a aprendizagem de conteúdos e língua e se esta é a melhor abordagem no âmbito do ensino e formação profissional na área do turismo. Para analisar estas questões foram usados métodos de investigação quantitativos e qualitativos: questionários aos atuais e antigos alunos desses cursos, seguidos de entrevistas semi-estruturadas a professores das três escolas onde os cursos são lecionados, diretores de escola, coordenadores pedagógicos e, por fim, à diretora de formação do TP. Os resultados obtidos sugerem que os alunos estão extremamente motivados para estudar em inglês, mas, apesar de se verificar que algumas das metodologias também são utilizadas na abordagem AICL, é possível concluir que é dada maior ênfase aos conteúdos do que à língua. Objetivamente, trata-se de ensino em inglês, enquanto que a abordagem AICL consiste no ensino através da língua, assente na utilização de métodos pedagógicos inter-relacionados e devidamente contextualizados. Ao expôr a relevância da abordagem AICL no ensino profissional do turismo é meu objetivo promover a mudança de práticas educativas, o que poderá ter implicações em diversas áreas: no ensino em turismo no geral e no ensino e formação profissional em particular; no enquadramento de boas práticas de ensino em língua estrangeira; e na aprendizagem AICL envolvendo professores de línguas e de outras áreas. Trata-se de uma oportunidade para os professores aperfeiçoarem as suas competências de ensino, para os alunos melhorarem as suas competências linguísticas e culturais através de contextos e materiais autênticos e relevantes e para as instituições de ensino responderem às expectativas dos alunos e necessidades do mercado.
31
Turner, Ash. "Paws for thought: exploring a framework for understanding the mediating role of dogs in people's learning processes in vocational education and training settings. A qualitative study of the use of dogs as mediating artifacts in Australian vocational education and training settings in the Townsville region." Thesis, 2011. https://researchonline.jcu.edu.au/18164/1/01front.pdf.
Full textAbstract:
This research aims to explore and develop a framework for understanding the mediating role of dogs in people's learning processes in vocational education and training settings. Specifically, it aims to answer two questions: In what ways do people use dogs as mediating artifacts in their meaning-making processes; and what are the effects of dogs in mediating individual and group learning processes?
This study examines the lived experiences and reflections of 15 students and their teachers who interacted with three dogs during a six and a half day vocational education and training course. The course was held in a major regional centre in northern Australia by a private training provider. The research employed six data collection techniques: a pre-course questionnaire; classroom observations; a critical events technique; the repertory grid technique; post-course interviews; and the researcher's personal journal.
The results of this study suggest that there were four dichotomous dimensions of people's use of the dogs: Active—reFlective (A—F), Initiating—Responding (I—R), Material—Conceptual (M—C) and Spontaneous—Planned (S—P). These dimensions appear to resonate with three of the Big Five dimensions of personality. The Big Five dimensions of personality have been used to understand the different ways in which people learn. This suggests that people's use of the dogs as artifacts may share possible relationships with dimensions of personality and people's learning styles. Exploring these relationships suggested a previously hidden dimension of artifact use, Emotional—Logical (E—L), that may be congruent with another dimension of personality. Additionally, these dimensions appear to share dynamic relationships that may provide a deeper understanding of how people used the dogs as artifacts, by illustrating how they work and interact together. The results of this study also revealed Paws For Thought the functioning of individual preferences within these dimensions, which may have been moderated by a number of factors.
The results of this study suggest that the mediating role of the dogs may be understood by the way they appeared to have functioned as artifacts in three domains of the learning environment: cognitive, affective and social. In the cognitive domain the dogs may be seen to have functioned as artifacts by stimulating arousal, attention, focus and concentration through positive distraction. In the affective domain the dogs may be seen to have functioned as artifacts by: triggering positive emotional responses to arousal; stimulating feelings of enjoyment, calm, warmth and peace; and by fostering a relaxed and informal atmosphere. In the social domain the dogs may be seen to have functioned as artifacts by: serving as a social ice-breaker, providing a value-free conversation starter; and by functioning in people's perceptions of others through the use of social axioms, which may have factored in the construction of their social relationships.
This study is significant because it provides new knowledge by offering a framework for understanding the mediating role of dogs in people's learning processes. It therefore provides a map to understand in what ways dogs may be seen to function as artifacts and how this works. It also opens up ways of seeing and understanding what may occur in other settings, and provides new ways of being attentive to what happens in the classroom. The examination of the processes that take place during people's interaction with the dogs also provides new knowledge by offering a framework to understand how and why these interactions make the results reported by researchers possible. It may therefore open the way for improving animal assisted therapy and education programmes, and adapting them to situations beyond therapeutic and childhood education settings.
This study holds significance for practitioners because it provides the opportunity to broaden traditional theories of artifacts and artifact use to include animals alongside the inanimate. It may also extend established understandings of artifacts and their use in the classroom. This understanding suggests the importance for practitioners to know how to use artifacts in different ways, and to show and teach those ways to others. This study holds further significance for practitioners because it reveals insights into how teachers may bridge the teacher—student divide by balancing their traditional focus on assessable outcomes and the task environment, with students' inherently social learning processes.
32
Leask, Betty. "Discursive constructions of internationalisation at an Australian University: implications for professional practice." 2005. http://arrow.unisa.edu.au:8081/1959.8/28306.
Full textAbstract:
The portfolio explores the construction, representation and interpretation of internationalisation at the University of South Australia (UniSA) within the broader concept of internationalisation in higher education. The research is situated within a postmodern, postcolonial world and is influenced significantly by the work of Foucault ([1972] 2003), Fairclough (1989; 1992), Said (1995 [1978]) and Cherryholmes (1988). The portfolio consists of three related research reports and a meta-analysis which both connects these individual reports and conducts further analysis of the issues and themes arising from the research. The literature reviewed in Research Report 1 describes a range of approaches to internationalisation and issues associated with its definition and implementation in universities. It is concluded that internationalisation in higher education is part of a network of constantly developing and changing discourses all of which both influence and are influenced by political, social and economic contexts and agendas. The nature of the discourse of internationalisation at UniSA and the power/knowledge relations which are embedded within and support it are the focus of the second research report which consists of a critical discourse analysis of a corpus of documents related to internationalisation and Graduate Quality #7 at UniSA. Five discourses of internationalisation at UniSA are identified and the roles associated with the primary subjects of the discourse (academic staff, Australian students and international students) are described. Significant shifts in the discursive construction of internationalisation at UniSA over time are also identified, including the tendency for the economic discourse to be viewed as dominant and the associated ideology to be naturalised. The third research report consists of ‘snapshots’ of the experience of internationalisation in different places and from different perspectives. It strives for a deeper understanding of the complexity of internationalisation at UniSA through exploration of the construction of Graduate Quality #7 (that students of UniSA will develop international perspectives as professionals and citizens) in two different cultural and educational contexts ���������������� Adelaide and Hong Kong. The research highlights the need to embed and integrate intercultural learning into the culture of UniSA – to assist all staff and all students to move into uncomfortable intercultural spaces; to learn from and with each other within those spaces; to challenge their stereotypes and prejudices and to move on from them. The three reports are drawn together in the meta-analysis which concludes that although there are signs of ideological struggle within the discourse of internationalisation, the constructions of internationalisation and its subjects and actors at UniSA and beyond are consistent with a construction of internationalisation as a neo-colonialist activity. It suggests a modified approach to internationalisation – one that challenges the stereotypes and hegemonies currently associated with it. This has implications for the focus of professional development and student services to support internationalisation at UniSA and other Australian universities.
33
Alharbi, Mohammad. "Developing workplace competencies for Saudi Arabia's youth." Thesis, 2014. https://vuir.vu.edu.au/26223/.
Full textAbstract:
This study explores Saudi Arabian youth employment training programs and identifies factors that may present constraints or opportunities for school leavers training for vocational employment in the largest Saudi business sector, small to medium-sized firms. It also explores the influence of Saudisation and Nitaqat on youth employment programs.